Hilary Troutner Social Studies Unit Plan 1. Cover Page This document. 2.

Unit Content Outline The grid or lessons spelled out so I know a general idea of what is happening. 3. Unit Idea Map/Key Concepts 4. Unit Rationale/s What is the rationale or big idea of this unit? . Unit Ob ective/s !ist ke" ob#ecti$es of the unit. What do students need to know? Include ke" $ocabular" and information. %lso include an" misconceptions "ou will need to address. &. Pre!assess"ent 'ow will "ou know where to take "our students? (. #essons ) lessons minimum* a. b. c. d. e. +. Unit Closure Is,what there a culminating acti$it" that engages students in this content? -. $ssess"ent What assessment tool or resource will "ou use? 1.. Resources #ist !ist all resources/ including websites/ books/ articles/ mo$ies/ multi0media items/ and an"thing else.

Topic 1

Core Ob Outline ective/s Unit Content 4ocial 4tudies 4tandard 2

%ssential &uestions Who were the first peoples to li$e in 3tah? What are the four 2ati$e %merican tribes of 3tah and what are the basic characteristics of each tribe? Wh" is it important to stud" 2ati$e %mericans?

#esson Plan $ctivities ;rief discussion of who li$ed in 3tah first :ake soil books to record information in unit Introduce tribes/ fill in map of locations 7iscuss wh" we are stud"ing them

Introduction to the 1i$e 2ati$e %merican Tribes in 3tah

4tudents will understand how 3tah5s histor" has been shaped b" man" di$erse people/ e$ents/ and ideas. 6b#ecti$e 2 7escribe wa"s that 3tah has changed o$er time. Identif" ke" e$ents and trends in 3tah histor" and their significance )e.g. %merican Indian settlement/ 8uropean e9ploration/ :ormon settlement/ westward e9pansion/ %merican Indian relocation/ statehood/ de$elopment of industr"/ World War I and II*. 4cience 4tandard 3 6b#ecti$e 3

<haracteristics of the fi$e tribes= >oshute/ ?aiute/ 3te/ 2a$a#o/ and 2orthwestern 4hoshone

4ocial 4tudies 4tandard 2 6b#ecti$e 2 @eading Informational Te9t= 4tandard 1

What are the basic characteristics of the 3te/ ?aiute/ >oshute/ 2a$a#o/ and 2orthwestern 4hoshone Indians? 'ow are the tribes similar? 'ow are the" different?

@e$iew lesson 1 @ead The Utah Adventure pg. 3+04 %nswer Auestions and paste into #ournal )soil book*

3 2ati$e %merican 4tories

4ocial 4tudies 4tandard 2 6b#ecti$e 2 @eading=

!iterature 4tandard 3 7escribe in depth a character/ setting/ or e$ent in a stor" or drama/ drawing on specific details in the te9t )e.g./ a character5s thoughts/ words/ or actions*. 4ocial 4tudies 4tandard 1 6b#ecti$e 2 f. Explain how archaeology informs about the past (e.g. artifacts, ruins,

'ow did 2ati$e %mericans communicate? What is the importance of stor"telling in the 2ati$e %merican culture? What are the different kinds of stories told b" 2ati$e %mericans? If 2ati$e %merican tribes did not ha$e an alphabet in what other wa"s could the" share written messages? What is the difference between a pictograph and a

7iscuss,read about how 2ati$e %mericans communicated !earn about different t"pes of 2ati$e %merican stories @ead and listen to Coyote Steals Fire

2ati$e %merican 4"mbols and !and %rt

7iscuss how 2ati$e %mericans communicated @ead B4! article and look at pictures :ake buffalo hide and write stor" using

Unit Idea Map

Co""on Misconceptions'
?ow Wows <lothing out of brown paper bagsCculture be"ond that Diolence Influence in 3tah past and present

Key Concepts/Ideas' <ulture of each tribe= what the" ate/ music/ Co""on Misconceptions' clothing/ art/ families/ etc. ?ow Wows
<lothing out of brown paper Where each tribe li$ed in bagsCculture be"ond that 3tah

%rt/ music/ and Influence of in 3tah past and stor"telling tribes

present

Diolence

'ow the tribes shaped (ecessary )ac*ground 3tah Kno+ledge' The tribes toda" ?rehistoric people of 3tah @egions of 3tah/

(ecessary )ac*ground Kno+ledge' ?rehistoric people of 3tah @egions of 3tah/ populations

