Utah Standards

ALL CURRICULUMS
(ANCIENT HISTORY, MIDDLE AGES, AMERICAN HISTORY)
K.1.1; 1.1.1; 1.1.3; 2.2.7; 3.3.7

AMERICAN HISTORY CURRICULUM
2.1.5; 5.1.1; 5.1.2

EXPLORERS UNBOXED
PLYMOUTH UNBOXED
ST. AUGUSTINE UNBOXED
MALI UNBOXED
JAMESTOWN UNBOXED
POWHATAN UNBOXED
5.1.3; 5.4.3

FRENCH AND INDIAN WAR UNBOXED
5.1.4

REVOLUTION UNBOXED
5.2.3

LEWIS AND CLARK UNBOXED
GOING WEST UNBOXED
MISSIONS UNBOXED
5.4.2

CIVIL WAR UNBOXED
5.4.4

URUK UNBOXED
EGYPT UNBOXED
INDUS VALLEY UNBOXED
CHINA UNBOXED
ATHENS UNBOXED
POMPEII UNBOXED
ISRAELITES UNBOXED
6.1.1; 6.1.4

MING DYNASTY UNBOXED
VIKINGS UNBOXED
MAYA UNBOXED
BENIN UNBOXED
GHANA UNBOXED
JOMON UNBOXED
SCYTHIANS UNBOXED
6.1.4

ISLAMIC EMPIRE UNBOXED
KOREA UNBOXED
ALEXANDER THE GREAT UNBOXED
ANGLO-SAXONS UNBOXED
OLMECS UNBOXED
6.2.2; 6.2.3

PHARAOHS UNBOXED
ATHENS UNBOXED
BABYLON UNBOXED
JULIUS CAESAR UNBOXED
POMPEII UNBOXED
MAURYAN EMPIRE UNBOXED
BYZANTINE UNBOXED
CHARLEMAGNE UNBOXED
MONGOLS UNBOXED
REVOLUTION UNBOXED
PLYMOUTH UNBOXED
6.1.6

JAPAN UNBOXED
ANGLO-SAXONS UNBOXED
6.2.5

ALL CURRICULUMS
(ANCIENT HISTORY, MIDDLE AGES, AMERICAN HISTORY)
WH.5.5; WH.3.5; WH.3.2; WH.2.5; WG.4.1; WG.3.6; WG.3.5; WG.2.2; WG.1.3

INDUS VALLEY UNBOXED
URUK UNBOXED
EGYPT UNBOXED
JOMON UNBOXED
WH.1.3

MONGOLS UNBOXED
WH.3.3

AUSTRALIA UNBOXED
NATIVE ALASKA UNBOXED
MAYA UNBOXED
GHANA UNBOXED
ISRAELITES UNBOXED
WH.4.3

CHINA UNBOXED
MAURYAN EMPIRE UNBOXED
JAPAN UNBOXED
OLMECS UNBOXED
SCYTHIANS UNBOXED
BYZANTINE UNBOXED
MALI UNBOXED
POMPEII UNBOXED
ISLAMIC EMPIRE UNBOXED
WH.3.5

