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American

Indians
4th Grade Social Studies Unit
By: Holly Gayler

From THEN

..
NOW

to

Table of Contents
Content Outline 3
Students will be learning
Teacher Background

Vocabulary4
Unit Rationale

Unit Objectives

Lesson 1: The FIVE Tribes of Utah 5


Accompanying Research Worksheet 8
Lesson 2: Evaluating Varying Perspectives

Optical Illusions 12
Primary and Secondary Sources

13

Graphic Organizer for Sources 14


Lesson 3: Hardships for Natives

15

Accompanying Game Board attached in a separate document


American Indian Hardship Fact Strips
.17
Lesson 4: Cultural Influences and Life Today

18

Lesson 5: Myths, Misconceptions, and Culture 20


Common Myths about Native Americans

23

Basket Weaving

..24
Totem Poles

25

PowerPoint Presentation on Culture .....


...26
Unit Closure

27

Assessment

27

Bibliography

28

Social Studies Integrated Unit


Name: Holly Gayler
Grade: 4th Grade
Title/Theme of Unit: American Indians from THEN to NOW
Content Outline:
*Students will be learning:
The students will be learning about American Indians from when the Americas were discovered
to now. They will learn about the five main tribes of Utah in history. They will identify and
describe leaders from different tribes who helped people of the tribe. Students will also be
looking at primary source documents to explore points of view about life in Utah from a few
different cultural groups (government, natives, pilgrims). Students will be looking at hardships
and inequalities, developing sympathy and understanding for Native people. They will also be
exposed to common myths and misconceptions about Native Americans today and in the past.
There will be a guest speaker to help students explore cultural influences from American Indians
that are apparent in todays society. By showing them what an impact American Indians had on
our country, they will be able to see their importance in history. There will be an emphasis also
on the American Indians of TODAY to show students that they are not only a thing of the past
and to give them a piece of culture and understanding.
*Teacher Background:
The five tribal nations of Utah each have unique cultures that are tied to the environments in
which they lived and the different events that shaped tribal histories.
Goshutes: The Goshutes have a long, rich oral tradition, and Goshute storytellers are
highly respected members of their tribe for their role in transmitting knowledge.
Paiutes: The Paiute Indian Tribe of Utah has always lived in arid southwestern Utah.
Because their homeland does not contain abundant natural resources, the Southern
Paiutes developed sophisticated farming practices and agricultural technologies. They
also traded to meet limited resource needs.
Shoshone: The Shoshones traveled with the seasons to most efficiently utilize the natural
resources of their homeland. The culture that grew around these travel patterns and
resources make the Northwestern Shoshones unique.
Ute: Utes practiced a flexible subsistence system elegantly adapted to their environments.
Extended family groups moved through known hunting and gathering territories on a
seasonal basis. Utes took advantage of the abundance of fish in Utah Lake and other fresh
water sources.

Navajo: The Navajo live in southwestern United States within the mountains and deserts.
They learned skills to survive in the desert and were able to adapt. They hunted and
gathered in the early days. Religion is a very important part of their culture and they
show a lot of respect for nature.
*Vocabulary
Goshutes, Paiutes, Shoshone, Ute, Navajo, pilgrim, primary source, secondary source,
perspective, culture
Unit rationale/s:
*Importance:
It is important to teach students about the history of where they live. It is also important to give
them a cultural understanding of Indian tribes, as they still exist today. Students can benefit from
seeing all sides of the American Indian debate, and make a judgment to whether they were
treated fairly. I think this can spark interest to change and impact their lives as citizens.
Unit objectives:
*Core Standards:
Social Studies CCSS:
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.
Explore points of view about life in Utah from a variety of cultural groups using
primary source documents.
Explore cultural influences from various groups found in Utah today (e.g. food, music,
religion, dress, festivals).
Identify and describe leaders from various cultures who exemplify outstanding
character and life skills.
English Language Arts CCSS:
Writing Standard 1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure
in which related ideas are grouped to support the writers purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).

d. Provide a concluding statement or section related to the opinion presented.

