‌Utah‌‌Studies‌‌Curriculum‌‌Map,‌‌2017-18‌ 

‌
 ‌
Unit‌1
‌ ‌w‌ ill‌b
‌ e‌t‌ aught‌f‌ rom‌S‌ ept‌5
‌ th‌t‌ o‌S‌ ept‌2
‌ 2‌  ‌
 ‌
T.P.S=‌T‌ hink‌P ‌ air‌S‌ hare‌‌   ‌
Enduring‌‌Understanding,‌‌Strand‌‌1:‌ ‌(Prehistory-Ca.‌‌1847)‌  ‌
 ‌
The‌r‌ ecorded‌h ‌ istory‌o ‌ f‌U
‌ tah‌s‌ pans‌j‌ust‌a‌ ‌f‌ ew‌c‌ enturies,‌y‌ et‌h ‌ umans‌h ‌ ave‌l‌ived‌i‌n‌t‌ he‌l‌and‌n ‌ ow‌c‌ alled‌U ‌ tah‌f‌ or‌t‌ housands‌o ‌ f‌‌ 
years.‌ C‌ omplex‌n ‌ ative‌c‌ ultures‌h ‌ ave‌d‌ eveloped‌a‌ nd‌fl ‌ ourished‌i‌n‌U ‌ tah’s‌d ‌ istinctive‌g‌ eographic‌r‌ egions.‌ P ‌ rehistoric‌a‌ rtifacts‌t‌ ell‌‌ 
us‌m
‌ uch‌a‌ bout‌t‌ heir‌l‌ives‌a‌ nd‌c‌ ultures.‌ F‌ or‌c‌ enturies‌t‌ he‌h ‌ istoric‌t‌ ribes‌o ‌ f‌U‌ tah—the‌G ‌ oshute,‌N ‌ avajo,‌P ‌ aiute,‌S‌ hoshone,‌a‌ nd‌‌ 
Ute—adapted‌t‌ o‌t‌ heir‌e‌ ver-changing‌e‌ nvironment,‌e‌ specially‌a‌ fter‌t‌ hey‌c‌ ame‌i‌nto‌c‌ ontact‌w ‌ ith‌E‌ uropean‌e‌ xplorers‌i‌n‌1 ‌ 776.‌  ‌
Nearly‌a‌ ‌c‌ entury‌o ‌ f‌t‌ rade‌r‌ elations‌t‌ ranspired‌w ‌ hile‌U‌ tah‌w‌ as‌p ‌ art‌o‌ f‌t‌ he‌S‌ panish‌E‌ mpire,‌a‌ nd‌l‌ater‌M ‌ exico.‌ T‌ hese‌t‌ ribal‌n ‌ ations‌‌ 
remain‌e‌ ssential‌a‌ nd‌a‌ ctive‌m ‌ embers‌o ‌ f‌t‌ he‌U
‌ tah‌c‌ ommunity.‌  ‌
Essential‌Q ‌ uestions‌  ‌ Assessment‌  ‌ Instructional‌A ‌ ctivities‌(‌ what‌t‌ he‌‌  Materials/pages‌i‌n‌t‌ ext‌  ‌
teacher‌a ‌ nd‌s‌ tudents‌‌d ‌ o)‌  ‌
1. Students‌w ‌ ill‌m‌ ake‌‌  Exit‌T‌ icket:‌W‌ hat‌i‌s‌a‌ n‌‌  ● study‌a‌ rt,‌a‌ rtifacts‌‌  Artifacts‌P ‌ owerPoint‌‌   ‌
evidence-based‌i‌nferences‌a‌ bout‌‌  artifact?‌G ‌ ive‌a‌ n‌‌  (aurasma‌w ‌ /ipads)‌  ‌ Inferences‌g‌ uided‌n ‌ otes‌‌ 
the‌c‌ omplex‌a‌ ncient‌c‌ ultures‌i‌n‌‌  example‌‌   ‌ ● T.P.S‌w ‌ hat‌d ‌ oes‌t‌ his‌s‌ ay‌‌  and‌v‌ ideo‌‌   ‌
Utah‌a‌ fter‌s‌ tudying‌a‌ rtifacts‌f‌ rom‌‌  about‌c‌ ulture‌‌   ‌  ‌
the‌p ‌ rehistoric‌e‌ ra.‌   ‌ ‌ ● extra‌ti ‌ me‌“‌ trash‌c‌ an‌‌ 
artifacts”‌  ‌
● What‌d ‌ oes‌t‌ his‌s‌ ay‌a‌ bout‌‌ 
our‌c‌ ulture‌‌   ‌
● Practice‌m ‌ aking‌i‌nference‌‌ 
and‌u ‌ se‌e‌ vidence‌f‌ rom‌a‌  ‌‌
primary‌o ‌ r‌s‌ econdary‌‌ 
source‌  ‌
 ‌
2. Students‌w ‌ ill‌a‌ nalyze‌a‌ nd‌e‌ xplain‌‌  Match-up:‌t‌ ribe‌t‌ o‌‌  ● Explore‌d ‌ ifferent‌h ‌ ouses‌  ‌ KWL/‌H ‌ istoric‌A ‌ m.‌‌ 
the‌i‌nteractions‌a‌ nd‌‌  cultural‌a‌ spect‌  ‌ ● oral‌h ‌ istory‌a‌ bout‌l‌and‌  ‌ Indians‌D ‌ oc‌  ‌
interconnections‌b ‌ etween‌t‌ he‌‌   ‌ ○ eye‌j‌uggler‌s‌ tory‌  ‌   ‌

1‌  ‌
 ‌
 physical‌c‌ haracteristics‌o ‌ f‌U
‌ tah‌‌  Map‌q
‌ uiz:‌p
‌ hysical‌m
‌ ap‌  ‌ ● How‌d ‌ id‌e‌ nvironments‌‌  Coyote-eye‌  ‌
and‌A‌ merican‌I‌ndian‌c‌ ultures‌‌  affect‌d ‌ ifferent‌t‌ ribes‌  ‌  ‌
using‌a‌ ‌r‌ ange‌o
‌ f‌t‌ exts,‌o
‌ ral‌‌  ● Geography‌r‌ eview‌‌   ‌ American‌I‌ndians‌‌ 
histories,‌a‌ nd‌g‌ eographic‌i‌nquiry.‌  ‌ ● Map‌t‌ he‌t‌ ribes‌a‌ nd‌l‌ist‌‌  Resource‌A ‌ nalysis,‌‌ 
their‌u ‌ nique‌f‌ eatures‌‌   ‌ American‌I‌ndians‌M ‌ ap‌‌ 
● 3‌r‌ egions‌p ‌ icture‌s‌ orting‌‌  and‌   ‌ ‌
activity‌  ‌ Historic‌A ‌ merican‌‌ 
Indians‌m ‌ ap‌‌ 
Instructions‌‌   ‌
 ‌
3‌R‌ egions‌o ‌ f‌U
‌ tah‌‌ 
Picture‌S‌ orting‌A ‌ ctivity‌  ‌
3. S‌ tudents‌w ‌ ill‌e‌ xplain‌t‌ he‌‌  Venn‌d ‌ iagram‌f‌ or‌o ‌ ne‌‌  ● We‌S‌ hall‌R ‌ emain‌‌v‌ ideos‌‌  Videos:‌W ‌ e‌S‌ hall‌‌ 
economic‌a‌ ctivity‌o ‌ f‌a‌ ‌p‌ rehistoric‌‌  tribe‌e‌ conomy‌t‌ hen‌a‌ nd‌‌  on‌e‌ ach‌t‌ ribe‌w
‌ /notes‌  ‌ Remain‌  ‌
and/or‌h ‌ istoric‌A ‌ merican‌I‌ndian‌‌  now‌  ‌ ● compare‌w ‌ /#2,‌e‌ conomy‌‌    ‌
tribal‌c‌ ommunity‌b ‌ y‌u ‌ sing‌b ‌ asic‌‌  then‌a‌ nd‌n ‌ ow‌  ‌ Paiute‌T‌ rade‌L‌ esson‌‌ 
economic‌c‌ oncepts,‌i‌ncluding‌‌  ● Paiute‌t‌ rade‌l‌esson‌p ‌ lan‌‌  Plan:‌‌   ‌
supply,‌d ‌ emand,‌t‌ rade,‌a‌ nd‌‌  on‌U‌ en‌w ‌ ebsite‌‌   ‌ http://www.uen.org/Le‌
scarcity.‌  ‌ ssonplan/preview.cgi?L‌
Pid=27627‌  ‌
 ‌
 ‌
4. Students‌w ‌ ill‌a‌ nalyze‌p ‌ rimary‌a‌ nd‌‌  - Video‌Q ‌ uiz(‌‌  Start‌c‌ lass‌i‌n‌F‌ oreign‌l‌ang‌i‌f‌y‌ ou‌‌  Video:‌E‌ xploring‌t‌ he‌‌ 
secondary‌s‌ ources‌t‌ o‌e‌ xplain‌‌  attached‌t‌ o‌‌  can‌(‌ No‌E‌ nglish)‌T‌ his‌i‌s‌h ‌ ow‌t‌ hey‌‌  World:‌S‌ panish‌‌ 
causes‌a‌ nd‌e‌ ffects‌o ‌ f‌‌  Video‌‌  felt‌‌   ‌ Explorers‌o ‌ f‌N
‌ orth‌‌ 
European-American‌e‌ xploration,‌‌  worksheet)‌  ‌ ● “Exploring‌t‌ he‌w ‌ orld,‌‌  America‌  ‌
including‌t‌ he‌r‌ esponse‌a‌ nd‌‌  - Compare‌m ‌ ap‌o ‌ f‌‌  Spanish‌e‌ xplorer‌o ‌ f‌N
‌ .A.”‌‌    ‌
involvement‌o ‌ f‌U‌ tah’s‌A ‌ merican‌‌  1776‌w ‌ ith‌‌  video‌l‌ink‌(‌ worksheet‌i‌n‌‌  Worksheet:‌E‌ xploring‌‌ 
Indian‌t‌ ribes.‌  ‌ current‌U ‌ tah‌‌  folder)‌  ‌ the‌W ‌ orld:‌S‌ panish‌‌ 
Map‌‌   ‌ ● Escalante‌a‌ nd‌D ‌ ominguez‌‌  Explorers‌o ‌ f‌N
‌ orth‌‌ 
 ‌ map‌(‌ stories‌o ‌ n‌u ‌ tah.gov‌‌  America‌  ‌
and‌r‌ eading‌i‌n‌t‌ extbook)‌  ‌   ‌