Unit Rationale

The big idea of this unit is to teach students how 2ati$e %mericans helped shape 3tah. We will learn about the culture of the fi$e tribes found in 3tah )3te/ ?aiute/ >oshute/ 2a$a#o/ and 2orthwestern 4hoshone* and the influence their cultures had in the histor" of 3tah and culture we ha$e in the present da". There are man" misconceptions surrounding 2ati$e %mericans and their past and present influences and situations in 3tah. This unit goes be"ond the $ests made out of paper bags and feathered headbands that man" classrooms create and sport. It goes be"ond the stereot"pes and teaches students about the specific cultures of the 3te/ 2a$a#o/ ?aiute/ >oshute/ and 2orthwestern 4hoshone tribes and what the" did in terms of agriculture/ art/ and stor"telling among other things that has had such a huge impact on 3tah. The main goal is for students to make connections to the past and get a glimpse of what li$ing in their world might ha$e been like. Unit Ob ectives
4W;%T identif" and locate the >oshute/ ?aiute/ 2a$a#o/ 4hoshone/ and 3te Indian territories before pioneers settled in 3tah. The" will also be able to e9plain the importance of stud"ing these 2ati$e %merican tribes and acknowledge their cultural impact on 3tah. 4W;%T identif" the ke" points of what life was like in the ?aiute/ 2orthwestern 4hoshone/ 2a$a#o/ >oshute/ and 3te tribes using e9positor" te9t. 4W;%T e9plain how the 2ati$e %merican tribes in 3tah communicated through stor"telling/ art/ music/ and other methods. 4W;%T be able to identif" and e9amine 2ati$e %merican rock art in the process of creating their own stor" using s"mbols. 4W;%T compare and contrast the 3te/ ?aiute/ and 4hoshone Indians both past and present b" anal"Eing historical documents.

Misconceptions to be addressed' ?ow Wows <lothing out of brown paper bagsCculture be"ond that Diolence Influence in 3tah past and present

Key $cade"ic ,ords' natural resources/ regions/ communication/ transportation/ archaeolog"/ artifacts/ e9ca$ations/ nomadic/ s"mbol/ legend/ hogan/ wicki0up/ teepee

Pre!$ssess"ent Throughout the school "ear we ha$e followed the la"out of the social studies content standards/ which in turn has resulted in following the natural timeline of histor". We began with learning how to read maps and then where we are in regards to the rest of the earth. The" learned how our en$ironment affects where people decide to li$e/ how natural disasters shape the land/ and about the different regions of 3tah. The step right before this unit is for students to learn about the ancient people of 3tah like the 1remont Indians. If students understand there were people li$ing in 3tah before the pioneers/ e9plorers/ trappers/ and other people came along/ the" are read" to begin the unit. 4tudents must ha$e grasped mapping skills/ an understanding of where the" are in 3tah/ and how our land affects how we li$e and where we decide to li$e. >enerall" students #ust need to know that the land has changed o$er time and in turn the people ha$e changed as well. This can be determined b" ha$ing students write a simple response on their understanding of how 3tah has changed o$er the "ears and how humans affect the land and how the land in turn affects them. % discussion as a class can also suffice.

#esson -' Introduction to (ative $"ericans

#engt. o/ #esson' 01 "inutes 2rade #evel' 3t. Social Studies Core Curriculu" Ob ectives' 4tandard 2 6b#ecti$e 2 Co""on Core Ob ectives 4%#$ or Mat.5' 4cience 4tandard 3 6b#ecti$e 3 Preparation/Materials' 4upplies to make soil books 4cissors >lue :ap to chart territories of each tribe )completed map is at end of lesson* Content 2oal' 4W;%T identif" and locate the >oshute/ ?aiute/ 2a$a#o/ 4hoshone/ and 3te Indian territories before pioneers settled in 3tah. The" will also be able to e9plain the importance of stud"ing these 2ati$e %merican tribes and acknowledge their cultural impact on 3tah.

TIM%' minutes

#%SSO(' Introduction' In the unit before this unit/ students learned about the people that were here long before the pioneers. @emind students of what the" learned. @e$iew the $arious people who li$ed in 3tah. Content/$ctivity' ?ull up map of 3tah with outlined territories for each 2ati$e %merican tribe in 3tah. ;riefl" introduce each tribe to students/ and shade,label corresponding area on map. 2e9t/ create soil books. 1ollow instructional $ideo to make kits.