1LESSON PLAN 1
Subject: The FIVE Tribes of Utah
Length of Lesson: 75 minutes
Social Studies Core Curriculum Objectives:
Standard 2
Students will understand how Utah's history has been shaped by many diverse people,
events, and ideas.
a. Explore cultural influences from various groups found in Utah today (e.g. food,
music, religion, dress, festivals).
b. Identify and describe leaders from various cultures who exemplify outstanding
character and life skills.
Common Core Objectives (ELA or Math):
Writing Standard 7
Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
Integrated Core Objectives:
Standard 5
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital
cameras, scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and outside the
classroom.
Preparation: What materials will be needed?
Students will need:
Small paper to write their new name
Introductory video: http://www.youtube.com/watch?v=0n1vqk_nc0o
computers
website: http://www.uen.org/indianed/utahtribes/.
PowerPoint
Worksheet (attached)
social studies notebook
TIME:

15 min.

LESSON:

MANAGEMENT:

Introduction:
Tell students we will be learning about Native Americans
of Utah. To get them excited, they will come up with their
own unique Indian name. They will think of a name and
describe it using a cinquain poem (written in their Social
Studies notebook). Their name will be written and
5

designed on a nametag that will be pulled out whenever


we do anything pertaining to this particular unit.
Line One- Title (your name)
Line Two- two adjectives describing your name
Line Three- three verbs
Line Four- four nouns expressing feelings
Line Five- one word synonym for the title
Example:
Slick Cougar
Fierce, Slick
Running, Jumping, Helping
Strength , Supporter, Encourager, Devotion
Leader
Content/Activity:
Tell students they will be researching 5 tribes in Utah
that still exist today. Before we start, we will watch a short
video.
40 min.
Students will be working on individual research about
one of these tribes. First, assign each student a tribe. Try
to split them up evenly. After assigning, students will be
given a worksheet that will help them with their research.
Students will need to get a laptop and log in. They will be
using UENs website to help them. After they are on the
website, they will have 20 minutes to fill out their research
worksheet.
Closure:
15-20 min.
Students will share their research about the tribes with the
whole class. While students are sharing, the others will
take notes in their social studies spiral.
Title the notebook page: Native American Tribes of Utah
Write each tribes name and leave space for notes.

Watch video
Model how to use the
website by teaching
about the Navajo tribe
(Navajo doesnt fit w/
the worksheet)

Model how to write


notes on the white
board.
While students are
sharing, intervene and
be sure to emphasize
the objectives.

Evaluation:
While sharing, the teacher can evaluate if the objectives were met. The students
worksheets can be evaluated for accuracy. Students strengths with technology and writing are
highlighted in this lesson. Students will receive a grade for completion and accuracy of the
worksheet as well as their oral presentation of the tribe.
Adaptations:
6

Struggling students with language barriers or students with special needs may be partnered with
another student to help them complete their research. Students who need a challenge may create
a PowerPoint slide to go along with it.
Integration
This lesson uses technology to research and students can also use PowerPoint to create
meaningful media. Writing is integrated by giving students an opportunity to research and write
down ideas.

American Indian Tribes of Utah


NAME _____________________________
YOUR TRIBE _______________________

Where does your tribe live? _________________________


________________________________________________
Color the area where your tribe lives on the map to the left.
Use the Utah Tribes Map to help you.
What kind of leaders does this tribe have? ______________
________________________________________________
Image taken from Google
Images

What are some characteristics they might have? _________

______________________________________________________________________________
______________________________________________________________________________
What does this tribe use as a form of government? _____________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What does this tribe do for food, water, and other needed resources? ______________________
______________________________________________________________________________
______________________________________________________________________________
Describe any cultural traditions (dance, music, art, religion, dress, or festivals) ______________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8

2LESSON PLAN 2
Subject: Evaluating Varying Perspectives
Length of Lesson: 60 minutes
Social Studies Core Curriculum Objectives:
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.
Explore points of view about life in Utah from a variety of cultural groups using primary
source documents.
Common Core Objectives (ELA or Math):
Reading: Informational Text Standard 6
Compare and contrast a firsthand and secondhand account of the same event or topic; describe
the differences in focus and the information provided.
Preparation:
Materials Needed:
Optical illusions (attached)
Social Studies Spiral
Primary and Secondary source documents (attached)
graphic organizer (attached)
TIME:
15 min.

