Water Quality Connections to Utah Core Standards for Grades 6, 7, and 8
Core Standards connect in four Clear areas of curriculum:
Science
English Language Arts
Library Media
Social Studies.
Science for grades 6, 7, 8
All grades have the same requirements regarding:
Principles of Scientific literacy
Principles of Science Learning
Two of the three dimensions of Science (Science and Engineering practices, SEPs, Cross Cutting Concepts, CCCs.) The grades differ on the third dimension, Disciplinary Core ideas, DCIs.
6th Grade:
Science DCIs, as they connect to Stormwater Quality Curriculum
Life Sciences:
(LS2) Ecosystems
(LS4) Biological Evolution
Earth and Space Sciences:
(ESS2) Earth’s Systems
(ESS3) Earth and Human Activity
Engineering Design:
(ETS1.A) Defining and Delimiting an Engineering Problem
(ETS1.B) Developing Possible Solutions
(ETS1.C) Optimizing the Design Solution
Strand 6.3: EARTH'S WEATHER PATTERNS AND CLIMATE
All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. Heat energy from the Sun, transmitted by radiation, is the primary source of energy that affects Earth's weather and drives the water cycle. Uneven heating across Earth's surface causes changes in density, which result in convection currents in water and air, creating patterns of atmospheric and oceanic circulation that determine regional and global climates.
Standard 6.3.1
Develop a model to describe how the cycling of water through Earth's systems is driven by energy from the Sun, gravitational forces, and density. (ESS2.C)
Standard 6.3.2
Investigate the interactions between air masses that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams. (ESS2.C, ESS2.D)
Standard 6.3.3
Develop and use a model to show how unequal heating of Earth's systems cause patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. Examples of models could include Utah regional patterns such as lake-effect and wintertime temperature inversions. (ESS2.C, ESS2.D)
Standard 6.3.4
Construct an explanation supported by evidence for the role of the natural greenhouse effect in Earth's energy balance, and how it enables life to exist on Earth. Examples could include comparisons between Earth and other planets such as Venus and Mars. (ESS2.D)
Strand 6.4: STABILITY AND CHANGE IN ECOSYSTEMS
The study of ecosystems includes the interaction of organisms with each other and with the physical environment. Consistent interactions occur within and between species in various ecosystems as organisms obtain resources, change the environment, and are affected by the environment. This influences the flow of energy through an ecosystem, resulting in system variations. Additionally, ecosystems benefit humans through processes and resources, such as the production of food, water and air purification, and recreation opportunities. Scientists and engineers investigate interactions among organisms and evaluate design solutions to preserve biodiversity and ecosystem resources.
Standard 6.4.1
Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. Examples could include water, food, and living space in Utah environments. (LS2.A)
Standard 6.4.2
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism. (LS2.A)
Standard 6.4.3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts. (LS2.B)
Standard 6.4.4
Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts. (LS2.C)
Standard 6.4.5
Evaluate competing design solutions for preserving ecosystem resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating and communicating information of differing design solutions. Examples could include policies affecting ecosystems, responding to invasive species or solutions for the preservation of ecosystem resources specific to Utah, such as air and water quality and prevention of soil erosion. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C)
7th Grade:
Science DCIs, as they connect to Stormwater Quality Curriculum
Life Sciences:
(LS2) Ecosystems
(LS4) Biological Evolution
Earth and Space Sciences:
(ESS2) Earth’s Systems
(ESS3) Earth and Human Activity
Engineering Design:
(ETS1.A) Defining and Delimiting an Engineering Problem
(ETS1.B) Developing Possible Solutions
(ETS1.C) Optimizing the Design Solution
Strand 7.2: CHANGES TO EARTH OVER TIME
Earth's processes are dynamic and interactive, and are the result of energy flowing and matter cycling within and among Earth's systems. Energy from the sun and Earth's internal heat are the main sources driving these processes. Plate tectonics is a unifying theory that explains crustal movements of Earth's surface, how and where different rocks form, the occurrence of earthquakes and volcanoes, and the distribution of fossil plants and animals.