2‌  ‌
 ‌
 ● make‌m ‌ ap‌t‌ ogether,‌p ‌ lay‌  Song:‌S‌ panish‌E‌ xplorers‌  ‌
Spanish‌E‌ xplorers‌s‌ ong‌  ‌
● Globe‌T‌ oss‌(‌ list‌t‌ he‌‌ 
contributions‌o ‌ f‌‌ 
Dom/Escalante’s‌‌ 
expedition)‌‌   ‌
● New‌S‌ pain‌B ‌ rochure‌‌ 
(students‌w ‌ ill‌b‌ uild‌a‌  ‌‌
brochure‌“‌ advertising”‌‌ 
New‌S‌ pain)‌  ‌
5. Students‌w ‌ ill‌d‌ escribe‌t‌ he‌c‌ ultural‌‌  Project‌r‌ ubric‌o ‌ ral‌‌  ● N.A.‌ P
‌ roject‌  ‌ American‌I‌ndians‌‌ 
change‌a‌ nd‌c‌ ontinuity‌o ‌ f‌a‌ t‌l‌east‌‌  presentation‌  ‌ ○ give‌n ‌ otes,‌s‌ plit‌‌  Resource‌A ‌ nalysis,‌‌ 
one‌o ‌ f‌U‌ tah’s‌c‌ urrent‌s‌ overeign‌‌  into‌g‌ roups,‌‌  American‌I‌ndians‌M ‌ ap‌‌ 
nations‌a‌ s‌i‌t‌h ‌ as‌r‌ esponded‌t‌ o‌‌  emphasize‌‌  and‌   ‌ ‌
changing‌p ‌ olitical,‌s‌ ocial,‌a‌ nd‌‌  modern‌‌  Historic‌A ‌ merican‌‌ 
economic‌f‌ orces.‌ S‌ tudents‌w ‌ ill‌‌  governments‌‌   ‌ Indians‌m ‌ ap‌‌ 
use‌a‌ ‌v‌ ariety‌o ‌ f‌r‌ esources‌t‌ hat‌‌  ● Goshute‌c‌ onstitution‌  ‌ Instructions‌‌   ‌
may‌i‌nclude‌w ‌ ritten‌p ‌ rimary‌a‌ nd‌‌    ‌ ‌
secondary‌s‌ ources,‌o ‌ ral‌h‌ istories,‌‌ 
photographs,‌a‌ rtifacts,‌a‌ nd‌a‌ rt.‌  ‌
Some‌q
‌ uestions‌y‌ ou‌m ‌ ight‌h‌ ave‌s‌ tudents‌c‌ onsider:‌(‌ starter‌o ‌ r‌w
‌ riting‌p
‌ rome‌@ ‌ end‌o‌ f‌t‌ he‌w
‌ eek‌o ‌ r‌p
‌ art‌o
‌ f‌C‌ FA)‌‌   ‌
● How‌d ‌ o‌c‌ ultures‌m ‌ eet‌t‌ heir‌e‌ conomic‌a‌ nd‌s‌ ocial‌n ‌ eeds?‌  ‌
● What‌c‌ an‌t‌ he‌s‌ tudy‌o ‌ f‌a‌ rchaeology‌t‌ ell‌u ‌ s‌a‌ bout‌t‌ he‌e‌ conomies,‌c‌ ommunities,‌a‌ nd‌o ‌ ther‌a‌ spects‌o ‌ f‌t‌ he‌c‌ ultures‌o‌ f‌t‌ hese‌‌ 
early‌p ‌ eoples?‌  ‌
● Why‌i‌s‌i‌t‌v‌ ital‌t‌ o‌p ‌ rotect‌a‌ rchaeological‌s‌ ites‌i‌n‌U ‌ tah?‌  ‌
● What‌r‌ ole‌d ‌ id‌g‌ eography‌p ‌ lay‌i‌n‌t‌ he‌i‌nnovations‌c‌ reated‌b ‌ y‌U
‌ tah’s‌F‌ remont‌a‌ nd‌A ‌ ncestral‌P ‌ uebloan‌p ‌ eoples?‌  ‌
● What‌i‌s‌t‌ he‌h ‌ istorical‌s‌ ignificance‌o ‌ f‌t‌ he‌D
‌ ominquez‌a‌ nd‌E‌ scalante‌e‌ xpedition?‌  ‌
● How‌d ‌ o‌e‌ conomic‌s‌ ystems,‌s‌ uch‌a‌ s‌t‌ he‌t‌ rade‌n ‌ etworks‌E‌ uropeans‌d ‌ eveloped‌w ‌ ith‌A ‌ merican‌I‌ndian‌c‌ ommunities,‌s‌ hape‌‌ 
and‌s‌ pread‌c‌ ultures?‌  ‌
● Is‌c‌ onflict‌i‌nevitable‌w ‌ hen‌c‌ ultures‌i‌nteract?‌  ‌
● How‌d ‌ id‌t‌ he‌a‌ rrival‌o‌ f‌E‌ uropean‌a‌ nd‌A ‌ merican‌t‌ rappers‌a‌ lter‌t‌ he‌h ‌ uman‌g‌ eography‌o ‌ f‌U
‌ tah?‌  ‌

3‌  ‌
 ‌
 ● How‌d‌ id‌C‌ hief‌W‌ alker’s‌l‌eadership,‌a‌ nd‌t‌ he‌l‌eadership‌o ‌ f‌o
‌ ther‌A
‌ merican‌I‌ndians,‌i‌nfluence‌t‌ he‌r‌ eaction‌o
‌ f‌A
‌ merican‌‌ 
Indians‌t‌ o‌n
‌ ewcomers‌t‌ o‌t‌ he‌t‌ erritory?‌  ‌
● How‌d‌ o‌t‌ he‌c‌ urrent‌w
‌ ays‌o‌ f‌l‌ife‌o
‌ f‌U
‌ tah’s‌N
‌ ative‌A
‌ merican‌t‌ ribes‌r‌ eflect‌c‌ hanges‌a‌ nd‌c‌ ontinuities?‌  ‌
 ‌
Notes:‌  ‌
Unit‌2
‌ ‌w
‌ ill‌b
‌ e‌t‌ aught‌f‌ rom‌S‌ ept‌2
‌ 5‌t‌ o‌O
‌ ct‌1
‌ 8‌  ‌
 ‌
Background‌K ‌ nowledge:‌T‌ rappers‌& ‌ ‌M ‌ ountain‌m ‌ en,‌M ‌ anifest‌D
‌ estiny‌(‌ why‌w
‌ est),‌M
‌ issouri,‌E‌ xpansion‌w
‌ estward‌(‌ religious‌f‌ reedom)‌‌   ‌
 ‌
Materials:‌A ‌ ctivity‌T‌ rails‌G
‌ oing‌W
‌ est,‌C ‌ h.‌5
‌ ‌G
‌ allery‌S‌ troll‌  ‌
 ‌
Enduring‌‌Understanding,‌‌Strand‌‌2:‌ ‌Utah’s‌‌diverse‌‌peoples‌ ‌(Ca.‌‌1847-1896)‌  ‌
The‌‌arrival‌‌of‌‌European‌‌immigrants‌‌in‌‌Utah‌‌launched‌‌a‌‌period‌‌of‌‌immigration,‌‌dramatic‌‌cultural‌‌change,‌‌and‌‌ 
conflict‌‌among‌‌Utah’s‌‌many‌‌diverse‌‌peoples.‌ ‌This‌‌period‌‌begins‌‌with‌‌the‌‌Mormon‌‌migration,‌‌expansion‌‌of‌‌ 
settlement‌‌in‌‌the‌‌Great‌‌Basin‌‌and‌‌Colorado‌‌Plateau,‌‌and‌‌accompanying‌‌political‌‌conflict,‌‌wars,‌‌and‌‌violence.‌  ‌
After‌‌1860‌‌the‌‌development‌‌of‌‌mining‌‌and‌‌other‌‌industries‌‌created‌‌a‌‌complex‌‌economy‌‌and‌‌drew‌‌new‌ 
immigrants‌‌to‌‌the‌‌state,‌‌increasing‌‌Utah’s‌‌religious‌‌and‌‌cultural‌‌diversity.‌ ‌Railroads‌‌became‌‌an‌‌important‌‌ 
engine‌‌of‌‌social,‌‌cultural,‌‌political,‌‌and‌‌economic‌‌change.‌ ‌Utah’s‌‌transition‌‌from‌‌territory‌‌to‌‌state‌‌was‌‌long‌‌ 
and‌‌difficult.‌ ‌By‌‌1896‌‌Utah‌‌had‌‌become‌‌deeply‌‌and‌‌increasingly‌‌interconnected‌‌with‌‌the‌‌nation‌‌and‌‌the‌‌ 
world.‌  ‌
Essential‌Q
‌ uestions‌  ‌ Assessment‌  ‌ Instructional‌A
‌ ctivities‌(‌ what‌t‌ he‌‌  Materials/pages‌i‌n‌t‌ ext‌  ‌
teacher‌a
‌ nd‌s‌ tudents‌‌d ‌ o)‌  ‌
1. Students‌w ‌ ill‌e‌ xplain‌t‌ he‌c‌ auses‌‌  Scaffolded‌a‌ ssessment‌‌  ● 3‌e‌ vent‌o ‌ f‌M
‌ ormons‌  3‌e‌ vent‌w
‌ orksheet‌  ‌
and‌l‌asting‌e‌ ffects‌o‌ f‌t‌ he‌M
‌ ormon‌‌  (using‌D
‌ epth‌o ‌ f‌‌  going‌W‌ est‌‌   ‌ Pioneer‌g‌ ames‌  ‌
migration‌t‌ o‌U‌ tah.‌  ‌ Knowledge‌c‌ hart.)‌‌  ○ exodus-‌‌  Nearpod‌(‌ where‌i‌s‌‌ 
Students‌w ‌ ill‌m
‌ atch‌‌  vocabulary‌  ‌ Missouri,‌w ‌ hat‌i‌s‌‌ 
vocabulary,‌a‌ nswer‌‌  ○ Cornell‌N ‌ otes‌‌   ‌ religious‌f‌ reedom)‌‌   ‌
multiple‌c‌ hoice‌‌  ○ Compare‌M ‌ ormon‌‌   ‌
questions,‌a‌ nalyze‌‌  settlement‌t‌ owns‌‌   ‌
primary‌s‌ ources‌‌  with‌o ‌ thers‌‌ 