LESSON:

MANAGEMENT:

Introduction: Ask students to look at the optical illusions


on the Smart Board. Discuss the two different
perspectives.
Ask students: When something major happens in your
bring up tattling if
life, can the story be told in different ways? Can there be they are stumped
different perspectives?
In History, there are also always two or more different
perspectives. Sometimes, you only hear one perspective,
which doesnt give you the whole story. To be a good
scholar, it is important to look at primary and secondary
source documents in order to understand the WHOLE of
what happened.
Write and define: primary and secondary source documents
on the board.

Primary Source:
A first-hand, original account, record, or evidence about a person, place, object, or
an event. Oral histories, objects, photographs, and documents such as newspapers,
ledgers, census records, diaries, journals, and inventories, are primary sources.
Secondary Source:
An account, record, or evidence derived from an original or primary
source. Textbooks are secondary sources. Wikipedia is an online secondary
source.
Content/Activity:
Think back to when we learned about the Native American tribes of Utah. When
40 min.
pilgrims and Mormons started settling in Utah, Native Americans were greatly
affected. They brought a lot of diseases and war with them. Many Native
Americans were killed in this colonization because they did not have any
immunities built up to help protect them from disease.
We are going to look at some primary and secondary source documents from this
time period. There will be perspectives from government leaders, Natives, even
pioneers of Utah. You will have to decide what really happened here and how the
two groups viewed each others presence.
Students will be put in groups of 3-4 and each given a pile of 6 sources. They will
evaluate each source as a group and fill out their graphic organizer. They will
have 20-30 minutes to complete this activity.
As a class, debrief and go over different perspectives. Fill out a Venn Diagram
together. On one side, write Native American perspective and on the other, write
Settlers perspective.

5 min.

Closure:
Pull out your social studies notebook. Answer the following questions:
1. What is a primary source document?
2. What is a secondary source document?
3. What is one way these sources showed us different perspectives?
4. How does this differ from what you have learned about in SECONDARY
sources (like textbooks or in school)?
This will be their ticket out the door.

Evaluation: I will be able to evaluate student learning by their responses to the exit ticket. I can
take these and use them to grade or to use as artifacts to document their learning.
Adaptations: Students will be working as a group, so they will be able to help and support each
other. Working in groups, they will not finish early or faster than their peers. Advanced students
will benefit from helping and teaching their peers, while struggling students can benefit from
discussing with peers.
10

Integration: This topic is integrated with art by having them look at optical illusions. This helps
students understand perspective. The lesson is also writing by having students fill out a graphic
organizer and then filling out a venn diagram. Students will also be expected to write the main
ideas through an exit ticket at the end of the lesson.

11

12

Documents:
Secondary Source #1: Extending one way of life meant destroying
another. In 1846, before the pioneers came, there were about 20,000 Indians
and almost no whites. By 1900, there were only 2,500 Indians and 300,000
whites.
-John McCormick, Utah Historian
Primary Source #1: "In February 1850 the Utah Indians commited some
crimes and Stole Some cattle in Utah Valley and be came so troublesome. a
company of one Hundred men was Selected to go to Utah to fight. they
fought desperate for two days keeping up a constant fire. . . . 7 of our horses
ware killed 11 of our men wounded some severly and others but slight and
one killed . . . the indians sufferd the loss of about 13 Kild several wounded.
the rest surrendered. . . The next day a bout 40 of them killed who would not
enter in to a treaty of peace. and agree to Seace taking our Cattle and
Horses."
-Esaias Edwards. 1850

Primary Source #2: It is not good to fight. Makes women and children cry.
Let our children play together.
- Chief Walkara

Primary Source #3: This is the first rebellion which has existed in our
territories, and we should put it down in such a manner that it shall be the
last We ought to go there with such an imposing force as to convince
these people that resistance would be in vain.
-

U.S. President James Buchanan, 1857

Primary Source #3: A community is seldom seen more marked by quiet


and peaceful, than that of the Mormons.
-

Territorial Governor Alfred Cumming


13

Primary Source #4: We are going to propose to the sisters to make


clothes for the Indians clothing for those little children and women.
-Brigham Young

Primary and Secondary Document Analysis


Type of
Document
(primary or
secondary)

Author of
Document

What group
wrote this?
(Natives,
government, or
pioneers)

What does this tell you


about their perspective?

What questions do
you have about it?