M$($2%M%(T' 4tudents should be sitting in their desks.

1 minutes

4tudents should be sitting in their desks with different colored pencils to shade in their maps.

2 minutes

4tudents should be working at their desk. The" should be using inside $oices and should be making their book along with the teacher.

minutes

Closure' %fter making soil books/ come back together to discuss wh" we are stud"ing 2ati$e %mericans. %sk students to think about these Auestions= 7id the" ha$e an impact on 3tah? What do "ou think that impact was? 'ow has their culture influenced the culture of 3tah? %valuation' The initial discussion of the histor" of those who li$ed in 3tah ser$es as a pre0 assessment to check for knowledge of the pre$ious unit and for how much re$iew is reAuired. While making the soil book ask Auestions to see if students understand the connection between the paint and soil/ and the histor" of 3tah.

$daptations' The lesson is being done primaril" together as a class so it meets the needs of man" learners. It supports $isual learners because of the mapping and creation of the books. The book will help the students throughout the unit because the" can write things in their own words and refer back to it throughout the unit to help them remember information. Integration' This integrates some art/ science/ and of course social studies. To integrate technolog" into this section/ 2ati$e %merican from the ?;4 stor"tellers website as well the We Shall Remain $ideos can be pla"ed while creating their books to get the learning started.

#esson 6' #i/e 7or t.e 7ive (ative $"erican Tribes o/ Uta.

#engt. o/ #esson' 01 "inutes 2rade #evel' 3t. Social Studies Core Curriculu" Ob ectives' Standard 6 Ob ective 6 Co""on Core Ob ectives 4%#$ or Mat.5' @eading Informational Te9t= 4tandard 1 Preparation/Materials' Fournal on 2ati$e %mericans )soil book* 4cissors >lue The Utah Adventure: History of a Centennial State b" Fohn :c<ormick ?g. 3+04 :ap of outlined territories Guestions for students to answer while reading Content 2oal' 4W;%T identif" the ke" points of what life was like in the ?aiute/ 2orthwestern 4hoshone/ 2a$a#o/ >oshute/ and 3te tribes using e9positor" te9t. TIM%' 1. minutes #%SSO(' Introduction'
0;egin the lesson b" AuiEEing students on the fi$e tribes. 6nce students ha$e listed all fi$e/ put a map up on the smart board with the outlined territories where the tribes li$ed. 'a$e students come up and label the areas for each tribe. 4tudents can look back in their 0Tell students/ HWe are now going to learn what life would be like li$ing as a 2ati$e %merican man"/ man" "ears ago when the 3te/ ?aiute/ >oshute/ 4hoshone/ and 2a$a#o Indians were the onl" people li$ing in what is now 3tah.I 0'a$e students make some predictions about what life could ha$e been like based on what the" know from past lessons on the regions of 3tah.

M$($2%M%(T' 4tudents should be sitting in their desks with their #ournal and all other supplies

Content/$ctivity' 3 minutes 3sing different reading strategies read through The Utah Adventure to answer our Auestions on the characteristics of each of the 4tudents will be sitting at their desks with their Utah Adventure te9tbooks/ Auestions/ scissors/ glue/ and #ournals.

tribes. The following strategies can be used= 0<lass choral reading 0@ead with an elbow budd" 0Take turns reading as a table 0Teacher reading to model proper fluenc" 4tudents should fill out the Auestions as the" go. Tell students to be sure to also look at captions and pictures to check for information. 6nce the chapter has been read through and all the Auestions ha$e been answered/ students can cut their Auestions in half and paste into their #ournal. Closure' %sk 304 students to share the most interesting thing the" learned. %sk students to share things that were similar between tribes and what was different about them. %valuation' 4tudent learning can be e$aluated from the discussion following the reading of the te9t. 4ince students must tell something the" learned/ their learning can be checked for authenticit". If there is time to go o$er the answers that can also ser$e as an assessment. If students can correctl" compare and contrast the two tribes the" certainl" ha$e met the content goal. $daptations' The lesson is being done primaril" together as a class so it meets the needs of man" learners. The first set of Auestions will be done together as a class so students see how "ou can find the information and see the" can do it. If students continue to struggle finding the answers the" can ask for help or the" can continue to be answered together as a class. 1or

While reading be sure to point out pictures and captions/ maps/ etc. 7iscuss.

4tudents will continue to sit in their desks.