Standard 7.2.1
Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. (ESS1.C, ESS2.A)
Standard 7.2.2
Construct an explanation based on evidence for how processes have changed Earth's surface at varying time and spatial scales. Examples of processes that occur at varying time scales could include slow plate motions or rapid landslides. Examples of processes that occur at varying spatial scales could include uplift of a mountain range or deposition of fine sediments. (ESS2.A, ESS2.C)
Standard 7.2.3
Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human-engineered structures such as homes, roads and bridges. Examples of geologic hazards could include earthquakes, landslides, or floods. (ESS2.A, ESS2.C, ETS1.A, ETS1.B, ETS1.C)
8th Grade:
Science DCIs, as they connect to Stormwater Quality Curriculum
Earth and Space Sciences:
(ESS2) Earth’s Systems
(ESS3) Earth and Human Activity
Engineering Design:
(ETS1.A) Defining and Delimiting an Engineering Problem
(ETS1.B) Developing Possible Solutions
(ETS1.C) Optimizing the Design Solution
Core Standards of the Course
Strand 8.4: INTERACTIONS WITH NATURAL SYSTEMS AND RESOURCES
Interactions of matter and energy through geologic processes have led to the uneven distribution of natural resources. Many of these resources are nonrenewable, and per-capita use can cause positive or negative consequences. Global temperatures change due to various factors, and can cause a change in regional climates. As energy flows through the physical world, natural disasters can occur that affect human life. Humans can study patterns in natural systems to anticipate and forecast some future disasters and work to mitigate the outcomes.
Standard 8.4.1
Construct a scientific explanation based on evidence that shows that the uneven distribution of Earth's mineral, energy, and groundwater resources is caused by geological processes. Examples of uneven distribution of resources could include Utah's unique geologic history that led to the formation and irregular distribution of natural resources like copper, gold, natural gas, oil shale, silver, and uranium. (ESS3.A)
Standard 8.4.2
Engage in argument supported by evidence about the effect of per-capita consumption of natural resources on Earth's systems. Emphasize that these resources are limited and may be non-renewable. Examples of evidence include rates of consumption of food and natural resources such as freshwater, minerals, and energy sources. (ESS3.A, ESS3.C)
Standard 8.4.3
Design a solution to monitor or mitigate the potential effects of the use of natural resources. Evaluate competing design solutions using a systematic process to determine how well each solution meets the criteria and constraints of the problem. Examples of uses of the natural environment could include agriculture, conservation efforts, recreation, solar energy, and water management. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C)
Standard 8.4.4
Analyze and interpret data on the factors that change global temperatures and their effects on regional climates. Examples of factors could include agricultural activity, changes in solar radiation, fossil fuel use, and volcanic activity. Examples of data could include graphs of the atmospheric levels of gases, seawater levels, ice cap coverage, human activities, and maps of global and regional temperatures. (ESS3.D)
Standard 8.4.5
Analyze and interpret patterns of the occurrence of natural hazards to forecast future catastrophic events, and investigate how data is used to develop technologies to mitigate their effects. Emphasize how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow prediction, but others, such as earthquakes, may occur without warning. (ESS3.B)
6th Grade:
English Language Arts Core Standards- as they connect to Stormwater Quality Curriculum
Speaking and Listening (6.SL)
Students will learn to collaborate, express and listen to ideas, integrate and evaluate information from various sources, use media and visual displays as well as language and grammar strategically to help achieve communicative purposes, and adapt to context and task.
Standard 6.SL.1:
Participate effectively in a range of conversations and collaborations on topics, texts, and issues.
Respectfully acknowledge comments, claims, and evidence from multiple perspectives and identify contradictions when applicable.
Participate in conversations by posing questions, acknowledging new information, qualifying or justifying responses with reasoning and elaboration, and keeping the discussion on topic.
