1

Utah Tribes and Pioneers SIOP Unit

Core Standards
Standard 2: 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.
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. 

Table of Contents
Page 1 Unit Overview
Pages Lesson 1
2-3 Utah Tribe WebQuest
Pages Lesson 1- Differentiated Graphic Organizers
4-7 Utah Tribes WebQuest
Pages Lesson 2
8-9 Maps of Utah Venn Diagram
Pages Lesson 2 - Differentiated Graphic Organizers
10-11 Features of a Map
Pages Lesson 3
12-13 Mapping Tribal Territories
Pages Lesson 4
14-15 Primary Source Journals
Pages Lesson 5
16-17 Primary Source Paintings
Pages Alternate Lesson 2 Graphic Organizers
18-19 Maps
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Lesson 1:
Content Obj:
Students will be able to assess that there are many different tribes in Utah, and they
are each unique from each other by completing a WebQuest.
Language Obj:
Students will be able to describe the traits of different tribes in Utah by completing
a WebQuest graphic organizer.
Background Building:
The lesson will start with the class exploring real world artifacts then having a
class discussion. The discussion will include students talking about what they just
explored, things they may already know, and inferring on some things. After
students have discussed the topics, and vocabulary words have been introduced
orally, the vocabulary words will be posted on the board. These words can then be
transferred to the Word Wall when the lesson is over.
Introducing Key Vocab: Tribe, Ute, Paiute, Navajo, Goshute and Shoshone
Students will be introduced to vocabulary orally during the discussion about the
different artifacts. After the discussion, students will complete a WebQuest graphic
organizer where they will read and write about the vocabulary words.
Differentiating Lessons:
 Graphic Organizers- The WebQuest graphic organizers will be differentiated
for students of different skill levels. Differentiation will include finding
words to fill in the blanks, including phrases from readings, and drawing
pictures.
 Websites- There are different websites included in the differentiated graphic
organizers that give students the same information on the level appropriate
for them.

Lesson Description:

Engage/ Introduce Vocab/ Build Background:

1. Begin the introduction to Native American tribes in Utah with a conversation about
native artifacts. On a table at the front of the room, have a Native American Artifact
displayed from each tribe students will learn about in WebQuest.
2. Give students the opportunity to look at the artifacts and think about their origin and
when they were made. After, have everyone sit on the carpet to have a group discussion.
3. Have a discussion about where and when the artifacts are from. Have students discuss
their prior knowledge about Native American Tribes, and what they may have learned
already. Use this to guide students into what the lesson will be about. Answer and guide
students to answers.
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o Guiding questions: Where do you think these things came from? Do you think
they are old, or new? Who made them, and how were they made? Have you seen
anything similar to this? Why do you think these things were made? What was the
purpose of this? Was this and this used/made in the same time period? Was this
needed for survival, or for entertainment/ enjoyment? Would you still use this?
4. As the conversation comes to a close, explain that it wasn’t just one group of people that
were using these things, but a bunch of different groups called tribes had different needs
for different things.
5. After the class has had a discussion, post the Vocabulary Words on the board and read
them as a class.

Exploring the Utah Tribes WebQuest

Explain to students they will be learning about the different Native American Tribes of Utah by
completing a WebQuest. Students will read and write about the different tribes of Utah.
(*WebQuests will be common in our class, and students will know how to complete them, and
what their expectations are. WebQuests will also be Differentiated*)
1. Exploring a Quote
 Explain that students will be completing step 1 individually, then we will come together
to make sure everything is clear. Before students start, explain they will be analyzing a
quote. Explain tribes passes down stories orally, and they will be reading and writing
about the quote.
 The Graphic Organizer will be differentiated with definitions and a description of the
passage.
2. Reading and Writing About Utah Tribes
 After students complete Step 1, explain they will be completing as much of Step 2 as
possible today. Students will be able to ask questions to their table group, and to the
teacher walking around.
 As students are completing the WebQuest, walk around to answer any questions. Make
sure students are reading page on each tribe. Ask students about the differences they may
see between the tribes, or if there are any similarities.
 The Graphic Organizers will be differentiated with different websites for students to
view, and students can include graphics, lists and others forms of describing.
Wrap Up
1. After students have completed their table on the different tribes come together as a class
to talk about the tribes and what you have learned.
2. Ask students specifically about what was different between the tribes.
o Guiding Questions: Did each tribe go by a different name? Were the names
similar? Did they mean the same thing? Was each tribe made up the same way?
Were the groups the same size? How were the groups made up? Do you think
landscape had anything to do with that? How did the tribes hunt and gather? Was
that the same from each tribe? Did the landscape have anything to do with that?
What other interesting things did you read about? Did any of these tribes have a
religion, or certain spiritual practices? Had you heard of any of this before, or was
it all new information?
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Utah Tribes WebQuest