1. minutes

some of the te9t,Auestions students will be working with a partner or a group so the" ha$e peer support. Integration' If there is e9tra time or things are mo$ing Auicker students can watch the We Shall Remain $ideos/ which gi$e insight into each of the tribes. This lesson integrates reading and writing. :ore specificall"/ it reAuires students to get information from an e9positor" te9t.

#esson 6' 2os.utes 4Sa"e 8uestions /or every tribe5 2ame the" called themsel$es= 7id the" settle in one place or were the" nomadic? 7id the" farm? What did the" farm?

'ow did the" hunt?

What did the" hunt and how did the" use?

What did the" wear?

7id the" wear different things during the summer and winter?

What did the" li$e in? What was it made of? #esson 9' (ative $"erican Stories
#engt. o/ #esson' 30 "inutes 2rade #evel' 3t. Social Studies Core Curriculu" Ob ectives' 4tandard 2 6b#ecti$e 1 7escribe the historical and current impact of $arious cultural groups on 3tah Co""on Core Ob ectives 4%#$ or Mat.5' @eading= !iterature 4tandard 3 7escribe in depth a

character/ setting/ or e$ent in a stor" or drama/ drawing on specific details in the te9t )e.g./ a character5s thoughts/ words/ or actions*. Preparation/Materials' Coyote Steals Fire: A Shoshone Tale b" the 2orthwestern ;and of the 4hoshone 7D7 to listen to Coyote Steals Fire in 4hoshone language !ink to ?;4 <ircle of 4tories website The Utah Adventure Content 2oal' 4W;%T e9plain how the 2ati$e %merican tribes in 3tah communicated through stor"telling/ art/ music/ and other methods. TIM%' 1. minutes #%SSO(' Introduction' 0;egin b" asking students how the" communicate with each other. 7o the" communicate with words? With writing? 0@emind students that writing and speaking are not the onl" wa"s to communicate with others )other wa"s= song/ dance/ stor"telling/ art/ etc.* 0@ead pg. 3 of The Utah Adventure, discuss how 2ati$e %mericans in 3tah communicated )did not ha$e a written language/ through art/ music/ etc.* and what s"mbols/ themes/ etc. the" used in their communication Content/$ctivity' ?ull up page from ?;4 <ircle of 4tories. 7iscuss different t"pes of stories= s"mbolic/ lessons/ instructions from spirit mentors/ descriptions of natural processes/ sur$i$al accounts/ oral maps for tra$el/ magical tales of transformation/ ad$entures in lo$e/ romance/ and marriage. 7iscuss and ask if students ha$e had encounters with an" of the different t"pes of stories of e9amples. M$($2%M%(T' 4tudents will be sitting at their desks with their own cop" of The Utah Adventure.

4tudents will remain in their seats.

2. minutes

@ead Coyote Steals Fire. %fter reading ask students what t"pe of stor" the" think it would be. 7iscuss what the" think the 4hoshones were tr"ing to communicate and what things in the stor" stood out. Closure' %fter ha$ing a discussion about the stor"/ listen to the stor" read in the 4hoshone language from the 7D7. %fter/ be sure to remind students the" %valuation' This lesson does not reAuire students to do much work/ #ust a lot of thinking. The best #udgment of whether the" would be able to answer the essential Auestions would come through their thoughts and the discussion that occurred.

4tudents can sit on the rug while listening to the stor".

1 minutes

4tudents will continue to sit on the rug.

$daptations' To pro$ide a challenge for students/ ask students to write a response of the pros and cons of not ha$ing a written language. 'ow would it be hard? 'ow could it be easier? 1or students who struggle/ this lesson is differentiated b" nature because the whole lesson is done together as a class. The teacher also reads the stor" and pro$ides additional support from that. Integration' This lesson integrates listening skills/ reading/ and of course the social studies curriculum. Instead of ha$ing a discussion/ students can respond to the stor" with a written response. 7ifferent theatre aspects could also be integrated/ including tableau/ pantomime/ and more.