Standard 6.SL.2:
Interpret credible information presented in various formats and media to make informed decisions.
Standard 6.SL.3:
Use appropriate language, grammar, organization, development, and delivery styles appropriate to purpose and audience for formal or informal contexts.
Use visual displays of data, including digital media, to convey information and engage the audience.
Reading (6.R)
Students will learn to proficiently read and comprehend grade level literature and informational text, including seminal U.S. documents of historical and literary significance, at the high end of the grade level text complexity band, with scaffolding as needed. *Standard R.4 includes an asterisk to refer educators back to the Text Complexity Grade Bands and Associated Lexile Ranges in the introduction of the standards.
Standard 6.R.4:
Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
Standard 6.R.5:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL & RI)
Standard 6.R.9:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. (RL & RI)
Consistently use context as a clue to the meaning of a word or phrase.
Consistently use Greek or Latin affixes and roots as clues to the meaning of a word.
Consult reference materials to find the pronunciation of a word or determine its precise meaning or its part of speech.
Standard 6.R.11:
Explain how an author's perspective develops the point of view of the narrator or speaker in multiple texts. (RL)
Analyze how the author distinguishes a perspective and/or position from that of others. (RI)
Standard 6.R.12:
Compare how different mediums, including print and digital media, contribute to the understanding of a text. (RL & RI)
Standard 6.R.13:
Not applicable to RL.
Evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (RI)
Standard 6.R.14:
Compare texts across different media or genres in terms of their approaches to similar themes and topics. (RL)
Compare one author's presentation of events with that of another. (RI)
Writing (6.W)
Students will learn to write for a variety of tasks, purposes, and audiences using appropriate grammar/conventions, syntax, and style.
Standard 6.W.1:
Write arguments to support claims with clear reasons and relevant evidence, and provide a concluding section related to the argument presented.
Introduce claims supported by evidence from credible sources, and create an organizational structure in which claims are logically grouped to support the writer's purpose.
Use words, phrases, and clauses to clarify the relationships among claims and evidence.
Use appropriate conventions and style for the audience, purpose, and task.
Standard 6.W.2:
Write informative/explanatory texts to examine a topic that conveys ideas and information clearly and provide a concluding section that supports the information or explanation presented.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful.
Develop the topic with relevant facts, definitions, concrete details, quotations, and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and content-specific vocabulary to inform about or explain the topic.
Use appropriate conventions and style for the audience, purpose, and task.
Standard 6.W.4:
Conduct short research projects to craft an argument or answer a question.
Gather, synthesize, and use information from credible sources on the topic.
Generate ideas to demonstrate understanding of the topic under investigation.
Avoid plagiarism by quoting or paraphrasing and provide basic bibliographic information for sources.
Interact and collaborate with others throughout the writing process.
7th-8th Grade:
English Language Arts Core Standards- as they connect to Stormwater Quality Curriculum
Speaking and Listening (7-8.SL)
Students will learn to collaborate, express and listen to ideas, integrate and evaluate information from various sources, use media and visual displays as well as language and grammar strategically to help achieve communicative purposes, and adapt to context and task.
Standard 7-8.SL.1:
Participate effectively in a range of conversations and collaborations on topics, texts, and issues.
Respond thoughtfully in democratic discussions that involve decision-making and role-taking and determine if additional information or research is required to deepen the discussion.
Participate in conversations by asking and responding to questions and provide the opportunity to consider a range of perspectives.
Standard 7-8.SL.2:
Evaluate the credibility of multiple sources of information presented in various formats and media to make informed decisions.
Standard 7-8.SL.3:
Use appropriate language, grammar, organization, development, and delivery styles appropriate to purpose and audience for formal or informal contexts.
Convey a clear perspective by presenting and citing information, findings, and supporting evidence so that listeners can follow the line of reasoning.
