Utah flag
Skills available for Utah fourth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Showing alignments for:


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

  • 1 Classify major physical geographic attributes of Utah.

  • 2 Analyze how physical geography affects human life in Utah.

    • a Identify population concentrations in the state and infer causal relationships between population and physical geography.

    • b Classify the distribution and use of natural resources.

    • c Compare the development of industry and business in Utah as it relates to its physical geography (e.g., mining, oil, agriculture, tourism).

    • d 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).

    • e Examine the interactions between physical geography and public health and safety (e.g., inversions, earthquakes, flooding, fire).

    • f Explain how archaeology informs about the past (e.g., artifacts, ruins, excavations).

  • 3 Analyze how human actions modify the physical environment.

    • a 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).

    • b Explain viewpoints regarding environmental issues (e.g., species protection, land use, pollution controls, mass transit, water rights, trust lands).

    • c Outline the development of recreation in Utah since 1900 (e.g., sports, tourism, state, and national parks).

    • d Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs.

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

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

    • a Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources.

    • b Explore points of view about life in Utah from a variety of cultural groups using primary source documents.

    • c Explore cultural influences from various groups found in Utah today (e.g., food, music, religion, dress, festivals).

    • d Identify and describe leaders from various cultures who exemplify outstanding character and life skills.

    • e Explain the importance of preserving cultural prehistory and history, including archaeological sites and other historic sites and artifacts.

  • 2 Describe ways that Utah has changed over time.

    • a 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).

    • b Compare the experiences faced by today’s immigrants with those faced by immigrants in Utah’s history.

  • 3 Investigate the development of the economy in Utah.

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