Social Studies - Utah Studies
Lesson Plans

UT Strand 2: UTAH'S DIVERSE PEOPLES

(Ca. 1847-1896)

The arrival of European immigrants in Utah launched a period of immigration, dramatic cultural change, and conflict among Utah's many diverse peoples. This period begins with the Mormon migration, expansion of settlement in the Great Basin and Colorado Plateau, and accompanying political conflict, wars, and violence. After 1860 the development of mining and other industries created a complex economy and drew new immigrants to the state, increasing Utah's religious and cultural diversity. Railroads became an important engine of social, cultural, political, and economic change. Utah's transition from territory to state was long and difficult. By 1896 Utah had become deeply and increasingly interconnected with the nation and the world.

Possible Guiding Questions to Consider:

• What factors led various peoples to settle in Utah?
• What geographic factors positioned Utah to become "the crossroads of the West"?
• What was the role of Brigham Young and other pioneer leaders in the settlement of Utah?
• How do culture and the interaction of cultures shape a sense of place?
• How did white settlement effect Native American Indian communities?
• Why did Utah struggle to attain statehood?
• How did Mormons interrelate with other immigrant groups in Utah?
• How did improved transportation, industry, and mining transform Utah's economy, politics, and other aspects of culture?
• What were the causes of the various conflicts that occurred during the territorial period? How were these conflicts resolved? What were the lasting consequences of these conflicts?

UT Standard 2.6:

Students will explain how agriculture, railroads, mining, and industrialization created new communities and new economies throughout the state. (economics, geography,)

• The Telegraph vs the Pony Express
  Students will learn about the Pony Express and the Telegraph in an in-class lesson. The students will work with a partner to take turns learning and teaching each other the content from the textbook. Students will have the opportunity to learn the telegraph alphabet and practice writing their names in it.  THUMBNAIL PICTURE LINK - https://www.pexels.com/photo/scenic-view-of-desert-landscape-against-dramatic-sky-326149/ 
• Utah Settlement Patterns: Mormon Pioneer and Non-Mormon
  In this lesson, students will explore the differences between early Mormon Pioneer settlement and other Utah Settlement from non-Mormon Groups. The towns of Goshen and Eureka are used as case studies. Students will view maps and photos from these two geographically close locations to compare the spatial expression (layout), built environment (human-made), and place names of each location. Students will generalize these patterns to identify characteristics of Mormon Pioneer settlement and Mining settlements from around the same time. 

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Robert  Austin and see the Social Studies website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.