4‌  ‌
 ‌
 (journals‌f‌ rom‌p ‌ eople‌‌  around‌t‌ he‌w ‌ orld‌‌ 
who‌t‌ raveled‌w ‌ est),‌a‌ nd‌‌  (Google‌E‌ arth‌‌ 
write‌a‌ n‌e‌ ssay‌‌  Activity)‌‌   ‌
incorporating‌e‌ vidence‌‌  ● Missouri‌E‌ xecutive‌O ‌ rder‌‌ 
into‌t‌ heir‌a‌ nswers.‌  ‌ (primary‌s‌ ource‌‌ 
document)‌  ‌
●  ‌
 ‌
 ‌
2. Students‌w ‌ ill‌c‌ ompare‌t‌ he‌c‌ auses‌‌  Exit‌ti
‌ cket:‌H‌ ow‌d ‌ id‌‌  ● Popcorn‌r‌ eading‌‌   ‌ Reading:‌W ‌ hat‌w ‌ as‌l‌ife‌‌ 
and‌l‌asting‌e‌ ffects‌o‌ f‌v‌ arious‌‌  various‌g‌ roups’‌‌  ● Utah‌T‌ erritory‌“‌ brochure”‌‌  like‌o
‌ n‌t‌ he‌t‌ rails?‌H
‌ ow‌‌ 
non-Mormon‌g‌ roups’‌m ‌ igrations‌‌  migrations‌t‌ o‌U ‌ tah‌h ‌ ave‌‌  what‌w‌ ould‌n ‌ ewcomers‌‌  did‌t‌ hat‌m‌ igration‌a‌ ffect‌‌ 
to‌U
‌ tah.‌  ‌ a‌l‌asting‌e‌ ffect?‌‌   ‌ see‌w
‌ hen‌e‌ ntering‌t‌ he‌‌  the‌g‌ roups‌a‌ lready‌‌ 
area?‌D‌ ramatize‌a ‌ ‌c‌ ritical‌‌  living‌i‌n‌U‌ tah?‌  ‌
scene‌f‌ rom‌a ‌ ‌c‌ omplex‌‌ 
narrative‌. ‌ ‌
 ‌
3. Students‌w ‌ ill‌u‌ se‌g‌ eographic‌‌  Map‌Q
‌ uiz‌   ‌ ‌ Grid‌s‌ ystem‌  ‌ Mormon‌L‌ andscape‌‌ 
inquiry‌t‌ o‌e‌ xplain‌p ‌ atterns‌i‌n‌t‌ he‌‌  Mormon‌c‌ orridor‌(‌ each‌c‌ ity‌h
‌ as‌‌  Article‌a‌ nd‌W
‌ orksheet‌  ‌
settlement‌o ‌ f‌U
‌ tah‌a‌ nd‌t‌ he‌‌  own‌j‌ob)‌  ‌  ‌
subsequent‌t‌ rends‌i‌n‌‌  Mormon‌L‌ andscape‌a‌ rticle,‌‌  Mormon‌L‌ andscape‌P ‌ PT‌ 
urbanization,‌r‌ eferring‌t‌ o‌a‌ ‌r‌ ange‌‌  common‌c‌ haracteristics‌‌    ‌
of‌c‌ ommunities‌a‌ s‌c‌ ase‌s‌ tudies.‌  ‌ The‌M‌ ormon‌L‌ andscape‌ 
 ‌
pg‌1
‌ 32-133‌  ‌
4. Students‌w ‌ ill‌r‌ esearch‌m ‌ ultiple‌‌  Essay:‌W ‌ hat‌m ‌ ajor‌‌  Camp‌F‌ loyd‌v‌ ideo‌(‌ 10‌m ‌ in)‌  ‌ Video:‌C‌ amp‌‌ 
perspectives‌t‌ o‌e‌ xplain‌o ‌ ne‌o ‌ r‌‌  conflict‌p‌ revented‌U ‌ tah‌‌  - Utah‌W ‌ ar‌‌   ‌ Floyd/Utah‌W ‌ ar‌  ‌
more‌o ‌ f‌t‌ he‌p‌ olitical,‌s‌ ocial,‌‌  from‌s‌ tatehood?‌‌  “It‌h‌ appened‌i‌n‌U ‌ tah”‌o ‌ n‌M
‌ t.‌‌   ‌
cultural,‌r‌ eligious‌c‌ onflicts‌o ‌ f‌t‌ his‌‌  include‌a ‌ ‌c‌ itation‌f‌ rom‌‌  Meadow‌M ‌ ass.‌s‌ tart‌‌  Video:‌M‌ ountain‌‌ 
period,‌i‌ncluding‌t‌ he‌U ‌ .S.‌C ‌ ivil‌‌  the‌r‌ eading‌  ‌ w/forecasting‌  ‌ Meadows‌M ‌ assacre‌  ‌
War‌a‌ nd‌m ‌ ore‌l‌ocalized‌c‌ onflicts‌  ‌-different‌e‌ ndings‌‌   ‌  ‌
such‌a‌ s‌t‌ he‌U‌ tah‌W ‌ ar,‌t‌ he‌‌  Video:‌B‌ lack‌H‌ awk‌W ‌ ar‌  ‌