#esson 3' (ative $"erican Sy"bols

#engt. o/ #esson' :1 "inutes 2rade #evel' 3t. Social Studies Core Curriculu" Ob ectives' 4tandard 2 6b#ecti$e 1= 7escribe the historical and current impact of $arious cultural groups on 3tah 4ocial 4tudies 4tandard 1 6b#ecti$e 2 f. Explain how archaeology informs about the past (e.g. artifacts, ruins, excavations). Co""on Core Ob ectives 4%#$ or Mat.5' %rt 4tandard 2 )?ercei$ing*= The student will

anal"Ee/ reflect on/ and appl" the structures of art. @eading Informational Te9t 4tandard ( Preparation/Materials' B4! article on 2ati$e %merican rock art0including pictures ?aper bag to make Hbuffalo hideI :arkers and other art supplies 4"mbol chart for each child Content 2oal' 4W;%T be able to identif" and e9amine 2ati$e %merican rock art in the process of creating their own stor" using s"mbols. TIM%' minutes #%SSO(' Introduction' @emind students about lesson J3 where the" learned how 2ati$e %mericans did not ha$e an alphabet. %sk them to think about other wa"s the" might ha$e communicated outside of words. )picturesK* Content/$ctivity' 1 minutes ?ull up B4! article on 2ati$e %merican rock art on the smart board. @ead it together as a class and go through all of the pictures. 7iscuss each picture and ha$e different students respond on what the" think the person who created them was tr"ing to communicate. 7iscuss petrogl"phs $ersus pictographs. %lso discuss how 2ati$e %mericans also wrote on buffalo hide to communicate. 2e9t/ students will create their own stories using s"mbols. To create Hbuffalo hideI students will rip the brown paper bag to match the template. The" will then use the chart with 2ati$e 4tudents can sit in their seats of come sit on the carpet in front of the smart board if the" cannot see. M$($2%M%(T' 4tudents will sit in their desk.

minutes

2 minutes

;efore heading back to their seats/ students should collect supplies to create their buffalo hide. 4tudents will work on their drawings at their seats.

%merican s"mbols to write their own stor". The stor" should be communicated in at least Closure' 'a$e a Auick Hgaller" strollI. 4tudents will lea$e their buffalo hides on their desks and walk around and obser$e the hides of their peers. %fter walking around/ gather together again for a Auick discussion of comments on other students5 drawings. What were the" tr"ing to communicate? %valuation' The galler" stroll ser$es as a formati$e assessment of the students understanding of using s"mbols to communicate. $daptations' 1or students who struggle to grasp the concept of using pictures to communicate help them to think of s"mbols and pictures in their own life that stand for something. This can be a good adaptation to do an"wa"s to build a connection to our current world. 4tudents who struggle to create a stor" with s"mbols can onl" be reAuired to use three/ and those who understand and can easil" create a stor" can be challenged to include more. Integration' This lesson integrates art and reading. 4tudents get to practice reading a different kind of te9t )a newspaper article* and communicate in a different kind of wa" using s"mbols instead of letters.

1. minutes

4tudent will be allowed to Auietl" walk around and $iew other students5 drawings. While discussing the" can stand Auietl" around the room.

#esson 0' Uta. $"erican Indians Past and Present

#engt. o/ #esson' 90 "inutes 2rade #evel' 3t. Social Studies Core Curriculu" Ob ectives' 4tandard 2 6b#ecti$e 1 7escribe the historical and current impact of $arious cultural groups on 3tah Co""on Core Ob ectives 4%#$ or Mat.5' @eading Informational Te9t 4tandard 3 L 4 Preparation/Materials' ?ictures from the 3tah %merican Indian 7igital %rchi$e :aps of past and present tribe boundaries Denn diagram B387= We Shall Remain $ideo on the 4hoshone or ?aiute Indians Content 2oal' 4W;%T compare and contrast the 3te/ ?aiute/ and 4hoshone Indians both past and present b" anal"Eing historical documents. TIM%' 1. minutes #%SSO(' Introduction' 4ince this lesson is on the 3te/ ?aiute/ and 4hoshone Indians/ begin b" discussing what students alread" know about these groups. !ist what the" know on the smart board. M$($2%M%(T' 4tudents will be sitting on the carpet in front of the smart board so the" can closel" e9amine pictures and documents.

2e9t/ ask students to think about the things the" listed and whether the" were true for those tribes onl" in the past/ or also in the present time. 7iscuss with students how some cultural aspects for these tribes might ha$e changed/ and how some ha$e remained the same. Content/$ctivity' ?ull up historical documents/ including pictures/ maps/ and other documents. 1irst pull up the picture from the past and ha$e students comment on what the" notice about the picture. Then pull up the picture from the present that relates to the firs picture. %sk students to comment on what is different from the first picture. 3se sources from 3tah %merican Indian 7igital %rchi$e. 4how the B387= We Shall Remain ?aiute $ideo. ;efore watching/ tell students to look for things the" think might ha$e changed for the ?aiute Indians o$er time. Closure' 4tudents will then fill out Denn diagrams. 4tudents should fill out differences and similarities between the past and present in the Denn diagram that the" ha$e learned about an" of the fi$e tribes. %valuation' To check whether students ha$e a good idea how things ha$e changed o$er time for the ?aiute/ 4hoshone/ 3te/ and other %merican Indians and how things are different for them toda"/ hold a 4tudents will fill out the Denn 7iagrams at their desks.

