Social Studies - 4th Grade

Standard I       Standard II       Standard III

4th Grade General Resources:

Web sites

Students will understand the relationship between the physical geography in Utah and human life.

Objective 1:
Classify major physical geographic attributes of Utah.

Web sites

• Geologic History of Utah
  Great site that has the state of Utah through all the time periods and many other resources on the left, click teacher link.
• Map of Utah
  Maps of Utah and places of interest with photographs of parks and monuments. This site also has a link to more photos of Utah by area.
• Photographs of the American Southwest
  Click on this link then look for Utah and click on it. If you click on categories, this site will break down the pictures by landform and by state.
• Utah Geology
  Good source for a variety of special needs maps of Utah. Scroll down and click on the desired map. That will allow you to cut and paste into a document. These maps are large enough when reproduced and will not become distorted. This site will also give access to a free download of “Google Earth”.

Indicators:

1. Identify Utah’s latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools.
2. Examine the forces at work in creating the physical geography of Utah (e.g. erosion, seismic activity, climate change).

Objective 2:
Analyze how physical geography affects human life in Utah.

Web sites

• Golden Spike National Historic Site
  Site for the Meeting of the Rails
• Map of Utah
  Maps of Utah and places of interest with photographs of parks and monuments. This site also has a link to more photos of Utah by area.
• Utah Division of Indian Affairs
  Good source for information on Utah tribes and basic information including history and government. This site also has sites for Tribal Land Maps, Utah Tribes Today, Speakers Bureau, Tribally/BIA Operated Schools, American Indian Contacts and Links.
• About American Indians
  Maps and information on each tribe.  Links to office of Indian Affairs--Utah

Indicators:

1. Identify population concentrations in the state and infer causal relationships between population and physical geography.
2. Classify the distribution and use of natural resources.
3. Compare the development of industry and business in Utah as it relates to its physical geography (e.g. mining, oil, agriculture, tourism).
4. Make inferences about the relationships between the physical geography of Utah and the state’s communication and transportation systems (e.g. trails, roads, telegraph, rail lines).
5. Examine the interactions between physical geography and public health and safety (e.g. inversions, earthquakes, flooding, fire).
6. Explain how archaeology informs about the past (e.g. artifacts, ruins, excavations).

Objective 3: Analyze how human actions modify the physical environment.

Web sites

• Golden Spike National Historic Site
  Site for the Meeting of the Rails

Indicators:

1. Describe how and why humans have changed the physical environment of Utah to meet their needs (e.g. reservoirs, irrigation, climate, transportation systems and cities).
2. Explain viewpoints regarding environmental issues (e.g. species protection, land use, pollution controls, mass transit, water rights, trust lands).
3. Outline the development of recreation in Utah since 1900 (e.g. sports, tourism, state, and national parks).
4. Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs.

Students will understand how Utah’s history has been shaped by many diverse people, events, and ideas.

Objective 1:
Describe the historical and current impact of various cultural groups on Utah.

Web sites

• World Atlas - Utah Timeline
  Time line for major events in Utah History.
• Utah Natives
  A huge amount of Information about the tribes past and present, with pictures.  Links to other websites
• Historical Pioneer Journals
  Pioneer Journals

Indicators:

1. Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources.
2. Explore points of view about life in Utah from a variety of cultural groups using primary source documents.
3. Explore cultural influences from various groups found in Utah today (e.g. food, music, religion, dress, festivals).
4. Identify and describe leaders from various cultures who exemplify outstanding character and life skills.
5. Explain the importance of preserving cultural prehistory and history, including archaeological sites and other historic sites and artifacts.

Objective 2:
Describe ways that Utah has changed over time.

Web sites

• Utah History to Go
  Provides information about Utah’s land, trappers, traders, explorers, American Indians, Pioneers, cowboys, war years and the present. This is a teacher resource that can be used to supplement other material.
• World Atlas - Utah Timeline
  Time line for major events in Utah History.
• Dominguez and Escalante Expedition
  European Exploration - 3D maps on the entire expedition, biographical information, Ute Indian names.

Indicators:

1. Identify key events and trends in Utah history and their significance (e.g. American Indian settlement, European exploration, Mormon settlement, westward expansion, American Indian relocation, statehood, development of industry, World War I and II).
2. Compare the experiences faced by today’s immigrants with those faced by immigrants in Utah’s history.

Objective 3:
Investigate the development of the economy in Utah.

Web sites

• Econ EdLink - We are Consumers and Producers
  Interactive presentation on consumers and producers

Indicators:

1. Explain the relationship between supply and demand.
2. Describe the role of producers and consumers.
3. Identify examples of producers and consumers in the local community.
4. Research the development of Utah’s economy over time.
5. Identify the factors which bring about economic changes (e.g. natural resource development, new technologies, new market development, globalization, global conflicts, education).
6. Examine how economic development affects communities (e.g. dams, sports, tourism, power plants, mining, etc.).

  Students will understand the roles of civic life, politics, and government in the lives of Utah citizens.

Objective 1:
Describe the responsibilities and rights of individuals in a representative government as well as in the school and community.

Web sites

• Utah State Capitol
  Pictures and information about the Utah State Capitol building, including new renovations
• Solid Waste Recycling
  A kid friendly sight about recycling
• Recycling Coalition of Utah
  Information on recycling in Utah
• State Symbols
  This has a list of all the state symbols.

Indicators:

1. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of religion).
2. Identify responsibilities of a citizen (e.g. jury duty, obeying the law, paying taxes).
3. Determine how and why the rights and responsibilities of various groups have varied over time (e.g. Chinese railroad workers, Greek miners, women, children, Mormons, Japanese-Americans at Topaz, American Indians, African-Americans).
4. Explain how the influence and power of individuals is affected when they organize into groups.
5. Describe and model ways that citizens can participate in civic responsibilities (e.g. current issue analysis, recycling, volunteering with civic organizations, letter writing).
6. Contribute to and practice classroom goals, rules and responsibilities.
7. Recognize and demonstrate respect for United States and Utah symbols (i.e. Pledge of Allegiance, flag etiquette).

Objective 2:
Analyze the different ways people have organized governments in Utah to meet community needs.

Web sites

• Uintah Basin History Project
  Picture collections for Utah History, Trails, Indians, maps
• Governor’s Office of Economic Development
  Current information about Utah Government & Development
• Utah House of Representatives
  Utah House of Representatives

Indicators:

1. Identify the forms of government found in Utah in different eras (i.e. historic and current American Indian government, State of Deseret, Utah Territory, statehoodera, present).
2. Compare how these governments addressed community needs.
3. Compare the roles and responsibilities of state, county, and local officials.

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