5‌  ‌
 ‌
 Mountain‌M ‌ eadows‌M ‌ assacre,‌‌  Video‌o ‌ n‌M‌ ountain‌M ‌ eadow‌‌   ‌
the‌B
‌ ear‌R
‌ iver‌M
‌ assacre,‌t‌ he‌‌  Mass.‌‌   ‌ Bear‌R
‌ iver‌p
‌ g‌1
‌ 70‌  ‌
Black‌H
‌ awk‌W ‌ ar,‌o
‌ r‌o
‌ ther‌‌  Reading‌o ‌ n‌B ‌ ear‌R ‌ iver‌(‌ textbook)‌  ‌  ‌
Federal-Mormon‌c‌ onflicts.‌  ‌ Video‌o ‌ n‌B‌ lackhawk‌W ‌ ar‌(‌ 23‌m
‌ in‌‌  Utah‌W
‌ ar-‌C‌ onflicts‌‌ 
video‌l‌ink)‌a‌ nd‌d ‌ iscussion‌  ‌ Picture‌B
‌ ook‌  ‌
- Group‌R ‌ eading‌A ‌ ctivity:‌‌ 
as‌a‌ ‌g‌ roup‌r‌ ead‌t‌ he‌a‌ rticle‌‌ 
and‌t‌ hen‌a‌ nswer‌t‌ he‌‌ 
questions.‌E‌ ach‌g‌ roup‌‌ 
selects‌a‌ ‌r‌ eader,‌‌ 
organizer,‌a‌ nd‌r‌ eminder‌‌ 
to‌m‌ ake‌s‌ ure‌e‌ veryone‌i‌s‌‌ 
doing‌w ‌ hat‌t‌ hey’re‌‌ 
supposed‌t‌ o.‌T‌ alk‌a‌ bout‌‌ 
what‌y‌ ou‌r‌ ead‌a‌ nd‌t‌ he‌‌ 
answer‌t‌ o‌t‌ he‌q ‌ uestions‌‌ 
for‌e‌ ach‌s‌ ection.‌‌   ‌
5. Students‌w ‌ ill‌c‌ onstruct‌a‌ n‌‌  Write‌a‌ ‌ti ‌ meline‌o ‌ f‌‌  foursquare‌w ‌ /s‌o ‌ n‌t‌ ech‌‌  4‌s‌ quare‌o
‌ n‌T‌ echnology‌  ‌
evidence‌b ‌ ased‌a‌ rgument‌t‌ o‌‌  either‌t‌ echnology‌o ‌ r‌‌  advancements‌  ‌ 1800s‌T‌ imeline‌  ‌
explain‌h ‌ ow‌t‌ he‌d ‌ evelopment‌o ‌ f‌  transportation‌a‌ nd‌t‌ urn‌‌  tech‌a‌ dvancements‌  ‌  ‌
transportation‌a‌ nd‌‌  it‌i‌n.‌‌   ‌ -‌ talking‌w ‌ riting-‌‌  1800s‌T‌ ransportation‌  ‌
communication‌n ‌ etworks‌a‌ cross‌‌  How‌d ‌ id‌‌  letters-horseback-telegraph-post‌‌   ‌
the‌s‌ tate‌c‌ hanged‌U ‌ tah’s‌e‌ conomy‌‌  communication‌c‌ hange‌‌  office,‌‌   ‌ Wagon-Train‌p ‌ icture‌  ‌
and‌h ‌ uman‌g‌ eography.‌  ‌ with‌t‌ he‌a‌ rrival‌o ‌ f‌t‌ he‌‌  something‌w ‌ /transportation‌  ‌  ‌
railroad?‌‌   ‌ make‌ti ‌ meline‌  ‌
Pony‌E‌ xpress‌a‌ nd‌T‌ elegraph‌‌ 
Reading‌a‌ nd‌s‌ lide‌d ‌ eck‌  ‌
6. Students‌w ‌ ill‌e‌ xplain‌h‌ ow‌‌  Scaffolded‌a‌ ssessment‌‌  DBQ‌i‌mpact‌(‌ add‌r‌ ailroads)‌  ‌ Impact‌o‌ f‌s‌ ettlement‌‌ 
agriculture,‌r‌ ailroads,‌m ‌ ining,‌a‌ nd‌‌  (using‌D ‌ epth‌o ‌ f‌‌  Railroad‌s‌ lide‌d ‌ eck‌‌   ‌ DBQ‌  ‌
industrialization‌c‌ reated‌n ‌ ew‌‌  Knowledge‌c‌ hart.)‌‌  Railroad,‌A ‌ griculture,‌a‌ nd‌‌   ‌
communities‌a‌ nd‌n ‌ ew‌e‌ conomics‌‌  Students‌w ‌ ill‌m
‌ atch‌‌  Industry‌C ‌ ornell‌N ‌ otes‌‌   ‌
throughout‌t‌ he‌s‌ tate.‌  ‌ vocabulary,‌a‌ nswer‌‌ 

6‌  ‌
 ‌
 multiple‌c‌ hoice‌‌  Mining‌T‌ own‌a‌ rtifacts‌a‌ nd‌m
‌ ap‌‌ 
questions,‌a‌ nalyze‌‌  gallery‌w
‌ alk‌‌   ‌
primary‌s‌ ources‌‌   ‌
(photographs,‌c‌ harts,‌‌   ‌
quotes),‌a‌ nd‌w ‌ rite‌a‌ n‌‌ 
essay‌i‌ncorporating‌‌ 
evidence‌i‌nto‌t‌ heir‌‌ 
answers.‌  ‌
7. Students‌w
‌ ill‌i‌dentify‌t‌ he‌p‌ olitical‌‌  List‌t‌ he‌c‌ hallenges‌t‌ o‌‌  Struggle‌t‌ o‌S‌ tatehood‌S‌ lide‌d
‌ eck‌‌   ‌ Choice‌B ‌ oard‌‌   ‌
challenges‌t‌ hat‌d
‌ elayed‌U ‌ tah’s‌‌  statehood‌a‌ nd‌e‌ xplain‌‌  Cornell‌N‌ otes‌‌   ‌ Mind‌M ‌ ap‌‌   ‌
statehood‌a‌ nd‌e‌ xplain‌h ‌ ow‌t‌ hese‌‌  how‌w ‌ ere‌t‌ hose‌‌  Question‌s‌ tems‌(‌ essay:‌w ‌ hat‌w‌ as‌‌  Muddy‌M ‌ oment‌c‌ heck‌‌ 
challenges‌w‌ ere‌o‌ vercome.‌  ‌ overcome?‌   ‌ ‌ the‌g‌ reatest‌c‌ hallenge‌a‌ nd‌w
‌ hy?)‌  ‌ in‌(‌ what‌f‌ rustrates‌a‌ nd‌‌ 
 ‌ confuses‌y‌ ou‌a‌ bout‌t‌ he‌‌ 
text?‌w ‌ hy?)‌‌   ‌
8. Students‌w ‌ ill‌e‌ xplain‌h‌ ow‌t‌ heir‌‌  The‌s‌ hort‌r‌ esponse‌‌  journal‌e‌ ntry‌a‌ s‌s‌ ome‌‌   ‌ Pioneer‌J‌ ournals:‌‌ 
own‌c‌ onnection‌t‌ o‌U ‌ tah‌i‌s‌a‌  ‌‌ journal‌e‌ ntry‌i‌s‌t‌ he‌‌  Utah‌r‌ esident‌‌   ‌ heritage.uen.org/pione‌
reflection‌o ‌ f‌t‌ he‌c‌ omplex‌h ‌ istory‌‌  assessment‌‌   -‌ guess‌w
‌ ho‌i‌t‌i‌s‌@
‌ ‌e‌ nd‌  ‌ ers/historical‌  ‌
of‌t‌ he‌s‌ tate.‌  ‌ find‌y‌ our‌o
‌ wn‌a‌ ncestors‌  ‌  ‌
 ‌ Daughters‌o ‌ f‌U
‌ tah‌  ‌
 ‌ http://www.dupinterna‌
 ‌ tional.org/pioneer_inde‌
x.php‌‌   ‌
 ‌
Some‌q
‌ uestions‌y‌ ou‌m‌ ight‌h ‌ ave‌y‌ our‌s‌ tudents‌c‌ onsider:‌  ‌
● What‌f‌ actors‌l‌ed‌v‌ arious‌p ‌ eoples‌t‌ o‌s‌ ettle‌i‌n‌U ‌ tah?‌  ‌
● What‌g‌ eographic‌f‌ actors‌p ‌ ositioned‌U ‌ tah‌t‌ o‌b‌ ecome‌“‌ the‌c‌ rossroads‌o ‌ f‌t‌ he‌W
‌ est”?‌  ‌
● What‌w ‌ as‌t‌ he‌r‌ ole‌o
‌ f‌B
‌ righam‌Y‌ oung‌a‌ nd‌o ‌ ther‌p‌ ioneer‌l‌eaders‌i‌n‌t‌ he‌s‌ ettlement‌o ‌ f‌U
‌ tah?‌  ‌
● How‌d ‌ o‌c‌ ulture‌a‌ nd‌t‌ he‌i‌nteraction‌o ‌ f‌c‌ ultures‌s‌ hape‌a‌ ‌s‌ ense‌o
‌ f‌p
‌ lace?‌  ‌
● How‌d ‌ id‌w‌ hite‌s‌ ettlement‌a‌ ffect‌N ‌ ative‌A ‌ merican‌I‌ndian‌c‌ ommunities?‌  ‌
● Why‌d ‌ id‌U‌ tah‌s‌ truggle‌t‌ o‌a‌ ttain‌s‌ tatehood?‌  ‌
● How‌d ‌ id‌M‌ ormons‌i‌nterrelate‌w ‌ ith‌o ‌ ther‌i‌mmigrant‌g‌ roups‌i‌n‌U ‌ tah?‌  ‌