Reading (7-8.R)
Students will learn to proficiently read and comprehend grade level literature and informational text, including seminal U.S. documents of historical and literary significance, at the high end of the grade level text complexity band, with scaffolding as needed. *Standard R.4 includes an asterisk to refer educators back to the Text Complexity Grade Bands and Associated Lexile Ranges in the introduction of the standards.
Standard 7-8.R.4:
Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
Standard 7-8.R.5:
Cite textual evidence that supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RL & RI)
Standard 7-8.R.9:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. (RL & RI)
Determine and consult appropriate reference materials to find the pronunciation of a word or determine its precise meaning or its part of speech.
Standard 7-8.R.10:
Analyze the structure an author uses to organize a text, and how it contributes to the text meaning. (RL & RI)
Standard 7-8.R.12:
Compare a text to another text in a different medium about the same topic and evaluate the impact of the differences on the audience. (RL & RI)
Standard 7-8.R.13:
Not applicable to RL.Evaluate an argument and specific claims in a text, assessing the validity of key statements by examining whether the supporting evidence is relevant and sufficient. (RI
Writing (7-8.W)
Students will learn to write for a variety of tasks, purposes, and audiences using appropriate grammar/conventions, syntax, and style.
Standard 7-8.W.1:
Write arguments to support claims with logical reasoning, relevant evidence from accurate and credible sources, and provide a conclusion that follows from and supports the argument presented.
Introduce claims, distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence.
Use appropriate conventions and style for the audience, purpose, and task.
Standard 7-8.W.2:
Write informative/explanatory texts to examine a topic and convey ideas and information through the selection, organization, and analysis of relevant content, and provide a conclusion that supports the information or explanation presented.
Introduce a topic, previewing what is to follow; organize ideas and information into broader categories; utilize formatting, graphics, and multimedia related to the topic.
Develop the topic with relevant facts, definitions, concrete details, quotations, and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas.
Use precise language and content-specific vocabulary to inform about or explain the topic.
Use appropriate conventions and style for the audience, purpose, and task.
Standard 7-8.W.4:
Conduct short research projects to craft an argument, answer a question, or provide an analysis.
Gather, assess, and use information from credible sources on the topic.
Generate ideas to demonstrate understanding of the topic and purpose.
Avoid plagiarism by quoting, paraphrasing, and citing, using a standard format for citation of evidence.
Interact and collaborate with others throughout the writing process.
Library Media as it connects to Stormwater Quality Curriculum
Reading Engagement
Libraries support independent readers by providing a variety of materials for informational and leisure reading. Reading extensively strengthens stamina and broadens students' global perspective. Skilled teacher librarians recognize individual students' interests and needs and provide materials in a variety of formats, genres, and languages, at varied reading levels.
Strand 1:
Reading to pursue intellectual, personal, and emotional growth for life
Standard 1:
Build reading behaviors for lifelong learning and enjoyment of reading.
Select texts from a variety of genres and formats to read for enjoyment, to acquire knowledge, and to answer questions.
Make personal connections while respecting the right to read, seek information, and speak freely.
Demonstrate resiliency, perseverance and stamina when reading a variety of texts.
Contribute to a reading and learning community including recommending reading materials to peers.
Connect with family, neighborhood, and community libraries.
Standard 2:
Comprehend literary and informational texts.
Apply appropriate reading strategies in literary and informational texts.
Read, listen to, view, and integrate information to build background knowledge.
Strand 2: Information and Research
Students need the lifelong skills of selecting information from a wide variety of sources, assessing its worth, and applying newfound knowledge to problems, preparing them for learning, doing, and problem solving in college, career and throughout life. Teacher librarians will instruct students in a multi-step research process that is adaptable. As students gain research skills, they develop self-confidence in solving information problems in an environment where information resources and technologies have become increasingly complex.
Strand 2:
Defining an information problem and identify information needed
Standard 1:
Define an information problem.
Analyze the task to identify the information problem.
Seek clarification from teachers and others
Select and narrow or broaden topics into a manageable focus.