In this WebQuest you will be learning about the different Native American tribes of Utah. Each
tribe lived, traveled, ate and had fun in different and unique ways In this WebQuest you will be
reading about the different tribes and taking notes on what makes each tribe different.

Follow the link to find the answers.

1. Native Americans- https://historytogo.utah.gov/uhg-history-american-indians-intro/

Read the quote at the top of the passage. Write a short paragraph about the quote. Do you agree
with the quote, or think it is true? Why or why not? Why do you think this prophecy was passed
down orally?

2. You will now be reading about 4 different tribes in Utah. Each tribe has its own traditions
and practices. You will be reading about these tribes, and taking notes on the differences
and similarities between the tribes.
Read to find out how each tribe is unique. Each tribe had a different name from what we know
now, and it is what they call themselves. Each tribe gathered and hunted food differently,
depending on where they were in the state. Each tribe was made differently, with some having
large groups move together, while some only had family units make up the whole tribe. Read and
make notes on what makes each tribe so different

Ute: https://historytogo.utah.gov/ute-indians/
Paiute: https://historytogo.utah.gov/paiute-indians/
Shoshone: https://historytogo.utah.gov/uhg-first-peoples-shoshone-indians/
Navajo: https://historytogo.utah.gov/uhg-first-peoples-navajo-indians/
Read over these websites above first. If you can’t find the answers explore the
websites below.
Ute- http://www.bigorrin.org/ute_kids.htm
Paiute- http://www.bigorrin.org/paiute_kids.htm
Shoshone-http://www.bigorrin.org/shoshone_kids.htm
Navajo- http://www.bigorrin.org/navajo_kids.htm
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Tribe What does the What language is Describe a Where in Utah are
tribe call spoken? What is feature of their they from/ do they
themselves? one word and culture (food, live?
What does their what does it clothing, houses,
name mean? mean? roles)
Ute

Paiute

Navajo

Shoshone
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Utah Tribes WebQuest

In this WebQuest you will be learning about the different Native American tribes of Utah. Each
tribe lived, traveled, ate and had fun in different and unique ways In this WebQuest you will be
reading about the different tribes and taking notes on what makes each tribe different.

Follow the link to find the answers.

1. Native Americans- https://historytogo.utah.gov/uhg-history-american-indians-intro/

*
Read the quote at the top of the passage. Write a short paragraph about the quote. Do you agree
with the quote, or think it is true? Why or why not? Why do you think this prophecy was passed
down orally?

1. You will now be reading about 4 different tribes in Utah. Each tribe has its own traditions
and practices. You will be reading about these tribes, and taking notes on the differences
and similarities between the tribes.
Read to find out how each tribe is unique. Each tribe had a different name from what we know
now, and it is what they call themselves. Each tribe gathered and hunted food differently,
depending on where they were in the state. Each tribe was made differently, with some having
large groups move together, while some only had family units make up the whole tribe. Read and
make notes on what makes each tribe so different

Ute- http://www.bigorrin.org/ute_kids.htm
Paiute- http://www.bigorrin.org/paiute_kids.htm
Navajo- http://www.bigorrin.org/navajo_kids.htm
Shoshone- http://www.bigorrin.org/shoshone_kids.htm
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Tribe What does the Where does the Draw a picture of Draw a picture of
Tribe name Tribe live? what their houses what their home
mean? look like. looks like.