7‌  ‌
 ‌
 ● How‌d‌ id‌i‌mproved‌t‌ ransportation,‌i‌ndustry,‌a‌ nd‌m ‌ ining‌t‌ ransform‌U ‌ tah’s‌e‌ conomy,‌p ‌ olitics,‌a‌ nd‌o
‌ ther‌a‌ spects‌o‌ f‌ 
culture?‌  ‌
● What‌w‌ ere‌t‌ he‌c‌ auses‌o ‌ f‌t‌ he‌v‌ arious‌c‌ onflicts‌t‌ hat‌o ‌ ccurred‌d‌ uring‌t‌ he‌t‌ erritorial‌p
‌ eriod?‌ H‌ ow‌w ‌ ere‌t‌ hese‌c‌ onflicts‌‌ 
resolved?‌W ‌ hat‌w ‌ ere‌t‌ he‌l‌asting‌c‌ onsequences‌o ‌ f‌t‌ hese‌c‌ onflicts?‌  ‌
● How‌i‌s‌y‌ our‌f‌ amily‌p
‌ art‌o‌ f‌t‌ he‌U‌ tah‌s‌ tory?‌  ‌
 ‌
 ‌
Notes:‌  ‌
 ‌
Unit‌3
‌ ‌w
‌ ill‌b
‌ e‌t‌ aught‌f‌ rom‌O
‌ ct‌2
‌ 3‌t‌ o‌N
‌ ov‌9
‌  ‌ ‌
 ‌
Enduring‌‌Understanding,‌‌Strand‌‌3:‌ ‌Utah‌‌in‌‌the‌‌Union‌ ‌(Ca.‌‌1896-1945)‌  ‌
 ‌
In‌1
‌ 896,‌U‌ tah‌b ‌ ecame‌t‌ he‌f‌ orty-fifth‌s‌ tate,‌w ‌ ith‌a‌ ‌n‌ ewly‌r‌ atified‌c‌ onstitution‌a‌ nd‌a‌ ‌m ‌ andate‌t‌ o‌c‌ reate‌a‌ ‌s‌ tate‌g‌ overnment.‌  ‌
During‌t‌ he‌n ‌ ext‌h ‌ alf‌c‌ entury,‌t‌ he‌i‌nterplay‌o‌ f‌n‌ ational‌a‌ nd‌g‌ lobal‌f‌ orces‌o ‌ n‌U‌ tah‌i‌ncreased,‌f‌ rom‌e‌ conomic‌c‌ rises‌a‌ nd‌‌ 
industrialization‌t‌ o‌p ‌ rogressive‌r‌ eforms‌a‌ nd‌t‌ wo‌g‌ lobal‌w ‌ ars.‌ U‌ tah’s‌h‌ uman‌a‌ nd‌p ‌ hysical‌g‌ eography‌i‌nfluenced‌e‌ verything‌f‌ rom‌ 
the‌m‌ ining‌i‌ndustry‌a‌ nd‌l‌abor‌m ‌ ovements‌t‌ o‌t‌ he‌p ‌ lacement‌o ‌ f‌w‌ artime‌i‌nfrastructure,‌i‌ncluding‌m ‌ ilitary‌b ‌ ases‌a‌ nd‌i‌nternment‌‌ 
camps‌f‌ or‌J‌ apanese‌A ‌ mericans.‌  ‌
 ‌
Essential‌Q ‌ uestions:‌  ‌ Assessment‌  ‌ Instructional‌a‌ ctivities‌(‌ what‌‌  Materials/text‌  ‌
teacher‌a ‌ nd‌s‌ tudents‌‌w‌ ill‌d
‌ o)‌  ‌
1. Students‌w ‌ ill‌i‌dentify‌t‌ he‌c‌ ivic‌‌  List‌t‌ he‌c‌ ivic‌v‌ irtues‌‌  Gov’t‌f‌ oursquare‌(‌ emphasize‌‌  Government‌R ‌ eading‌‌ 
virtues‌a‌ nd‌p ‌ rinciples‌c‌ odified‌b ‌ y‌‌  contained‌i‌n‌t‌ he‌S‌ tate‌‌  civic‌s‌ quare)‌  (online‌u ‌ pload)‌  ‌
the‌U‌ tah‌C ‌ onstitution.‌  ‌ Constitution‌  ‌ Cornell‌N ‌ otes‌‌   ‌ Utah‌S‌ tate‌‌ 
 ‌ Who‌H ‌ as‌t‌ he‌P ‌ ower‌A ‌ ssignment‌‌  Government.ppt‌  ‌
(students‌s‌ ort‌t‌ he‌3 ‌ ‌b
‌ ranches‌o ‌ f‌‌    ‌
government‌u ‌ sing‌p
‌ hotos‌a‌ nd‌‌ 
responsibilities)‌‌   ‌
2. Students‌w ‌ ill‌u ‌ se‌p ‌ rimary‌s‌ ources‌‌  Mini‌r‌ esponse‌(‌ ‌i‌n‌1 ‌ -2‌‌  Great‌D ‌ epression‌  ‌ Video:‌S‌ panish‌F‌ lu‌  ‌
and/or‌o ‌ ral‌h ‌ istories‌t‌ o‌a‌ nalyze‌‌  paragraphs)‌W ‌ hat‌w ‌ as‌‌  -Source‌E‌ xploration‌t‌ hrough‌‌   ‌
http://www.deseretnews.com/articl‌
the‌i‌mpact‌o ‌ f‌a‌ ‌n
‌ ational/global‌‌  the‌i‌mpact‌o ‌ f‌o‌ ne‌o
‌ f‌t‌ he‌‌  photos,‌K ‌ it‌K‌ ittredge‌m ‌ ovie,‌‌  e/412123/FLU-EPIDEMIC-HIT-UTAH-‌
HARD-IN-1918-1919.html‌  ‌

8‌  ‌
 ‌
 event‌s‌ uch‌a‌ s‌W‌ orld‌W ‌ ar‌I‌,‌t‌ he‌‌  following;‌W ‌ orld‌W ‌ ar‌1 ‌ ,‌‌  Peggy‌E‌ aton‌j‌ournal‌e‌ ntry,‌S‌ tory‌‌    ‌
Spanish‌fl‌ u‌e‌ pidemic,‌t‌ he‌G ‌ reat‌‌  Spanish‌F‌ lu‌e‌ pidemic,‌‌  of‌U‌ s‌d‌ ocumentary‌  ‌ pg.‌2‌ 41‌‌   ‌
Depression,‌W ‌ orld‌W ‌ ar‌I‌I,‌a‌ nd‌‌  The‌G ‌ reat‌D
‌ epression,‌‌  -finish‌w ‌ ith‌e‌ ssay‌c‌ ombining‌‌   ‌
Japanese‌A ‌ merican‌i‌nternment‌o ‌ n‌‌  World‌W ‌ ar‌I‌I‌o
‌ r‌t‌ he‌‌  sources‌  ‌ Great‌D ‌ epression‌‌ 
an‌i‌ndividual‌o ‌ r‌c‌ ommunity‌i‌n‌‌  Japanese‌A ‌ merican‌‌  WWI‌  ‌ through‌M ‌ any‌S‌ ources‌‌ 
Utah.‌  ‌ Internment‌c‌ amps‌o ‌ n‌‌  -Trench‌W ‌ arfare‌A ‌ ctivity‌  ‌ PPT‌  ‌
the‌n‌ ation‌o‌ r‌w‌ orld?‌‌   ‌ -Propaganda‌P ‌ oster‌G ‌ allery‌W ‌ alk‌  ‌   ‌
 ‌ and‌a‌ rtifact‌a‌ nalysis‌‌   ‌ Great‌D ‌ epression‌‌ 
Compare‌t‌ he‌1 ‌ 918‌‌  Spanish‌F‌ lu‌  ‌ Packet‌  ‌
pandamic‌t‌ o‌C ‌ OVID-19‌‌  -Textbook‌s‌ ection‌  ‌
pandemic.‌  ‌ -Spanish‌fl ‌ u‌v‌ ideo‌  ‌
3. Students‌w ‌ ill‌d
‌ escribe‌t‌ he‌e‌ ffects‌‌   ‌ Labor‌u ‌ nions‌‌   Stop‌a‌ nd‌W ‌ rite‌‌   ‌
of‌e‌ vents,‌m
‌ ovements,‌a‌ nd‌‌  Scofield‌M ‌ ine‌(‌ It‌h
‌ appened‌i‌n‌‌  p.‌2
‌ 32-233:‌W ‌ hen‌d ‌ id‌‌ 
innovations‌o ‌ n‌U‌ tah’s‌e‌ conomic‌‌  Utah)‌  ‌ different‌t‌ echnologies‌‌ 
development,‌s‌ uch‌a‌ s‌t‌ he‌‌  Jackling‌‌   ‌ come‌t‌ o‌U ‌ tah‌a‌ nd‌w ‌ hat‌‌ 
organized‌l‌abor‌m ‌ ovement,‌‌  New‌D ‌ eal‌i‌n‌U ‌ tah‌‌   ‌ effect‌d‌ id‌i‌t‌h
‌ ave?‌  ‌
farming‌a‌ nd‌i‌ndustrial‌‌  Stop‌& ‌ ‌W‌ rite‌a‌ ctivity(‌c‌ hange‌t‌ o‌‌  (p.‌2 ‌ 35)‌  ‌
improvements,‌t‌ he‌W ‌ orld‌W‌ ars,‌‌  fit‌y‌ our‌q ‌ uestions)‌‌   ‌ (p.‌2
‌ 34)‌  ‌
and‌t‌ he‌G
‌ reat‌D ‌ epression.‌  ‌ (p.‌2
‌ 48)‌  ‌
 ‌
Utah‌H ‌ istory‌a‌ ‌R‌ ailroad‌‌ 
Tour.‌m‌ ov‌  ‌
 ‌
 ‌
4. Students‌w ‌ ill‌i‌dentify‌t‌ he‌c‌ auses‌‌   ‌ Group‌p ‌ roject:‌e‌ ach‌g‌ roup‌‌   ‌
and‌e‌ ffects‌o ‌ f‌t‌ he‌P‌ rogressive‌‌  assigned‌o ‌ ne‌t‌ opic.‌P ‌ oster‌o ‌ r‌P
‌ PT‌  ‌
movement‌u ‌ sing‌e‌ xamples‌f‌ rom‌‌  Students‌r‌ eceive‌a‌ ‌p ‌ rimary‌‌ 
community‌o ‌ r‌s‌ tate‌h‌ istory,‌s‌ uch‌‌  source‌a‌ nd‌t‌ extbook‌p ‌ age‌‌ 
as‌t‌ he‌o
‌ rganized‌l‌abor‌m ‌ ovement,‌‌  numbers.‌  ‌
tax‌r‌ eform,‌t‌ he‌S‌ cofield‌m ‌ ine‌‌  Questions:‌  ‌
disaster,‌a‌ nd‌e‌ ducation‌a‌ nd‌c‌ hild‌‌  Year‌  ‌
labor‌r‌ eforms.‌  ‌ What‌h ‌ appened?‌  ‌