Conceptualize the form of the final product based on target audience, assignment constraints, and criteria for evaluation.
Standard 2:
Identify the information needed.
Analyze the task and information needed in terms of students' previous knowledge.
Compile and refine a range of significant questions by considering the amount, format, location and type of information to guide inquiry.
Select and narrow or broaden keyword search terms.
Strand 3:
Identifying, evaluating, and selecting sources
Standard 1:
Determine a wide range of general and specific sources.
Develop an information search strategy.
Identify potential information sources and access tools.
Standard 2:
Select relevant sources.
Evaluate print and digital sources for relevancy, accuracy, validity, credibility, availability, currency, authority, accessibility within time limits, and ease of use.
Apply an understanding of the difference between primary and secondary sources.
Strand 4:
Locating sources and access information.
Standard 1:
Locate identified sources and access information within sources.
Understand the library layout, the library classification system, and the circulation process.
Demonstrate how to navigate library catalogs, web browsers, and databases.
Locate sources with divergent perspectives that answer research questions by considering primary and secondary sources, general and subject-specific references, and scholarly and popular articles.
Locate potential digital, print, artifacts and human sources to meet the research need.
Revise and focus search by demonstrating the effective use of location skills and advanced search strategies.
Standard 2:
Access information within sources.
Apply relevant information access skills using table of contents, indexes, keyword searches, and related subjects.
Strand 5:
Engaging with and extracting information.
Standard 1
Engage with information by reading, listening, and viewing sources in a variety of formats.
Use appropriate reading, viewing, and listening skills and strategies to gather evidence to support the research task.
Build connections between prior knowledge and new information through engaging with information, and collaborate with others to broaden and deepen understanding.
Gather information by surveying and interviewing others.
Modify questions, sources, or strategies as needed to accomplish the research task.
Monitor gathered information for gaps or weaknesses and seek additional sources as necessary.
Standard 2:
Extract relevant information that answers the information problem and meets task requirements.
Apply critical thinking skills to evaluate and select information in terms of relevance, accuracy, validity, reliability, currency, authority, completeness, format, point-of- view, and timeliness.
Distinguish between fact and opinion and evaluate for the presence of bias, prejudice, or propaganda.
Validate and compare information in sources, noting differences, contradictions, and types of data or research.
Use a variety of note-taking strategies.
Abstract, summarize, and paraphrase.
Credit appropriate sources using accepted citation format.
Strand 6:
Organizing, synthesizing, and presenting information
Standard 1:
Organize information from multiple sources.
Establish a clear purpose for the learning product.
Analyze and organize information to support conclusions.
Use technology and other information tools to integrate and organize textual, numerical, and pictorial information from multiple sources.
Evaluate critically whether or not the selected information supports the proposed conclusions.
Follow ethical and legal guidelines in using information, avoiding plagiarism and copyright violations.
Create, revise, and refine drafts of the learning product.
Finalize the learning product by applying criteria for quality and craftsmanship based on existing models, including assignment criteria and personal standards.
Standard 2:
Present research learning products.
Present research learning products, using a variety of media formats effectively to promote new understanding.
Update and publish learning products, individually or collaboratively, considering fair use and Creative Commons licensing.
Strand 7:
Evaluating the process and product
Standard 1:
Assess the process and product for efficiency and effectiveness.
Compare and evaluate the process and product with criteria from the original task definition.
Assess ability to select sources that are current, valid, authoritative, and relevant to the task.
Reflect on personal growth, development of technology skills, ability to collaborate, and personal performance during the research process.
Assess development of time-management skills during and after the research process.
Critique the quality and effectiveness of the process and product and determine areas needing improvement and how to make changes in the future.
Social Studies as it connects to Stormwater Quality Curriculum
Social Studies as it connects to Stormwater Quality Curriculum- Grade 6
Strand 1: World Civilizations
Students will compare how the aspects of geography, culture, religion, government, technology, and systems in ancient civilizations met human needs and wants, as well as allowed and encouraged the growth and development of civilizations as humans migrated across the earth. They will compare early governments to the foundations of modern governments.