Document 1

Document 2

Document 3

Document 4

Document 5

14

Document 6

15

3LESSON PLAN 3
Subject: Hardships for Natives
Length of Lesson: 50 minutes
Social Studies Core Curriculum Objectives:
Students will be able to identify hardships and inequalities for Native Americans and be able to
determine how these affected them both in the past and now using a board game and writing.
Common Core Objectives (ELA or Math):
Reading: Informational Text Standard 3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
Writing:
Writing Standard 1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure
in which related ideas are grouped to support the writers purpose.
b. Provide reasons that are supported by facts and details.

Preparation:
Needed Materials:
Strips of facts about Native American hardships (attached)
markers
dice
game boards (attached in a SEPARATE document)
Social Studies Notebooks
TIME:
10 min.

30 min.

LESSON:
Introduction: Pass out one Native American hardship
fact strip to every other student. Students will begin by
reading their fact strips to the class. This will spark a
discussion about mistreatment and hardships for Native
Americans both in the past and today.
Guide discussion to get students thinking about this
mistreatment.
Content/Activity: Students will now play a board game
that will help them experience what being underprivileged feels like. Pass out game boards. Students
that helped read Native American hardship fact strips

MANAGEMENT:

Guide discussion

Pass out game boards,


markers, and dice.
16

will be a First Nations Farmer in the game. They will


pair with another student who will be a Settler Farmer.

Help pair students.

Allow students 20 or so minutes to play the game with


their partner. If they finish early, they may switch roles
and play again.
5-10 min. Closure: At the end, students will complete a writing prompt. They will tear out a
page of their social studies notebook or use scratch paper. This will be their exit
ticket.
Prompt: Many people think that Native Americans just dont try hard enough
to get what they want. How did learning about ways they are being mistreated help
you see a different perspective? What do YOU think about this?
(TEACHER SHOULD GIVE GUIDANCE AND SCAFFOLDING/SUPPORT TO
HELP STUDENTS FULFILL OBJECTIVES WITH THEIR WRITING.)
Evaluation: I will evaluate student learning by their responses. Students who really understood
the lesson will be able to explain that Native Americans have many hardships that hinder them
from living as well off as others in our country. The depth and reflection of their writing will tell
me if they learned empathy and about these hardships in a deep and meaningful way.
Adaptations: Students with any learning disability can be strategically paired with a partner
who can help them read and complete the board game activity. If a student is unable to write the
prompt at the end, they can tell me orally. Early finishers are challenged to switch roles and play
the game again.
Integration: This lesson integrates writing. Technology could be used to do more research on
how Natives are treated today and in the past.

17

American Indian Hardship Fact Strips


A typical American Indian household will make $35,062 each year. For the rest of the nation, the typical
household makes $50,046. Hmmm.. :/

28.4% of American Indian households were living in poverty in 2010. (Poverty means not having
enough money for basic needs such as food, water, shelter, or toilets.) For the rest of the nation, it was
15.3%.

29.2% of American Indian households do not have health insurance. For the rest of the nation, 15% do not
have health insurance.

71% of American Indians have a high school education, compared to 80% of the total population.

11% of American Indians have a bachelors degree, compared with 24% of all people.

More American Indians are employed in service and lower-paying jobs.

Less American Indians are employed in management, professional, and higher-paying jobs.

Overall, American Indians who worked full-time, year-round earned less than the total population.

Early farmers had to get permits from the government in order to grow crops. The permit system that was
used was created unequally to help settler farmers more than Native farmers.

Native Americans today are living on reservations that they cant get out of. These reservations are also
speculated to hold toxic materials.

22% of Native Americans live on tribal reservations, where living conditions are comparable to Third
World countries.

On Indian Reservations, there are 90,000 homeless or under housed Indian families. 30% of those who
have homes are overcrowded, and 50% of them arent connected to a public sewer.
18

4LESSON PLAN 4
Subject: Cultural Influences and Life Today
Length of Lesson: 60 minutes
Social Studies Core Curriculum Objectives:
Explore cultural influences from Native Americans found in Utah today by listening to a guest
speaker
Common Core Objectives (ELA or Math):
Writing:
Identify and write three main ideas from the presentation in the form of an exit ticket
Speaking and Listening Standard 3
Identify the reasons and evidence a speaker provides to support particular points.
Preparation:
Needed Materials:
When the Shadbush Blooms by Carla Messinger
Guest speaker a students relative who is Native
Social Studies notebooks
TIME:

LESSON:

10 min.