9‌  ‌
 ‌
 People‌I‌nvolved‌  ‌
Impact‌f‌ or‌U
‌ tah‌  ‌
Some‌q ‌ uestions‌y‌ ou‌m ‌ ight‌h ‌ ave‌s‌ tudents‌c‌ onsider:‌  ‌
● What‌a‌ re‌h ‌ istoric‌a‌ nd‌c‌ ontemporary‌e‌ xamples‌o ‌ f‌U
‌ tah’s‌e‌ conomic‌i‌nterdependence?‌  ‌
● How‌c‌ an‌g‌ lobal‌e‌ vents‌o ‌ ccurring‌i‌n‌d ‌ istant‌p ‌ arts‌o ‌ f‌t‌ he‌w
‌ orld‌s‌ ometimes‌a‌ ffect‌d ‌ aily‌l‌ife‌i‌n‌U
‌ tah?‌  ‌
● What‌i‌s‌t‌ he‌f‌ unction‌o ‌ f‌a‌ ‌s‌ tate‌c‌ onstitution?‌  ‌
● How‌h ‌ ave‌p ‌ hysical‌a‌ nd‌h ‌ uman‌g‌ eographic‌c‌ haracteristics‌i‌nfluenced‌U ‌ tah’s‌e‌ conomic‌d ‌ evelopment?‌  ‌
● What‌f‌ actors‌c‌ an‌i‌nfluence‌s‌ ocial‌r‌ eform‌m ‌ ovements?‌  ‌
● What‌w ‌ ere‌t‌ he‌m ‌ ain‌g‌ oals‌o ‌ f‌t‌ he‌P
‌ rogressive‌m ‌ ovement?‌ H ‌ ow‌s‌ uccessful‌w ‌ as‌t‌ hat‌m‌ ovement‌i‌n‌U ‌ tah?‌  ‌
● How‌w ‌ as‌U ‌ tah’s‌e‌ conomy‌c‌ hanged‌b ‌ y‌t‌ he‌G
‌ reat‌D ‌ epression?‌  ‌
● What‌a‌ re‌h ‌ istorians’‌a‌ rguments‌f‌ or‌w ‌ hy‌J‌ apanese‌A ‌ mericans‌w ‌ ere‌i‌nterned‌a‌ t‌T‌ opaz?‌  ‌
● What‌r‌ ole‌d ‌ id‌U‌ tah‌p‌ lay‌i‌n‌W ‌ orld‌W ‌ ar‌I‌I,‌a‌ nd‌w ‌ hat‌i‌mpact‌d ‌ id‌t‌ he‌w
‌ ar‌h
‌ ave‌o
‌ n‌U‌ tah?‌  ‌
 ‌
Notes:‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
Unit‌4
‌ ‌w
‌ ill‌b
‌ e‌t‌ aught‌f‌ rom‌N ‌ ov‌1 ‌ 3‌t‌ o‌D ‌ ec‌8 ‌  ‌ ‌
 ‌
Enduring‌‌Understanding,‌‌Strand‌‌4:‌ ‌Utah‌‌in‌‌the‌‌world‌‌(Ca.‌‌1945-2002)‌  ‌
 ‌
The‌‌post-war‌‌era‌‌saw‌‌massive‌‌cultural‌‌and‌‌economic‌‌changes.‌ ‌By‌‌the‌‌time‌‌Utah‌‌hosted‌‌the‌‌2002‌‌Olympics,‌‌ 
the‌‌state‌‌was‌‌globally‌‌interconnected‌‌as‌‌never‌‌before.‌ ‌Utah’s‌‌economy‌‌and‌‌world-famous‌‌geography‌‌became‌‌ 
inextricably‌‌linked‌‌with‌‌one‌‌another‌‌as‌‌the‌‌snow-sport‌‌and‌‌tourism‌‌industries‌‌developed.‌ ‌Industries‌‌ 
including‌‌mining,‌‌agriculture,‌‌and‌‌technology‌‌continued‌‌to‌‌evolve‌‌and‌‌expand.‌ ‌Conversations‌‌and‌‌ 
10‌  ‌
 ‌
controversies‌‌continued‌‌regarding‌‌the‌‌best‌‌ways‌‌forward‌‌for‌‌economic‌‌growth,‌‌community‌‌development,‌‌and‌‌ 
natural‌‌resource‌‌management.‌ ‌Additionally,‌‌Utah’s‌‌cultural‌‌landscape‌‌continued‌‌to‌‌evolve‌‌and‌‌diversify.‌  ‌
Essential‌Q
‌ uestions‌  ‌ Assessment‌  ‌ Instructional‌a‌ ctivities‌(‌ what‌t‌ he‌‌  Materials/text‌  ‌
teacher‌a
‌ nd‌s‌ tudents‌‌w ‌ ill‌d
‌ o)‌  ‌
1. Students‌w ‌ ill‌e‌ valuate‌t‌ he‌i‌mpact‌‌  Create‌a‌ ‌p
‌ ost‌w
‌ ar‌p
‌ ost‌‌  Propaganda‌G ‌ allery‌W‌ alk‌  ‌ Video:‌W
‌ e‌s‌ hall‌r‌ emain‌‌ 
of‌t‌ he‌C
‌ old‌W‌ ar‌o ‌ n‌U
‌ tah,‌s‌ uch‌a‌ s‌‌  card‌(‌ focus:‌n
‌ uclear‌‌   ‌ Goshutes‌  ‌
the‌u ‌ ranium‌b ‌ oom,‌n ‌ uclear‌‌  waste)‌  ‌  ‌
testing,‌n ‌ uclear‌w ‌ aste‌s‌ torage‌a‌ nd‌‌   ‌ Videos:‌C
‌ old‌W‌ ar‌  ‌
disposal,‌a‌ nd‌t‌ he‌M ‌ X‌m‌ issile‌‌ 
controversy.‌  ‌
2. Students‌w ‌ ill‌m‌ ake‌a‌ n‌‌  Create‌a‌ ‌“‌ newsreel”‌‌  Pick‌a‌ ‌c‌ urrent‌e‌ vent‌o ‌ r‌h
‌ istorical‌‌  Historical‌E‌ vent‌‌ 
evidence-based‌a‌ rgument‌‌  highlighting‌a‌ ‌c‌ urrent‌‌  event‌f‌ rom‌t‌ he‌h ‌ at‌  ‌ worksheet‌  ‌
regarding‌t‌ he‌a‌ ppropriate‌r‌ oles‌o ‌ f‌‌  issue‌‌   ‌ In‌a‌ ‌t‌ riangle‌p ‌ resent‌h ‌ ow‌e‌ ach‌‌ 
local,‌s‌ tate,‌a‌ nd‌f‌ ederal‌‌  level‌o ‌ f‌g‌ overnment‌d ‌ eals‌w ‌ ith‌‌ 
governments‌i‌n‌r‌ esolving‌a‌ ‌‌  the‌i‌ssue‌  ‌
current‌a‌ nd‌/‌ or‌h ‌ istorical‌i‌ssue.‌  ‌ Students‌t‌ urn‌i‌n‌a‌ ‌p ‌ aragraph‌o ‌ n‌‌ 
each‌l‌evel‌o ‌ f‌g‌ overnment‌a‌ nd‌‌ 
how‌t‌ hey‌h ‌ elp.‌‌   ‌
3. Students‌w ‌ ill‌d
‌ escribe‌t‌ he‌  Waterfall/flip‌b
‌ ook‌   ‌ w
‌ ith‌a‌ n‌e‌ conomic‌f‌ eature‌o ‌ n‌‌  283-288‌  ‌
economic‌ti ‌ es‌b ‌ etween‌U ‌ tah‌‌  flap‌  ‌  ‌
communities,‌t‌ he‌n ‌ ation,‌a‌ nd‌t‌ he‌‌  s‌ ummary‌o ‌ f‌o‌ f‌t‌ he‌e‌ conomic‌‌  Economy‌F‌ lip‌B‌ ook‌‌ 
world.‌  ‌ feature‌  ‌ Instructions‌  ‌
h
‌ ow‌i‌t‌ti ‌ es‌t‌ o‌n‌ ation/‌w ‌ orld‌  ‌
P
‌ icture‌o ‌ f‌t‌ he‌e‌ conomic‌f‌ eature‌  ‌
 ‌
4. Students‌w ‌ ill‌u‌ se‌d
‌ ata‌a‌ nd‌o
‌ ther‌‌  Demographic‌c‌ hart‌‌   ‌ Immigration‌t‌ o‌U ‌ tah‌  ‌ Pg.‌2
‌ 72-277‌  ‌
evidence‌r‌ elated‌t‌ o‌a‌ ‌c‌ ultural,‌‌  analysis‌(‌ projection‌‌   ‌  ‌
ethnic,‌o‌ r‌r‌ eligious‌g‌ roups‌i‌n‌U‌ tah‌‌  chart‌w ‌ hat‌i‌t‌w
‌ ill‌b
‌ e‌‌  - Demographic‌c‌ harts‌  ‌ http://business.utah.gov/publicatio‌
ns/population/‌  ‌
to‌i‌nterpret‌t‌ he‌g‌ roup’s‌‌  like)‌  ‌ - changes‌o ‌ ver‌ti ‌ me‌  ‌  ‌
historic/current‌c‌ onditions‌a‌ nd‌‌   ‌  ‌ http://business.utah.gov/publicatio‌
ns/population-2/‌  ‌
experiences.‌  ‌  ‌  ‌