Standard 6.1.3
Use maps to analyze how physical geography affected the development of three civilizations found in different regions of the world.
Standard 6.1.4
Identify some of the economic systems and technologies (for example, irrigation, writing systems, farming techniques, trading and bartering, coins and currency) created by three civilizations found in different regions of the world, and categorize how they met specific human needs or wants.
Social Studies as it connects to Stormwater Quality Curriculum- Grade 7
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.
The range of the Utah Studies standards allows teachers flexibility in designing the course scope and sequence. The course could be organized thematically, with distinct units of study related to the social studies disciplines:
Economics
Geography
History
Political science/civics
Core Standards of the Course
UT Strand 4: UTAH IN THE WORLD
(Ca. 1945-2002)
The post-war era saw massive cultural and economic changes. By the time Utah hosted the 2002 Olympics, the state was globally interconnected as never before. Utah's economy and world-famous geography became inextricably linked with one another as the snow-sport and tourism industries developed. Industries including mining, agriculture, and technology continued to evolve and expand. Conversations and controversies continued regarding the best ways forward for economic growth, community development, and natural resource management. Additionally, Utah's cultural landscape continued to evolve and diversify.
Possible Guiding Questions to Consider:
What unique attributes of Utah's physical and human geography have had an impact on the growth and development of the state?
What is the best way to balance federal and state power?
Who are some of the most influential leaders in Utah, at a variety of scales? What have been their most significant contributions to the betterment of life in Utah?
UT Standard 4.1:
Students will evaluate the impact of the Cold War on Utah, such as the uranium boom, nuclear testing, nuclear waste storage and disposal, and the MX missile controversy. (history)
UT Standard 4.2:
Students will make an evidence-based argument regarding the appropriate roles of local, state, and federal governments in resolving a current and/or historical issue. (civics)
UT Standard 4.5:
Students will describe the historic and present management of natural resources and make recommendations for natural resource management in the future. (geography)
UT Standard 4.6:
Students will evaluate the impact of tourism on Utah's economy and geography, such as the development of tourism industries, state and national parks, and events including the 2002 Olympics. (economics)
UT Strand 5: LOOKING TOWARDS UTAH'S FUTURE
(Ca. 2003-Present) In the 21st century, central themes endure: the diffusion of cultures, global interconnectedness, the importance of creating and sustaining community, and the need for a strong economy. Most current events-whether they involve interactions between sovereign American Indian tribal communities and state and federal governments; concerns about water; tensions and questions about the proper role and jurisdiction of local, state, and federal governments; or ideas about how best to grow Utah's economy-have their roots deeply embedded in the rich history of Utah. Students will now have an opportunity to synthesize their study of Utah with capstone academic work.
Possible Guiding Questions to Consider:
How should issues be resolved that involve state, federal, and American Indian lands?
What would be the costs and benefits of Utah hosting another Winter Olympics?
What are the best ways to ensure our growing water needs will be met?
What are solutions to Utah's air quality concerns?
How do we create and sustain safe and healthy communities?
How can Utah best meet transportation and other infrastructure needs?
UT Standard 5.1:
Students will select a recent event they think will be worthy of remembering, recording, or interpreting, and make an argument for its potential historical significance. (history)
UT Standard 5.2:
Students will use geographic tools and resources to investigate a current issue, challenge, or problem facing Utah or their community, and propose a viable solution. (geography)
UT Standard 5.3:
Students will use data regarding the key components of Utah's economy to make recommendations for sustainable development. (economics)
UT Standard 5.4:
Students will use recent population growth and other demographic trends to make predictions about Utah's growth, and create and defend a public policy in response to those trends. (economics)
UT Standard 5.5:
Students will research issues of civic importance in which city, county, tribal, or state governments have a role. Students will use their research to develop and write a policy proposal to the appropriate governmental entity, such as a board, commission, council, legislator, or agency. (civics)
Social Studies as it connects to Stormwater Quality Curriculum- Grade 8
Social Studies - United States History I
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.