Ute Ute “comes from

the Spanish name
for Tribe, yuta”.

Paiute Paiutes lived in

many different
states, Nevada,
Oregon, Cali,
Idaho, Utah and
Arizonia

Navajo

Shoshone
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Lesson 2:
Content Obj:
Students will be able to distinguish differences between maps used by Pioneers in 1800s and
maps today by comparing different maps.
Language Obj:
Students will be able to compare and contrast maps used today and in the 1800s by completing a
Venn Diagram.
Building Background:
The class will have a conversation about the features and uses of maps. Students will share
examples of when they have used maps themselves. Student will look at real maps and talk about
the different features and things they see on the maps.
Introducing Key Vocab: map, legend, scale, pioneer
After students have looked at some maps, the class will learn about different features of maps.
Students will read and hear about different features of maps, and then write in their Social
Studies journals the definitions in their own word. The class will look at a PowerPoint and/or
National Geographic Website of map features and their meanings. Student will write in their
journals the definitions and examples to refer back to for their Venn Diagram.
Differentiating Lessons:
 https://www.nationalgeographic.org/encyclopedia/map/5th-grade/ - Students will be
reading about Map on this Website to fill out their Graphic Organizers. This website
offers the same information on Maps at different reading levels. Students can get access
to the same material at the appropriate level for them.
 Graphic Organizers- When writing the definitions of different map features, DLL
students of different proficiencies will be given Graphic Organizers with vocabulary
words and differentiations. These differentiations can include partial definitions, fill in
the blanks, pictures and other references.
 Venn Diagrams- Students will be allowed to write phrases, words, lists and draw pictures
to help fill in their Venn Diagrams.
Lesson Description:

Engage/ Introduce Vocabulary/ Build Background:

1. Bring the class together and begin having a conversation on maps. Ask students where
and when they see maps and what the purpose of maps can be. Allow students the
opportunity to say examples of if they have used a map before.
2. Next, bring up some examples of different maps on the board. These examples can
include road maps, state maps, and geographic maps. Ask students to discuss some of the
features of these maps and the purposes.
o Guiding Questions: Have you used a map before? What did you use it for? Are
their different types of maps? What are maps used for? Can they be used for
different things? What do you see on this map? What could different features on
maps mean? Are maps still used today?

Popcorn Read and Graphic Organizer

1. After the class has had a discussion on maps to build background and gain an
understanding of students prior knowledge, the class will Popcorn Read through
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https://www.nationalgeographic.org/encyclopedia/map/5th-grade/ and fill out a graphic

organizer. Students will have the opportunity to read out load to the class, and the
information read will be used for their graphic organizers.
2. Students will Popcorn Read ( we will do this often in class, so students will understand
expectations) the NatGeo website on maps. This website offers the same material in a 3rd
and 5th grade level, so this can be differentiated for students.
3. After reading each section the class will pause to fill out their graphic organizers.

