Utah Core Standards
UT.WH. WORLD HISTORY
WH.1. PREHISTORY TO THE NEOLITHIC REVOLUTION (Ca. 150,000 B.C.E.–1,000 B.C.E.)
The advent of farming, sometimes referred to as the Neolithic Revolution, changed the world in profound ways. The transition from procuring to producing food altered the genetic structure of plants and animals. Some societies became sedentary. Inequalities between individuals and societies grew. Land ownership became more important. Specialization and trade became possible. Large-scale warfare became more common. Written records were needed. The changes that resulted from farming created a substantially different world, leading to the formation of the first civilizations and shaping world history.
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. THE RISE OF CLASSICAL SOCIETIES (Ca. 1000 B.C.E.–900 C.E.)
The classical civilizations of the Mediterranean (Egypt, ancient Israel, Greece, and Rome), Persia, China, India, and other regions have had a significant impact on global belief systems, legal systems, governments, culture, and social systems. Some developed vast empires, consolidating government power in revolutionary and influential structures. Emerging contacts between civilization centers began the diffusion of ideas and technologies. Classical civilizations rose and fell under remarkably similar circumstances, exhibiting global patterns.
WH.2.1. Students will identify and explain patterns in the development and diffusion and syncretism of world religions and philosophies, including Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism, Christianity, and Islam.
WH.2.2. Students will use primary sources to identify patterns in the stratification of social and gender structures across classical civilizations.
WH.2.4. Students will explain the impact of early trans-regional trade on the diffusion of religion, ideas, technology, and other aspects of culture.
WH.2.5. Students will construct an argument for the significant and enduring political, economic, technological, social, or other cultural contributions of classical civilizations.
UT.CC.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.