Introduction: Read the book When the Shadbush


Blooms. Stop during reading to ask students questions
about Native culture today.

30-40 min.

Content/Activity: We will have a guest speaker coming


in to talk to students about cultural influences in todays
society and life as a Native American today. I will ask
her to share what her life is like as a Native and if that
comes with any hardships. I will also ask her to show
students some cultural influences that we have today that
came from Native people.

MANAGEMENT:

Tell students to write


down questions they
want to ask at the end

I know a student in my class whose mom or aunt is a


basket-weaver. If she is able to come and speak, I will
also ask her to bring some cultural artifacts, such as art
or baskets to inspire an art activity next lesson.
Students will be invited to ask any questions at the end.
10 min.

Closure: Students will write an exit ticket about 3 things they learned either from
the presentation or as a result of looking at cultural artifacts. Give specific reasons
and evidence you heard from the speaker.
19

Evaluation: I can evaluate student learning through their exit ticket. I can also formatively
assess them by their questions asked during the presentation.
Adaptations: This lesson does not require adaptation as it is just listening. If I had students who
couldnt hear, I would try to get a translator or type out some of the main ideas for them.
Integration: This lesson is highly integrated with listening skills. I will integrate art into the
next lesson, but it is inspired by seeing the artifacts from the guest speaker.

20

5LESSON PLAN 5
Subject: Myths, Misconceptions, and Culture
Length of Lesson: 95 minutes
Social Studies Core Curriculum Objectives:
Analyze and sort common myths and misconceptions about Native Americans by doing a relay
sort in groups
Explore cultural influences from various groups found in Utah today (e.g. food, music,
religion, dress, festivals).
Common Core Objectives (ELA or Math):
Speaking and Listening Standard 1
Engage effectively in a range of collaborative discussions, building on others ideas and
expressing their own clearly.
c. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
Art:
Standard 4
(Contextualizing): The student will interpret and apply visual arts in relation to cultures, history,
and all learning.
Objective 1
Compare the arts of different cultures to explore their similarities and diversities.
a. Explain how much of Utah's history is revealed by visual arts, crafts, and folk arts.
b. Create works of art that connect to the early art and cultures of the state using similar
designs or motifs.
Technology:
Standard 5
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital
cameras, scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and outside the
classroom.
Preparation:
What materials will be needed?
4 copies of Common Myths about Native Americans (attached) different
colors would be helpful
4 baskets or piles labeled Myth and Fact
artifacts from guest speaker (or pictures online of baskets art, etc.)
21

TIME:

10 min.

15 min.

basket weaving (attached)


totem poles (attached)
PowerPoint presentation on Culture (attached)

LESSON:
Introduction: Split students into 4 groups. Without any
instruction, students will be given a stack of information
and have to categorize it as Myth or Fact. This will
be presented as a relay, so line students up on one end of
the room or hall, and have piles for myth and fact for
each group at the other end. Once a student categorizes
a statement, they can high-five the next person to go.

Give clear instruction


but no hints, this is
pre-assessing

After all the statements have been categorized, have


students go back to their seats and read the responses,
tallying a winner for most correct.
Have a discussion about any misconceptions they may
have about Native Americans.

45 min.

MANAGEMENT:

Guide discussion

Content/Activity: These misconceptions are present


because people look for a way to show what Natives are
like. However, it is important for us as scholars to realize
how much of it is true for ALL Natives. As we learned
last week, there IS a lot of culture and art that goes
along with being Native. This is not a bad thing. Show
students some of the artifacts from the last lesson
(baskets, art, etc.) We will create our own today!
I will show you some examples and you will choose
which one you would like to create.
Choices:
Basket Weaving
Totem Poles
PowerPoint Presentation on Culture

15 min.

Students will share their projects with their classmates and share why this is an
important cultural artifact to the Native Americans.

10 min.

Closure: Students will do the sorting relay (described in the introduction) again.
After talking about the misconceptions, their piles should be more accurate.