Comparing Maps of the Pioneer Trail through Venn Diagrams

1. Comparing and Making a Venn Diagram as a Class
 The class will fist create a Venn Diagram together, then students will be comparing 2
Maps of the Pioneer Trail to Utah. On the board display these 2
images showing maps of the West coast from 1846 and 2010.
https://dp.la/primary-source-sets/mormon-
migration/sources/1592
 Students should have prior experience with Venn Diagrams, so
this will be to refresh their memories and see expectations for
creating their own Venn Diagrams.
 Ask students specifically about the features of a map they just
learned about through their graphic organizers. Also ask students
about the pictures or other things they may see that is different.
o Guiding Questions: Do you notice a scale on either map?
Do you see any symbols, or a legend? Is there a grid?
What pictures do you see on the maps? What colors?
What has changed? Are their things on one map that
aren’t on the other?
 Ask the class compares the Maps, write their responses on the
board in the correct category in the Venn Diagram. Continue to
ask students questions about the map and the Venn Diagram to
ensure they understand what they will be doing.
2. Comparing Maps and Completing a Venn Diagram Individually
 Students will now compare 2 Maps on their own, or if needed students can work in
partners for support. Students will be looking at 2 Maps made 100 years of the Pioneer
Trail from 1897 and 1997. 1897: https://dp.la/primary-source-sets/mormon-
migration/sources/1599 1997: http://www.williampsmith.com/ptrail.html
 These maps look very different, and students will write about the different features of the
maps in their Venn Diagrams.
 As students are completing their Venn Diagrams, walk around to ask and answer
questions. Using the Guiding Questions above, and ask more specific question based on
the maps.
o Guiding Questions: Do you notice a lot more pictures? What about all of the
writing and descriptions? What kind of pictures do you see?
 As students finish their Venn Diagram, come together to have a quick conversation about
the map from 1897 they saw. Discuss some of the interesting features and symbols the
map has, including the plants and animals, and the pictures of the journey featured. Ask
the students what they think the purpose of this map was.
 WHAT IS A SCALE?

10

WHAT IS AN
EXAMPLE OF A WHAT IS A LEGEND?
SCALE?

WHAT IS A MAP?

WHAT IS A SYMBOL? GIVE AN EXAMPLE

O F A SYMBOL
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“ A scale says
how
__________
things on a map
are compared to
________
_________.
WHAT IS A LEGEND?

For example, DRAW A PICTURE

OF A MAP.
on the map might
be
or more than
________ in the
real world.”

EXPLAI N THE SYMBOL

WHAT IS A SYMBOL?

BLUE OR GREEN

CIRCLED STAR
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Lesson 3:
Content Obj:
Students will be able to classify the territories of Utah Tribes by creating a map of tribe
territories in Utah.
Language Obj:
Students will be able to read able the territories of Utah tribes and compose a map of the
territories on a map of Utah.
Building Background:
The class will be reviewing what we have learned so far in the unit. Students will have the
opportunity to talk about what they have learned and review their Journals for the activities we
have competed so far. The teacher will ask some questions to refresh their mind on what we have
learned, and get some ideas on what we will be learning.
Introducing Key Vocab: tribes, territory, boundary,
Students will have been introduced to a lot of the vocabulary beforehand by previous lessons and
conversations. At the beginning of the lesson students will review past lessons and have the
opportunity to look at and reference their Social Studies journals to remember the vocabulary
words.
Differentiating Lessons:
 Reading Packet- Students will have differentiated reading packets based on their reading
level. Students will have access to the same information on a level appropriate for them.
 Partner Work- Students will have the opportunity to ask the table group or the teacher for
help when needed. Asking a partner for help will always be encouraged.
Lesson Description:

Engage/ Introduce Vocabulary/ Build Background:

1. Come together as a class to discuss the previous lessons on different Tribes and Maps.
Discuss things students have learned about the different Tribes and how Maps may have
looked different than they do today. Give student the opportunity to look over their Social
Studies Journals to review.
2. Have a discussion on the differences of different tribes and how they lived. Ask students
if they think all of the tribes lived in the same areas or if they had different areas.
o Guiding Questions: Did tribes just live all over Utah? Do you think all of the
tribes lived in the same area? Did tribes travel a lot, or at all? Why would tribes
have different territories? Do you think territories ever changed? What would
influence how the territories are set?