EXPLORERS UNBOXED
MALI UNBOXED
POWHATAN UNBOXED
JAMESTOWN UNBOXED
ST AUGUSTINE UNBOXED
USH.1.2; USH.1.3; USH.2.3

PLYMOUTH UNBOXED

LEWIS AND CLARK UNBOXED

FRENCH AND INDIAN WAR UNBOXED
REVOLUTION UNBOXED
USH.3.3

CIVIL WAR UNBOXED
USH.7.1

K.1.1 Compare how people lived in earlier times and how their lives would be different today (for example, growing food, making clothing, living by different rules and laws).
1.1.1 Explain why people may see historical events from different points of view.
1.1.3 Use primary sources (for example, artifacts and documents such as photographs, newspapers, speakers, stories, songs) to make inferences about why certain events in history are remembered.
1.2.4 Explain the reasons that people, animals, and goods move.
2.1.5 Identify the achievements of significant Americans, including those from local and other diverse perspectives, and explain their importance.
2.2.7 On a map of the world, locate where their families or other families in the community historically came from. With support, curate and share information about the traditional food, cultural customs, recreation, religion, and music of that country and/or region.
3.1.1 Discuss the basic differences between different forms of government, including a constitutional republic, a pure democracy, an oligarchy, and a monarchy.
3.3.7 Discuss how the choices of individuals and leaders affect their community and its future (for example, supporting local businesses, volunteering, voting).
5.1.1 Cite examples to illustrate how the physical geography of North America (for example, landforms, seasons, weather, bodies of water) influenced the lives of Native American tribal groups.
5.1.2 Identify ideas, innovations, and contributions of Native Americans that have had a lasting impact on human civilization (for example, agriculture, respect for the earth and environment, inventions, fashion, art, government, language, medicines, ritual and ceremony).
5.1.3 Use maps and primary/secondary sources to evaluate the push and pull factors that led to exploration and colonization of North America (for example, fleeing persecution, enslavement, economic advancement, indentured servitude, religious freedom/isolationism).
5.1.4 Describe how conflicts over land, trade, and alliances sometimes arose during colonization in North America (for example, Bacon’s Rebellion, King Philip’s War, the French and Indian War).
5.2.3 Explain how the actions of key individuals and groups influenced the outcome of the American Revolution.
5.4.2 Use primary sources to explain the driving forces for why people immigrated and emigrated during the 19th century, as well as the ways that movement changed the nation.
5.4.3 Summarize the impacts of forced relocation and assimilation on Native American people and how they have preserved their communities in the face of such adversity.
5.4.4 Use primary and secondary sources to compare how differences in economics, politics, and culture (for example, slavery, political and economic competition in Western territories) between the North and South led to the United States Civil War.
6.1.1 Discern characteristics needed for the transformation from simple societies to civilizations, and compare those characteristics in at least three different ancient civilizations found in different regions of the world (for example, Mesopotamia, Egypt, Indus River Valley, China, Inca, Aztec, Persia, Greece, Carthage, Gupta, Rome).
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.
6.2.3 Identify the most historically significant inventions and innovations from Ca. 500 C.E.–1500 C.E. (for example, printing press/moveable type, astronomy, medicine), and argue their ongoing importance.
6.1.6 Compare the purposes and functions of early governments (for example, monarchy, oligarchy, tyranny, pure democracy, republic, theocracy) to modern governments.
6.2.2 Use primary and secondary sources to explain how the spread of religious ideas during the post-classical era influenced globalization (for example, spread of Islam, Crusades, cultural expression through art and architecture, Reformation).
6.2.5 Critique how and why systems of governance took steps toward self-rule during the post-classical period (for example, the rise of the merchant class, Magna Carta, feudalism in Europe and Japan).

USH.1.2 Students will compare and evaluate historians’ interpretations of the motivations and conditions that led to European exploration.
USH.1.3 Students will draw from multiple perspectives and cite evidence to explain the effects of European exploration, specifically on Africa, the Caribbean, and North and South America.
USH.2.3 Students will use primary sources as evidence to contrast the daily life and contexts of individuals of various classes and conditions in and near the English colonies, such as gentry, planters, women, indentured servants, African slaves, landowners, and American Indians.
USH.3.3: Students will use primary sources to compare the contributions of key people and groups to the Revolution, such as Paul Revere, Thomas Paine, Abigail Adams, the Sons and Daughters of Liberty, and Thomas Jefferson.
USH.7.1: Students will explain how slavery and other geographic, social, economic, and political differences between the North, South, and West led to the Civil War.
WG.1.3: Students will cite evidence of how the distribution of natural resources affects physical and human systems.
WG.2.2: Students will explain push and pull factors causing voluntary and involuntary migration and the consequences created by the movement of people.
WG.3.5: Students will explain how the basic tenets of world religions affect the daily lives of people.
WG.3.6: Students will cite examples of how globalization creates challenges and opportunities for different cultures.
WG.4.1: Students will explain why and how people organize into a range of political structures at different scales.
WH.1.3: Students will use artifacts and early written records to make inferences about the significance of technological development and diffusion, including writing, in Mesopotamia, Egypt, the Indus River civilization, and the Huang He (Yellow) River civilization.
WH.2.5: Students will construct an argument for the significant and enduring political, economic, technological, social, or other cultural contributions of classical civilizations.
WH.3.2: Students will evaluate historians’ interpretations regarding the patterns in the development of civilizations in the Americas compared to other places in the world.
WH.3.3: Students will evaluate the long-term effects of the Mongol conquest, such as the diffusion of ideas, technologies, and diseases.
WH.3.5: Students will identify patterns in the diffusion of technology, writing, religion, political systems, and other elements of civilization, using case studies such as the Chinese impact on Japan, the Arab impact on Mali, the Byzantine impact on Russia, the Roman impact on Europe, and the Olmec impact on later American civilizations.
WH.4.3: Students will describe the complex cultures of indigenous societies, such as those in Polynesia, Sub-Saharan Africa, Australia, and the Americas.
WH.5.5: Students will compare and contrast the long-term effects of imperialism on a global scale.