Third Grade Social Studies
Objective 6030-0601: Examine maps and globes.

• Identify oceans and continents of the world.
  
• Locate the northern and southern hemispheres using the equator.
  
• Locate the eastern and western hemispheres using the prime meridian.
  
• Use grids, scales, and symbols to identify the physical features.
  
• Differentiate among towns, cities, states, countries, and continents.
  
• Compare natural and human-made boundaries.

Standard 6030-02: Students compare the indigenous people of the local area with the Inca of South America.

Objective 6030-0201: Examine the Inca of South America.

• Identify the characteristics of mountain environments.
  
• Describe the Inca of South America.
  
• Create a time line for the Inca of South America.

Objective 6030-0202: Compare the Inca of South America to the indigenous people of the local area.

• Compare the environment of the local area with that of the Andes of South America.
  
• Compare the local community with the community of the Inca.

Standard 6030-07: Students make world connections by comparing the physical features of the United States with those of South America.

Objective 6030-0701: Use map skills to locate South America.

• Identify the hemisphere of South America.
  
• Locate the Andes Mountains of South America.
  
• Locate the countries of South America.
  
• Identify various environments of South America; e.g., mountain, tropical, plains.

Objective 6030-0702: Compare the physical features of the Andes Mountains with those of the local area.

• Compare the physical features of the Andes Mountains with those of the local area; e.g., mountains, valleys, plateaus, plains, desert.
  
• Compare the natural resources of the local community with those of the Andes Mountains.

Fourth Grade Social Studies
Standard 6040-05: Students compare governments and economies of Utah and Japan.

Objective 6040-0501: Compare the governments of Utah and Japan.

• List the attributes of government; e.g., branches of government, leaders.
  
• Identify the types of government of Utah and Japan; e.g., representative republic, constitutional monarchy.
  
• Compare modern daily life in each system.
  
• Compare individual rights and responsibilities.

Objective 6040-0502: Identify and compare the industries found in Utah with those in Japan.

• List the major industries of Utah and Japan; e.g., transportation, mining, manufacturing, agriculture, tourism, service industry.
  
• Determine the factors that influence the growth of industries; e.g., geographic, economic, and political.

Fifth Grade Social Studies
Standard 6050-08: Students compare the cultures of Canada, Mexico, and the United States.

Objective 6050-0801: Explore the governments of Canada and Mexico.

• Examine the branches and duties of the government of Canada.
  
• Examine the branches and duties of the government of Mexico.
  
• Compare the governments of Canada and Mexico to the government of the United States.

Objective 6050-0802: Experience the cultures of Canada and Mexico.

• Experience the culture of Canada; e.g., music, art, literature, celebrations.
  
• Experience the culture of Mexico; e.g., music, art, literature, celebrations.

Standard 6050-12: Students compare the physical and political features of North America.

Objective 6050-1201: Identify the physical features of North America.

• Identify the countries of North America.
  
• Compare the physical features of Canada and Mexico; e.g., mountains, rivers, oceans, plains, deserts.

Objective 6050-1202: Compare the historical relationships of Canada, Mexico, and the United States.

• Identify the longest unmanned border in the world.
  
• Identify trade and immigration patterns that have to our culture.

Sixth Grade Social Studies
Objective 6060-0202: Describe the development of European countries from 1700 to 1900.

• Examine how European countries developed over time; e.g., politics, war, economics, religion.
  
• Identify major events of revolution and their affect on Europe; e.g., industrial, French, Russian.

Objective 6060-0602: Explore the culture and current events of modern Europe.

• Examine governance and economic structures.
  
• Explore the effect of world influence on country traditions; e.g., pop music, clothing, food.
  
• Investigate issues facing Europe today; e.g., pollution, economics, social structure, country borders.

Standard 6060-08: Students examine the boundary changes of Europe from the Renaissance to 1900.

Objective 6060-0801: Analyze the influence of geographic features in determining country borders.

• Use maps to identify the geographic features of Europe.
  
• Relate the establishment of countries to the physical features of Europe.

Objective 6060-0802: Determine the influence of political change on country borders.

• Compare maps of Europe from 1700 to 1900.
  
• Describe the role of politics in changing country borders from 1700 to 1900.

Standard 6060 - 09: Students analyze European boundary changes from 1900 to the present.

Objective 6060-0901: Investigate the role of invasion on changing political boundaries of Europe.

• Compare the changes in country borders before and after World War I.
  
• Locate the Allied and Axis powers during World War II.
  
• Compare pre- and post-World War II boundaries.

Objective 6060-0902: Describe the changes in country borders after the breakup of the Soviet Union in 1990 and today.

• Identify the European countries that emerged in 1990.
  
• Compare maps of Europe in 1990 with those of today.
  
• Identify current political and physical boundaries of modern Europe.

Grades 9 - 12 Geography for Life
Geography for Life is designed as a semester course, but is recommended to be a year-long course. A semester course will include map skills with physical and human geography essentials, beginning with North America, South America, Europe and their connections to other world regions. The year-long course continues to use previously learned geography skills connected to the remaining areas of the world.