Teaching Materials
Ask a Master Teacher
Lesson Plan Gateway
Lesson Plan Reviews
State Standards
Teaching Guides
Digital Classroom
Ask a Digital Historian
Tech for Teachers
Beyond the Chalkboard
History Content
Ask a Historian
Beyond the Textbook
History Content Gateway
History in Multimedia
Museums and Historic Sites
National Resources
Website Reviews
Issues and Research
Report on the State of History Education
Research Briefs
Best Practices
Examples of Historical Thinking
Teaching in Action
Teaching with Textbooks
Using Primary Sources
TAH Projects
Lessons Learned
Project Directors Conference
Project Spotlight
TAH Projects
Technical Working Group
Research Advisors
Teacher Representatives
Quiz Rules
Teaching History.org logo and contact info

Utah's Sixth Grade Standards

  • UT.1. Standard: Time Students identify the sequence of events that led to the establishment of ancient civilizations.
    • 1.2. Objective: Identify the sequence of history in the Fertile Crescent and ancient Egypt.
      • 1.2.a. Indicator: Examine how life in the Fertile Crescent changed over time; e.g., hunter/gatherer to agrarian society.
      • 1.2.b. Indicator: Trace the development of Egypt as a nation; e.g., three kingdoms, government, economy.
    • 1.3. Objective: Trace the development of ancient Greece and Rome.
      • 1.3.a. Indicator: Examine the sequence of events that led to the development of democracy in ancient Greece.
      • 1.3.b. Indicator: Analyze the events that led to the rise and fall of ancient Rome.
  • UT.2. Standard: Time Students trace the development of European history from the Middle Ages to 1900.
    • 2.1. Objective: Trace historical events of the Middle Ages and the Renaissance.
      • 2.1.a. Indicator: Identify the stages of organization of governance; e.g., Germanic tribes, feudal system, merchant class, city-states.
      • 2.1.b. Indicator: Contrast the economic systems of the feudal manor and the Italian merchant-princes.
    • 2.2. Objective: Describe the development of European countries from 1700 to 1900.
      • 2.2.a. Indicator: Examine how European countries developed over time; e.g., politics, war, economics, religion.
      • 2.2.b. Indicator: Identify major events of revolution and their affect on Europe; e.g., industrial, French, Russian.
  • UT.3. Standard: Time Students trace the development of modern Europe from 1900 to the present.
    • 3.1. Objective: Examine the effects of war and political unrest on Europe.
      • 3.1.a. Indicator: Investigate major causes of World War I and World War II; e.g., economics, invasion, tyranny.
      • 3.1.b. Indicator: Identify technological and military developments of World War I and World War II; e.g., trench warfare, airplane, military armament.
    • 3.2. Objective: Investigate political and economic development of post-World War II Europe to the present.
      • 3.2.a. Indicator: Examine political developments of Europe; e.g., NATO, Cold War, Eastern Europe unrest.
      • 3.2.b. Indicator: Explore the economic development of Europe; e.g., the Common Market, European Union.
  • UT.4. Standard: People Students explore the cultures of ancient civilizations.
    • 4.1. Objective: Explore the culture of the Fertile Crescent and ancient Egypt.
      • 4.1.a. Indicator: Examine the role and characteristics of political and social structures in the Fertile Crescent and their significance to the modern world; e.g., Hammurabi's Code, slave labor, gender roles.
      • 4.1.b. Indicator: Explore the importance of religion in ancient Egypt; e.g., governance, art, architecture, everyday life, hieroglyphics.
    • 4.2. Objective: Explore the cultures of ancient Greece and Rome.
      • 4.2.a. Indicator: Compare life in Athens and Sparta; e.g., government, recreation, religion, arts, theatre, science.
      • 4.2.b. Indicator: Describe life in ancient Rome; e.g., government, religion, recreation, art.
      • 4.2.c. Indicator: Examine manmade structures of Rome; e.g., aqueducts, roads, Coliseum.
    • 4.3. Objective: Identify the roots of democratic and republican forms of government.
      • 4.3.a. Indicator: Describe the components of Greek democracy; e.g., assembly, citizenship, banishment.
      • 4.3.b. Indicator: Describe the representative government of Rome; e.g., senate, citizenship, noncitizens, slaves, Plebeians.
      • 4.3.c. Indicator: Identify important leaders of Greece and Rome; e.g., Pericles, Caesar.
    • 4.4. Objective: Participate in democratic processes.
      • 4.4.a. Indicator: Take part in establishing classroom rules.
      • 4.4.b. Indicator: Compare the responsibilities of a good citizen in the United States to a good citizen in Greece and Rome.
      • 4.4.c. Indicator: Practice the responsibilities of good citizenship; e.g., patriotism, respect others, be responsible.