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.
To reach these ends, student should have ample opportunities to:
Engage in deliberative, collaborative, and civil dialogue regarding historical and current issues.
Identify local, state, national, or international problems; engage with solutions to these problems; and share their ideas with appropriate public and/or private stakeholders.
Apply knowledge of governmental structure, historical concepts, geographic interrelationships, and economic principles to analyze and explain current events.
Develop and demonstrate values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation.
Engage in dialogue regarding American exceptionalism, in the sense of the special character of the United States as a uniquely free nation based on democratic ideals and personal liberty.
Foundational Skills of the Social Studies Disciplines
Students should develop skills associated with the disciplines of history, geography, political science, and economics, most notably the ability to construct arguments using the evidence, texts, and tools valued within each discipline. Of particular importance in a United States history course is developing the reading, thinking, and writing skills of historians. These skills include the ability to think critically about evidence, use diverse forms of evidence to construct interpretations, and defend these interpretations through argumentative historical writing. Students will corroborate their sources of evidence and place their interpretations within historical contexts.
Among other elements of historical thinking, students should have opportunities to consider the concept of historical significance. Out of all the events that have happened in the past, historians must determine those that are significant enough for study. Led by their teachers, students should have opportunities to consider and discuss the relative significance of diverse events.
These skills are embedded within the standards in places that seem particularly appropriate. However, local educational agencies and/or teachers may use their discretion to integrate skill instruction in a manner that meets local needs.
A Note on the Organization of the Utah Standards in All Core Areas
Utah standards are organized into strands, which represent significant areas of learning within content areas. Depending on the core area, these strands may be designated by time periods, thematic principles, modes of practice, or other organizing principles.
Within each strand are standards. A standard is an articulation of the demonstrated proficiency to be obtained. A standard represents an essential element of the learning that is expected. While some standards within a strand may be more comprehensive than others, all standards are essential for mastery.
Possible Guiding Questions to Consider:
How has physical geography affected cultures historically? How does it affect cultures today?
How were English colonization patterns on the Atlantic coast different from those of the French colonies in the interior and Spanish colonization in what is now the southwestern United States?
How are colonization patterns of the French, Spanish, and English colonies evident in human geography patterns today?
U.S. I Strand 4: THE U. S. CONSTITUTION
U.S. I Standard 4.2:
Students will describe the structure and function of the government that the Constitution creates.
U.S. I Standard 4.3:
Students will use historic case studies and current events to trace how and explain why the rights, liberties, and responsibilities of citizens have changed over time.
U.S. I Strand 6: EXPANSION
(Ca. 1783-1890)
The territorial expansion of the United States created challenges and opportunities for the young nation. Significant advances in industrial technology, discoveries of vast natural resources, a series of gold rushes, visions of the destiny of the nation, continuing conflicts between American Indians and settlers, disagreements between slave states and free states, and a number of push and pull factors influenced territorial expansion. The physical, political, and human geography of the United States today reflects, in part, the 19th century expansion of the nation.
Possible Guiding Questions to Consider:
How did the continent's physical geography affect the expansion of the United States?
What were the costs and benefits of the Industrial Revolution?
U.S. I Standard 6.1:
Students will compare and contrast historians' interpretations of the ideas, resources, and events that motivated the territorial expansion of the United States.
U.S. I Standard 6.3:
Students will identify the economic and geographic impact of the early Industrial Revolution's new inventions and transportation methods, such as the Erie Canal, the transcontinental railroad, steam engines, the telegraph, the cotton gin, and interchangeable parts.
U.S. I Standard 6.4:
Students will make a case for the most significant cultural, political, and economic impacts of territorial and/or industrial expansion.