11‌  ‌
 ‌

5. Students‌w ‌ ill‌d
‌ escribe‌t‌ he‌h
and‌p
‌ resent‌m ‌ anagement‌o
natural‌r‌ esources‌a‌ nd‌m ‌ ake‌‌  prepare‌a‌ ‌s‌ lideshow‌‌  Renewable-‌N
recommendations‌f‌ or‌n ‌ atural‌‌  with‌fi
resource‌m ‌ anagement‌i‌n‌t‌ he‌  Coal,‌C‌ opper‌  ‌
future.‌  ‌
LDS‌g‌ rowth/decline‌i‌n‌U ‌ tah‌  ‌ http://www.migrationpolicy.org/dat‌
a/state-profiles/state/demographics‌
(‌Growth‌‌in‌‌certain‌‌counties/decline‌‌overall)‌  ‌ /UT‌  ‌
 ‌
http://www.slate.com/articles/life/‌
map_of_the_week/2012/02/morm‌
on_population_in_the_u_s_an_inte‌
ractive_map.html‌  ‌
 ‌
http://www.sltrib.com/news/18428‌
25-155/mormon-populace-picks-up-‌
the-pace‌  ‌
 ‌
http://www.deseretnews.com/articl‌
e/705266634/LDS-population-of-Ut‌
ah-declining.html‌  ‌
 ‌
http://gardner.utah.edu/bebr/Docu‌
ments/studies/Utah_Minorities.pdf‌  ‌
 ‌
 ‌
‌ istoric‌‌  Research‌c‌ urrent‌i‌ssues‌‌  5‌N
‌ ational‌P ‌ arks/Trust‌L‌ ands,‌‌  Chapters‌1 ‌ -2‌  ‌
‌ f‌‌  (growth,‌d‌ ata,‌e‌ tc.)‌a‌ nd‌‌  BLM,‌‌   ‌  ‌
‌ on‌r‌ enewable‌   ‌ ‌ Climate‌o‌ f‌U
‌ tah‌  ‌
‌ ndings‌  ‌ Climate‌v‌ s‌W ‌ eather‌  ‌  ‌
Natural‌F‌ orces‌a‌ nd‌U
‌ tah‌ 
History‌o ‌ f‌P
‌ arks‌  ‌  ‌
History‌o ‌ f‌K
‌ ennecott‌  ‌ Weather‌v‌ s.‌C‌ limate‌  ‌
Speculate‌f‌ uture‌o ‌ f‌m
‌ ines‌   ‌ ‌  ‌
 ‌ Water‌C
‌ ycle‌S‌ ong‌  ‌
 ‌
http://www.kennecott.com/‌
our-future‌  ‌
 ‌
http://www.deseretnews.co‌
m/article/865631219/Kenne‌
cott-copper-mine-getting-a-1‌
00-million-facelift.html‌  ‌
 ‌

12‌  ‌
 ‌
 https://gis.utah.gov/data/sgi‌
d-cadastre/land-ownership/‌  ‌
 ‌
6. Students‌w ‌ ill‌e‌ valuate‌t‌ he‌i‌mpact‌‌  Create‌a‌ ‌o
‌ ne-pager‌‌  Tourism‌i‌n‌U ‌ tah‌‌   ‌  ‌
of‌t‌ ourism‌o‌ n‌U ‌ tah’s‌e‌ conomy‌a‌ nd‌‌  highlighting‌a‌ ‌m
‌ ajor‌‌     ‌ ‌ 9/11‌M
‌ emorial‌‌ 
geography,‌s‌ uch‌a‌ s‌t‌ he‌‌  business‌i‌n‌U
‌ tah‌‌   ‌ Regional‌B ‌ rochure‌  ‌ Timeline:‌‌ 
development‌o ‌ f‌t‌ ourism‌‌  - pick‌a‌ ‌r‌ egion‌a‌ nd‌s‌ ell‌i‌t‌‌   ‌ http://timeline.911memorial‌
industries,‌s‌ tate‌a‌ nd‌n ‌ ational‌‌  - Natural‌R ‌ esources‌  ‌ .org/#Timeline/2‌  ‌
 ‌
parks,‌a‌ nd‌e‌ vents‌i‌ncluding‌t‌ he‌‌  - Physical‌F‌ eatures‌  ‌
Disturbed‌“‌ Sound‌o
‌ f‌‌ 
2002‌O ‌ lympics.‌  ‌ - Tourism‌i‌n‌t‌ he‌a‌ rea‌  ‌
Silence”‌  ‌
- Climate‌i‌n‌t‌ he‌R ‌ egion‌  ‌
 ‌
- Parks‌i‌n‌t‌ he‌A ‌ rea‌  ‌
2002‌S‌ LC‌O
‌ pening‌‌ 
1‌d
‌ ay‌o
‌ n‌9
‌ /11‌  ‌
Ceremony‌  ‌
1‌d
‌ ay‌o
‌ n‌O
‌ lympics‌a‌ nd‌ti ‌ e‌t‌ o‌t‌ he‌ 
economy‌i‌n‌U ‌ tah‌a‌ nd‌h‌ ow‌i‌t‌‌ 
helped.‌‌   ‌
 ‌
Some‌q
‌ uestions‌y‌ ou‌m ‌ ight‌h ‌ ave‌s‌ tudents‌c‌ onsider:‌  ‌
● How‌d ‌ id‌t‌ he‌C
‌ old‌W ‌ ar‌a‌ ffect‌l‌ife‌i‌n‌U
‌ tah?‌  ‌
● What‌u ‌ nique‌a‌ ttributes‌o ‌ f‌U‌ tah’s‌p‌ hysical‌a‌ nd‌h ‌ uman‌g‌ eography‌h ‌ ave‌h ‌ ad‌a‌ n‌i‌mpact‌o
‌ n‌t‌ he‌g‌ rowth‌a‌ nd‌d
‌ evelopment‌o ‌ f‌‌ 
the‌s‌ tate?‌  ‌
● What‌i‌s‌t‌ he‌b ‌ est‌w‌ ay‌t‌ o‌b‌ alance‌f‌ ederal‌a‌ nd‌s‌ tate‌p ‌ ower?‌  ‌
● How‌d ‌ o‌v‌ arious‌e‌ thnic‌a‌ nd‌r‌ eligious‌c‌ ommunities‌i‌n‌U ‌ tah‌m ‌ aintain‌a‌ nd‌c‌ elebrate‌t‌ heir‌u ‌ nique‌c‌ ultures?‌  ‌
● Who‌a‌ re‌s‌ ome‌o ‌ f‌t‌ he‌m‌ ost‌i‌nfluential‌l‌eaders‌i‌n‌U ‌ tah,‌a‌ t‌a‌ ‌v‌ ariety‌o‌ f‌s‌ cales?‌ W ‌ hat‌h
‌ ave‌b‌ een‌t‌ heir‌m
‌ ost‌s‌ ignificant‌‌ 
contributions‌t‌ o‌t‌ he‌b ‌ etterment‌o ‌ f‌l‌ife‌i‌n‌U
‌ tah?‌  ‌
 ‌
Notes:‌  ‌
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 ‌