1 minutes

4tudents will remain in front of the smart board while looking at pictures and other documents.

1. minutes

minutes

4tudents should remain at their seats.

discussion of what the" put in their Denn diagram. 4tudents should correctl" identif" Aualities that are similar. % discussion can also ensue on the reasons for wh" these changes might ha$e occurred. $daptations' This is a $er" $isual lesson that can benefit 8!! students who ma" struggle with language as well as an" student who is a $isual learner. 1or the first couple of pictures be sure to share "our own thoughts and opinions about the historical documents so students get some idea of what kinds of things the" should be looking for in regards to the cultures of these tribes. If students struggle with filling out the Denn diagram/ ha$e them list Aualities of the present tribes/ and Aualities of the tribes pre0pioneers. The" can then circle what is the same about the two. Integration' This technolog" integrates art/ technolog"/ and critical thinking skills. 1or more language arts integration students can write a response with reasons with their own opinion of wh" the" think the changes occurred. 4ome samples of pictures/ documents/ etc.

;enn <iagra"' 4pretend li*e t.e center line is t.ere5

Unit Closure %t the end of the unit/ students will get to create an atlatl/ which is a tool man" 2ati$e %mericans used to hunt. The atlatl is made out of paint stirrers/ which can be donated from a hardware store )hopefull"* and some other items that can be found for a small price. 7irections to create the atlatl are found at the following site=
http=,,www.ilo$ehistor".utah.go$,funMstuff,howMtoMmakeManMatlatl.pdf

$ssess"ent Instead of ha$ing an assessment where students are being tested on whether the" know specific facts like what the >oshute Indians called themsel$es/ I want to assess students on their general knowledge of the culture of the 2ati$e %mericans in 3tah. I want to make sure an" misconceptions the" ma" ha$e on said sub#ect are cleared up and the" ha$e a good feeling on what life was like pre0pioneer for the 2ati$e %mericans in 3tah/ what life is like now for them/ and the differences between those two. To test this knowledge I want students to think about the different cultures of each of the tribes. 4tudents will be asked to write a written response to the following=

The time machine was ust invented! Hooray! "ou now #et to #o $ac% in time. "ou will #o $ac% to Utah in the year &'&(, $efore )ioneers settled in Utah. While there, you visit one of the five *ative American tri$es found in Utah: the *ava o, the Shoshone, the +aiute, the ,oshute, and the Utes. Write a ournal entry from your visit there. "ou can choose to visit any tri$e. "ou should tal% a$out what life is li%e for the *ative Americans of that time. What are they doin#- What are they wearin#- What are they eatin#What is im)ortant to them- What else do you noticeIf the" recogniEe how the 2ati$e %mericans ha$e shaped 3tah in regards to land and culture/ then I know the unit has been successful.

Resources
)oo*s' The Utah Adventure: History of a Centennial State b" Fohn :c<ormick The Coyote Steals Fire: A Shoshone Tale b" The 2orthwestern ;and of the 4hoshone The *i#ht the ,randfathers .anced b" !inda @acEek ,ebsites' ?;4 <ircle of 4tories= http=,,www.pbs.org,circleofstories,$oices,inde9.html 4oil ?ainting Tutorial= https=,,www."outube.com,watch?$C$ffN4bnln!3 4oil ?ointing Bit= https=,,utah.agclassroom.org,cart,7etails.cfm??rodI7C4 +Lcategor"C. %merican Indian 'eritage :onth= http=,,www.uen.org,core,socialstudies,americanindian,inde9.shtml 3tah %merican Indian 7igital %rchi$e= http=,,www.utahindians.org,archi$es,inde9.html %tlatl 4pears and 7arts= http=,,www.ilo$ehistor".utah.go$,funMstuff,howMtoMmakeManMatlatl.pdf B4! article on 2ati$e %merican rock art= http=,,www.ksl.com,?sidC231(4(&