      • 4.4.d. Indicator: Make a contribution to the school, neighborhood, and community; e.g., service project.
      • 4.4.e. Indicator: Participate in patriotic tradition; e.g., pledge allegiance to the flag.
  • UT.5. Standard: People Students examine the development of European culture from the Middle Ages to 1900.
    • 5.1. Objective: Describe life under the feudal system.
      • 5.1.a. Indicator: Compare the lives of a feudal lord and serf.
      • 5.1.b. Indicator: Examine the role of religion in everyday life.
      • 5.1.c. Indicator: Describe economic structures of the Feudal system.
    • 5.2. Objective: Explore the impact of inventions and new knowledge leading to and during the Renaissance.
      • 5.2.a. Indicator: Explore technological and scientific developments of the time period.
      • 5.2.b. Indicator: Examine the influence of merchant princes of Italy on the development of art and architecture.
      • 5.2.c. Indicator: Identify the Renaissance Masters and their contributions to art and architecture, perspective, portraiture, and sculpture.
      • 5.2.d. Indicator: Analyze the impact of the Reformation on Western Europe.
    • 5.3. Objective: Examine social and economic issues of Europe from 1700-1900.
      • 5.3.a. Indicator: Determine the impact of the Industrial Revolution on Europe; e.g., labor, manufacturing, trade, availability of goods.
      • 5.3.b. Indicator: Identify the social classes of Europe; e.g., aristocracy, merchants, commoners.
      • 5.3.c. Indicator: Describe the impact of the French and Russian Revolutions on the people of Europe.
      • 5.3.d. Indicator: Describe how social and economic issues led to emigration.
  • UT.6. Standard: People Students examine the development of European culture from 1900 to the present.
    • 6.1. Objective: Analyze the impact of war on Europe.
      • 6.1.a. Indicator: Examine the reasons for war; e.g., religion, politics, power, economics.
      • 6.1.b. Indicator: Identify the governance structures of Europe 1900-1945; e.g., fascism, socialism, communism.
      • 6.1.c. Indicator: Analyze the consequences of war on Europe; e.g., poverty, famine, disease, destruction of life and property.
    • 6.2. Objective: Explore the culture and current events of modern Europe.
      • 6.2.a. Indicator: Examine governance and economic structures.
      • 6.2.b. Indicator: Explore the effect of world influence on country traditions; e.g., pop music, clothing, food.
      • 6.2.c. Indicator: Investigate issues facing Europe today; e.g., pollution, economics, social structure, country borders.
  • UT.7. Standard: Places Students explore the geographical features of ancient civilizations.
    • 7.1. Objective: Examine the major physical and political features of early civilizations.
      • 7.1.a. Indicator: Compare the physical features surrounding the Fertile Crescent and ancient Egypt; e.g., water, deserts, mountains.
      • 7.1.b. Indicator: Examine the importance of water in the development of civilization.
      • 7.1.c. Indicator: Analyze the importance of geographical features and climate in agriculture.
      • 7.1.d. Indicator: Compare historical and modern maps of the region.
    • 7.2. Objective: Explain how the physical geography of a region determines isolation or economic expansion.
      • 7.2.a. Indicator: Examine the impact of mountains and seas on ancient Greece.
      • 7.2.b. Indicator: Analyze the geographic features that aided Rome's growth; e.g., Mediterranean Sea, Red Sea, Nile River, mountains, plains, valleys.
      • 7.2.c. Indicator: Compare historical and modern maps of the region.
  • UT.8. Standard: Places Students examine the boundary changes of Europe from the Renaissance to 1900.
    • 8.1. Objective: Analyze the influence of geographic features in determining country borders.
      • 8.1.a. Indicator: Use maps to identify the geographic features of Europe.
      • 8.1.b. Indicator: Relate the establishment of countries to the physical features of Europe.
    • 8.2. Objective: Determine the influence of political change on country borders.
      • 8.2.a. Indicator: Compare maps of Europe from 1700 to 1900.
      • 8.2.b. Indicator: Describe the role of politics in changing country borders from 1700 to 1900.
  • UT.9. Standard: Places Students analyze European boundary changes from 1900 to the present.
    • 9.1. Objective: Investigate the role of invasion on changing political boundaries of Europe.
      • 9.1.a. Indicator: Compare the changes in country borders before and after World War I.
      • 9.1.b. Indicator: Locate the Allied and Axis powers during World War II.
      • 9.1.c. Indicator: Compare pre- and post-World War II boundaries.
    • 9.2. Objective: Describe the changes in country borders after the breakup of the Soviet Union in 1990 and today.
      • 9.2.a. Indicator: Identify the European countries that emerged in 1990.
      • 9.2.b. Indicator: Compare maps of Europe in 1990 with those of today.
      • 9.2.c. Indicator: Identify current political and physical boundaries of modern Europe.