22

Evaluation: I can evaluate students oral responses about their projects and how
they connect to Native American culture. The post-relay can also be a summative
assessment of what the students learned.
Adaptations: Students have a choice of which project they will feel successful completing. This
will help any struggling students by allowing them to choose something they can do. Students
who finish early can choose a second project and the PowerPoint will also challenge students
who need it.
Integration: This lesson integrates art and technology by creating projects to share about Native
American culture. It could also be integrated into music or dance by showing and having
students try out Native American song and dance.

23

Common Myths about Native Americans


All Native Americans are from the same tribe

Native Americans were savages who would steal and kill

White people were here before Native Americans

All Native Americans wore feathers on their heads

Native Americans did funny dances

Native Americans wore silly clothes

Native Americans had red skin

Native Americans should be called Indians

Native American men were always the leaders of their tribe

Native Americans live in teepees and wigwams TODAY

Basket Weaving
24

1. Start with a paper plate. It needs to be upside down (dome-like). Find the center, poke a good sized hole with
your pencil.

2. Use scissors and cut even slits around the outside rim of the plate. If you're using the same type of plates I used
(the cheap kind!) then you can have them count the 'bubbles' in between to keep it even.
3. Cut yarn about 6-7 inches. You will need as many pieces as the number of slits you cut
4. Put one end of the yarn through the hole, and the other through the slit. Tie in a knot on the back (which is
actually the front of the plate). Do this the entire way around. It does take some time!

(How it should look in the end. The back side will have a lot of ragged ends, but it's OK...
it won't be seen!)

5. Begin weaving. Start in the center with whatever color the students would like for their design. I recommend only
starting with about 12 inches of yarn in that color. Pull the string through just tucking away the end, and begin to do
an over/under/over/under pattern going around the paper plate. After each revolution, push yarn down towards the
center (to keep it tight). When finished with that color, start another color where that one ended, and continue out
to the edge.

6. Final Product: Use markers that match your design, and create any design around the edge of the paper plate.
Staple to background paper for the final finished look!

Totem Pole
25

PowerPoint Presentation on Culture


26

Use different slides to tell about any particular Native Americans:

food
dance
music
clothing
festivals
traditions

BE SURE TO DESCRIBE WHAT YOU ARE SHOWING AND TELL WHAT TRIBE IT
COMES FROM.

Unit Closure

27

I plan to have the UMFA (Utah Museum of Fine Arts) bring their exhibit about Native
Tribes of Utah. This will be a cool experience for students to see some actual artifacts
about what they have been learning and connect them to its rich history.

Assessment
Students will be assessed through a writing piece on the historical and current impact of
Native Americans on Utah. They will be expected to write an opinion piece on whether Native
American culture from the past affects culture in Utah today.
Students will be expected to introduce their topic and state their opinion, followed by
reasons they think that. Students will need to provide facts, and details supporting their reasons
using what we have learned this unit. Students will be asked to link opinions and reasons by
using phrases such as: for instance, in order to, in addition, etc. Their writing piece will need to
have a concluding statement that relates back to their opinion.
Scaffolding will be provided by showing examples and helping students organize their
paragraphs. Written directions will be on the board.

28

Bibliography
Books:
Messinger, C., & Katz, S. (2007). When the shadbush blooms. Berkeley, Calif.: Tricycle Press.

Videos:
Native American Tribes in Utah. Retrieved November 27, 2014, from
http://www.youtube.com/watch?v=0n1vqk_nc0o

Websites:
Bashforth, A. (n.d.). Farming Challenge Board Game (First Nations vs. Settlers). Retrieved
November 24, 2014, from http://www.teacherspayteachers.com/Product/FarmingChallenge-Board-Game-First-Nations-vs-Settlers-713872
Google Images Search for Utah Counties Map, Totem Poles and Optical Illusions.
Retrieved November 24, 2014, from http://images.google.com/
Guys, W. FREE Native American Myths and Misconceptions. Retrieved November 24, 2014,
from http://www.teacherspayteachers.com/Product/FREE-Native-American-Myths-andMisconceptions-99460
Gylling, S. Utah studies primary and secondary documents. Retrieved November 24, 2014, from
http://www.slideshare.net/susangylling/utah-studies-primary-and-secondary-documents
Indian Education. Retrieved November 25, 2014, from http://www.uen.org/indianed/utahtribes/.
Native American Living Conditions on Reservations - Native American Aid. (2014, January 1).
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