13‌  ‌
 ‌
 ‌
Unit‌5
‌ ‌w
‌ ill‌b
‌ e‌t‌ aught‌f‌ rom‌D
‌ ec‌1
‌ 1‌t‌ o‌D
‌ ec‌2
‌ 1‌o
‌ r‌J‌ an‌5
‌   ‌‌ ‌
 ‌
Enduring‌‌Understanding,‌‌Strand‌‌5:‌ ‌Looking‌‌towards‌‌Utah’s‌‌future‌ ‌(Ca.‌‌2003-present)‌  ‌
 ‌
In‌t‌ he‌2‌ 1‌st‌‌ c‌ entury,‌c‌ entral‌t‌ hemes‌e‌ ndure:‌ t‌ he‌d ‌ iffusion‌o‌ f‌c‌ ultures,‌g‌ lobal‌i‌nterconnectedness,‌t‌ he‌i‌mportance‌o ‌ f‌c‌ reating‌a‌ nd‌‌ 
sustaining‌c‌ ommunity,‌p ‌ rotecting‌n ‌ atural‌r‌ esources,‌a‌ nd‌t‌ he‌n ‌ eed‌f‌ or‌a‌ ‌s‌ trong‌e‌ conomy.‌ M ‌ ost‌c‌ urrent‌e‌ vents—whether‌t‌ hey‌‌ 
involve‌i‌nteractions‌b ‌ etween‌s‌ overeign‌A ‌ merican‌I‌ndian‌t‌ ribal‌c‌ ommunities‌a‌ nd‌s‌ tate‌a‌ nd‌f‌ ederal‌g‌ overnments;‌c‌ oncerns‌a‌ bout‌‌ 
water;‌t‌ ensions,‌a‌ nd‌q ‌ uestions‌a‌ bout‌t‌ he‌p ‌ roper‌r‌ ole‌a‌ nd‌j‌urisdiction‌o ‌ f‌l‌ocal,‌s‌ tate,‌a‌ nd‌f‌ ederal‌g‌ overnments;‌o ‌ r‌i‌deas‌a‌ bout‌‌ 
how‌b ‌ est‌t‌ o‌g‌ row‌U ‌ tah’s‌e‌ conomy—have‌t‌ heir‌r‌ oots‌d ‌ eeply‌e‌ mbedded‌i‌n‌t‌ he‌r‌ ich‌h ‌ istory‌o ‌ f‌U
‌ tah.‌ S‌ tudents‌w ‌ ill‌n
‌ ow‌h ‌ ave‌a‌ n‌‌ 
opportunity‌t‌ o‌s‌ ynthesize‌t‌ heir‌s‌ tudy‌o ‌ f‌U
‌ tah‌w‌ ith‌c‌ apstone‌a‌ cademic‌w ‌ ork‌. ‌ ‌
 ‌
1. Students‌w ‌ ill‌s‌ elect‌a‌ ‌r‌ ecent‌e‌ vent‌‌  Create‌a‌ ‌p ‌ rimary‌s‌ ource‌‌  current‌e‌ vent‌d ‌ ay‌‌   ‌  ‌
they‌t‌ hink‌w ‌ ill‌b ‌ e‌w‌ orthy‌o ‌ f‌‌  (earthquake,‌C ‌ OVID,‌‌   ‌
remembering,‌r‌ ecording,‌o ‌ r‌‌  etc.)‌j‌ournal‌e‌ ntry‌  ‌ create‌a‌ ‌m ‌ eme‌o ‌ f‌t‌ he‌c‌ urrent‌‌ 
interpreting,‌a‌ nd‌m ‌ ake‌a‌ n‌‌  event‌  ‌
argument‌f‌ or‌i‌ts‌p ‌ otential‌‌   ‌
historical‌s‌ ignificance.‌  ‌
2. Students‌w ‌ ill‌u‌ se‌g‌ eographic‌t‌ ools‌‌  present‌s‌ olutions‌‌   ‌ tie‌i‌n‌t‌ o‌4 ‌ .5‌a‌ ctivities‌a‌ nd‌t‌ opics.‌  ‌ Land‌u ‌ sage:‌‌ 
and‌r‌ esources‌t‌ o‌i‌nvestigate‌a‌  ‌‌  ‌ http://archive.sltrib.co‌
current‌i‌ssue,‌c‌ hallenge,‌o ‌ r‌‌   ‌ m/story.php?ref=/sltrib/‌
problem‌f‌ acing‌U ‌ tah‌o ‌ r‌t‌ heir‌‌  Utah’s‌u ‌ sable‌l‌and‌a‌ nd‌w ‌ ater‌‌  politics/53794385-90/ar‌
community,‌a‌ nd‌p ‌ ropose‌a‌ ‌v‌ iable‌‌  issue-‌o ‌ ur‌p ‌ opulation‌i‌s‌g‌ rowing‌‌  eas-census-concentratio‌
solution.‌  ‌ but‌c‌ an‌w ‌ e‌s‌ ustain‌i‌t‌w ‌ ith‌t‌ he‌‌  n-front.html.csp‌  ‌
resources‌t‌ hat‌w ‌ e‌h ‌ ave?‌   ‌ ‌  ‌
3. Students‌w ‌ ill‌u‌ se‌d ‌ ata‌r‌ egarding‌‌   ‌ 4.3‌  ‌  ‌
the‌k‌ ey‌c‌ omponents‌o ‌ f‌U
‌ tah’s‌‌  using‌a‌ ‌s‌ ection‌f‌ rom‌t‌ he‌fl ‌ ip‌‌ 
economy‌t‌ o‌m ‌ ake‌‌  chart.‌‌   ‌
recommendations‌f‌ or‌s‌ ustainable‌‌  Add‌o ‌ n‌t‌ o‌a‌ n‌i‌dea/invention‌w ‌ e‌‌ 
development.‌  ‌ already‌h ‌ ave‌o ‌ r‌c‌ reate‌a‌ ‌n ‌ ew‌o ‌ ne‌‌ 
that‌w ‌ ould‌b ‌ oost‌U ‌ tah’s‌‌ 
economy.‌  ‌
14‌  ‌
 ‌
4. Students‌w ‌ ill‌u
‌ se‌r‌ ecent‌‌   ‌ 4.4‌ti
‌ e‌i‌n‌t‌ o‌a‌ ctivities‌a‌ nd‌t‌ opics‌  ‌ http://business.utah.gov/pu‌
population‌g‌ rowth‌a‌ nd‌o ‌ ther‌‌   ‌ blications/population/‌  ‌
demographic‌t‌ rends‌t‌ o‌m ‌ ake‌‌   ‌  ‌
http://business.utah.gov/pu‌
predictions‌a‌ bout‌U ‌ tah’s‌g‌ rowth,‌‌  blications/population-2/‌  ‌
and‌c‌ reate‌a‌ nd‌d ‌ efend‌a‌ ‌p‌ ublic‌‌    ‌
policy‌i‌n‌r‌ esponse‌t‌ o‌t‌ hose‌t‌ rends.‌    ‌
  ‌
5. Students‌w ‌ ill‌r‌ esearch‌i‌ssues‌o ‌ f‌‌  write‌p ‌ ublic‌p‌ olicy‌  ‌ 4.2‌  ‌   ‌
civic‌i‌mportance‌i‌n‌w ‌ hich‌c‌ ity,‌‌ 
county,‌t‌ ribal,‌o ‌ r‌s‌ tate‌‌ 
governments‌h ‌ ave‌a‌ ‌r‌ ole.‌  ‌
Students‌w ‌ ill‌u ‌ se‌t‌ heir‌r‌ esearch‌t‌ o‌‌ 
develop‌a‌ nd‌w ‌ rite‌a‌ ‌p ‌ olicy‌‌ 
proposal‌t‌ o‌t‌ he‌a‌ ppropriate‌‌ 
governmental‌e‌ ntity,‌s‌ uch‌a‌ s‌a‌  ‌‌
board,‌c‌ ommission,‌c‌ ouncil,‌‌ 
legislator,‌o ‌ r‌a‌ gency.‌  ‌
Some‌q‌ uestions‌y‌ ou‌m ‌ ight‌h ‌ ave‌s‌ tudents‌c‌ onsider:‌  ‌
● How‌s‌ hould‌i‌ssues‌b ‌ e‌r‌ esolved‌t‌ hat‌i‌nvolve‌s‌ tate,‌f‌ ederal,‌a‌ nd‌A ‌ merican‌I‌ndian‌l‌ands?‌  ‌
● What‌w ‌ ould‌b ‌ e‌t‌ he‌c‌ osts‌a‌ nd‌b ‌ enefits‌o ‌ f‌U‌ tah‌h‌ osting‌a‌ nother‌W ‌ inter‌O‌ lympics?‌  ‌
● What‌a‌ re‌t‌ he‌b ‌ est‌w ‌ ays‌t‌ o‌e‌ nsure‌o ‌ ur‌g‌ rowing‌w ‌ ater‌n‌ eeds‌w
‌ ill‌b
‌ e‌m
‌ et?‌  ‌
● In‌w ‌ hat‌w ‌ ays‌s‌ hould‌U ‌ tah‌g‌ row‌i‌ts‌e‌ conomy?‌  ‌
● What‌a‌ re‌s‌ olutions‌t‌ o‌U ‌ tah’s‌a‌ ir‌q
‌ uality‌c‌ oncerns?‌  ‌
● How‌d ‌ o‌w ‌ e‌c‌ reate‌a‌ nd‌s‌ ustain‌s‌ afe‌a‌ nd‌h ‌ ealthy‌c‌ ommunities?‌  ‌
● How‌c‌ an‌U ‌ tah‌b ‌ est‌m ‌ eet‌t‌ ransportation‌a‌ nd‌o ‌ ther‌i‌nfrastructure‌n ‌ eeds?‌  ‌
 ‌
Notes:‌‌   ‌
 ‌
 ‌

15‌  ‌
 ‌