Mapping Tribal Territories

1. In the Utah Tribes WebQuest, each website gave a description of the territories of each
Tribe in Utah. These descriptions will be made into a reading packet that students will
gather information on and draft a map of territories of Utah Tribes. Packets will be
differentiated for students. Students will have already read over these descriptions in their
WebQuest, so they will be slightly familiar.
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2. Each student will be given a reading packet and a map of Utah formatted for this lesson
to include some towns and cities, lake, rivers and other geologic features mentioned in
the reading.
3. Students will be instructed to read through the packet one page at a time, and drafting the
possible territories on their map. Students will be able to work with their table group of
they need help, ask the teacher will be walking around to ask and answer questions.
4. After students have read over their packets and drafted their maps, the class will go over
some of the territories together to ensure students understand.
Choosing a Territory and Reasoning
1. In table groups, everyone will now be choosing a territory they would choose to live in,
and defend their choice. Their reasoning for why they choose to live there must come
from the WebQuest or the packet we just read on territories.
2. Students will be choosing one of the Tribal territories, and defending why they choose to
live their. Their reasoning can be anything from better land, more water, better weather,
more animals to hunt etc. This must be factual though, and be from either the WebQuest
or the packet.
3. Students will discuss 2 of their reasonings with their table groups.
4. I will give an example to the class they understand. Example: “I choose to live in the
Navajo territory because Navajo were a Farming Tribe, so I would not have to move
around a lot. I would also choose the Navajo territory because it was also near the Four
Corners region, which usually has warm weather.”
5. As students as discussing with their table groups, walk around to hear their reasonings. At
the end ask if anyone would share to the class.
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Lesson 4:
Content Obj:
Students will be able to examine what life was like for a Native American or Pioneer living in
Utah in the 1800s by reading Primary Source journal entries.
Language Obj:
Students will be able to observe what life was like in the 1800s Utah by reading Primary Source
journals.
Building Background: https://www.youtube.com/watch?v=1uo3Q816hQA
1. After watching part of the video above, have students in their Table Groups discuss and
answer some questions. Have students discuss the point of view, and why this was
written. Ask what we can learn from this writing, and why we are still learning about it
now.
2. After students have talked in groups, come together and discuss the use of Primary
Sources. Ask students why they think this is important to still have and read and what we
can learn.
Guiding Questions: Who is writing this? What is the context? Why do we still have and read
these journals? What can we learn?
Introducing Key Vocab: primary source
The video students will watch at the beginning of the lesson will be an introduction into Primary
Sources. In the discussion after the video, the definition of Primary Sources will be discussed
and understood by students. The class will also discuss different primary source and what we can
learn from them.
Differentiating Lessons
 Primary Sources- different Primary Sources will be preselected and available for students
of different levels. Each student will have the opportunity to read a Primary Source
Journal entry to read to understand what life was like as a Pioneer, and they will be able
to read at their own level.
 Partner Work- Students will have the opportunity to ask the table group or the teacher for
help when needed. Asking a partner for help will always be encouraged.
Lesson Description:
Introduce Vocabulary/ Build Background + Listen to a Primary Source
Journal
https://www.youtube.com/watch?v=1uo3Q816hQA
1. Students will have the opportunity to listen to a Primary Source journal entry, then the
class will discuss the primary source and what we can learn from it.
2. After watching part of the video above, have students in their Table Groups discuss and
answer some questions. Have students discuss the point of view, and why this was
written. Ask what we can learn from this writing, and why we are still learning about it
now.
3. After students have talked in groups, come together and discuss the use of Primary
Sources. Ask students why they think this is important to still have and read and what we
can learn.
Guiding Questions: Who is writing this? What is the context? Why do we still have and read
these journals? What can we learn?
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4. After the groups have discussed, come together as a class too discuss the Primary Source
Journal, and what we can learn from it. Discuss the meaning, and why we are still reading
and using primary sources today.
Reading a Primary Source Journal
1. Different Primary Source journal entries will be selected for students based off a
difficulty and the appropriateness for different students.
2. Students will read their Primary Source Journal, and highlight anything they think is
important or different than how we live today.
3. As students are reading walk around to clarify or answer questions. Ask students
questions of their own to get their minds working.
4. After reading their journal entry students will discuss with their table groups what their
journal was about, wand what life was like for the person they were reading about.
5. Each student will share with their table group what they read about, and what they think
like was like as a Pioneer. As students answer, walk around to listen and check for
understanding.
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Lesson 5:
Content Obj:
Students will be able to infer on what life was like for Pioneers by evaluating artwork from the
1800s depicting scenes of Pioneer’s lives.
Language Obj:
Students will be able to observe what life was like in 1800s Utah by discussing and reflecting on
Primary Source paintings from the 1800s.
Building Background:
The class will be reviewing what we have learned so far in the unit.. The teacher will ask some
questions to refresh their mind on what we have learned, and get some ideas on what we will be
learning. The teacher will ask about the difference between a primary source students used, and
one they will be learning about today.
Introducing Key Vocab: primary sources
Review Primary sources in the beginning of the lesson.
Differentiating Lessons:
 Partner Work- Students will have the opportunity to ask the table group or the teacher for
help when needed. Asking a partner for help will always be encouraged.
 Writing- Students will have different requirements for what they will need to write about
the Primary Source Painting. Students can answer questions individually with sentences,
words or phrases. Students will also be able to refer to other resources in their journals
for some help.
Lesson Description:
Introduce Vocabulary/ Build Background
1. Come together as a class to review what they have learned about Utah Tribes and
Pioneers. Have students review their Social Studies Journals for a few minutes.
2. Ask students what a Primary Source is. Ask about different Primary Sources and what
they teach us.
3. Next, ask students the differences between Primary Source Journals and Paintings. Ask if
we can receive the same information from the source, or if the meaning or intent can
change at all.
Guiding Questions: What is Primary Source? What is an example of a primary source? What
information can we learn from primary sources? Why are primary sources important? If we are
reading a journal, is it likely that everything they are writing will be true? If we look at a
painting, is it possible that somethings may have been altered slightly? Can paintings also be true
to what was happening?

Assessing Pictures
https://dp.la/primary-source-sets/mormon-migration https://dp.la/primary-source-sets/mormon-
migration
1. Using pictures from the websites above, show the class some Primary Source artwork and
pictures. Students will do a Think Pair Share with their table to each pictures.
2. On the board will be these questions for students to think about:
What is being represented? Why? Is this painting realistic? Could this have happened? Does
this picture glorify anything? What is this trying to say? Is there a tone, or feeling that this
picture represents?
17

3. Students will look at each picture with time to think about the questions and assess the
picture or art.
4. Then students will talk about each picture with their table groups. Students will discuss
their answers and their they came to similar conclusions. If not, have students give
reasons to why they think that.
5. After have some students share their answers, and use this as an opportunity to assess for
understanding.
6. Repeat this with multiple photographs and paintings so students are exposed to many
different types of primary sources, and they can practice assessing art.
Writing about a Painting
1. In their journals, students will reflect on 2 primary source paintings. On the board show
these pictures for students to write about
https://newsroom.churchofjesuschrist.org/media/640x480/Entering-SL-Valley.jpg
https://newsroom.churchofjesuschrist.org/media/640x480/Handcart-pioneers.jpg
2. Give students the opportunity to write about the 2 painting in their journals. Encourage
students to write about what they see and feel from looking at the painting. Have students
describe why this might have been painted, and why we look at it now.
3. Having guiding questions posted, including: What is the tone, or feeling, you get from
this painting? Why? What is being depicted? Why is this important? Why do you think
someone thought it was important to paint this? Why are we still looking at it today?
How does it make you feel? What can you learn from this?
4. Encourage DLL students to ask questions when needed, look back at past notes, or talk to
their table for assistance.
18

FEATURES OF A MAP
1. What is a Map? Give a definition in your own words.

2. How is a Scale used on a Map? What is an example of a Scale on a Map?

3. What is a Symbol? What is a Legend?

4. Give 3 examples of symbols.

5. The lines of a grid are called ______________ and __________________

The point where lines cross are called _________________________.

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FEATURES OF A MAP
1. What is a Map? What are some things a map can show us? Draw an
example of a Map.

2. “A scale says how __________ things on a map are compared to

________ _________. For example, on the map
might be or more than 15 miles in the real world.”

3. What is a Symbol? What is a Legend?

4. Write the common meaning of these symbols on map:

Blue and Green

Black Dots or Circled Stars

Lines

5. The lines of a grid are called __________________ and _________________

The point where lines cross are called __________________.