Matrix

a. Identify Utah’s latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools. b. Examine the forces at work in creating the physical geography of Utah (//e.g.// erosion, seismic activity, climate change). || (**USOE Approved Lesson Plans)** |||| ** Websites: ** · [|This Must Be Utah!] Teacher's Guide to Utah Cities and Towns. § [|Utah Counties] This site provides interesting facts, a short history, photos, and supportive web links for each county in Utah. § [|Utah Museum of Natural History] Visit this web site to learn about the museum's current exhibits and their permanent collections. |||| __ UTAH __ (From Sea to Shining Sea) by P.J. Neri (ISBN 10:0-531-20815-X) Open up this book to see the state come alive with its own special geography, history, government, economy, people, and culture. Full-color photographs, fantastic maps, and colorful text provide an exciting guide. The book includes fact-filled sidebars, almanac, timeline, and lists of Internet sites, books, and addresses. __Lost in the Devil's Desert__, by Gloria Skurzynski; ISBN: 0688045936 Boy accidently kidnapped get dropped in Utah desert and tries to survive. __Latitude and Longitude__, by Rebecca Aberg; ISBN: 0516277650 __Cracking Up: A Story About Erosion__, by Jacqui Bailey & Stacey Previn; ISBN: 1404819967 || ||
 * ** Fourth Grade Social Studies: Utah Studies ** ||
 * ** Standard I: Students will understand the relationship between the physical geography in **
 * Utah and human life. ** ||
 * **Benchmark:** Utah’s physical geography has a direct impact on the cultures of the various peoples who have inhabited it throughout time. By learning about the physical geography of Utah and how it has changed over time, students will be able to understand the interrelationships between the physical geography of Utah and human cultural development. ||
 * ** Objective 1: ** |||||||||||||| Classify major physical geographic attributes of Utah.
 * Indicators:**
 * Indicators:**
 * |||| Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities || Visual, Performing and Fine Arts ||
 * |||| [|Playground Grid] - Students will learn about latitude, longitude, and how to read a grid.
 * ** Objective 2: **
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 * ** Objective 2: **
 * ** Objective 2: **

|||||||||||||| Analyze how physical geography affects human life in Utah. a. Identify population concentrations in the state and infer causal relationships between population and physical geography. b. Classify the distribution and use of natural resources. c. Compare the development of industry and business in Utah as it relates to its physical geography (//e.g//. mining, oil, agriculture, tourism). d. Make inferences about the relationships between the physical geography of Utah and the state’s communication and transportation systems (//e.g.// trails, roads, telegraph, rail lines). How do you get to school each day? Is it a well known or marked path? What would happen if they didn't know where they were going? Try to draw a map showing them the information they have just provided. (**USOE Approved Lesson Plans)** § [|UMNH: Cultural Clutter - Tales In The Trash] Students will list three or more types of evidence of prehistoric cultures that encouraged archaeologists to investigate the marshes around the Great Salt Lake. Students will also explain why it is important not to disturb archaeological remains. (**USOE Approved Lesson Plans)** |||| ** Websites ** § [|Utah Counties] This site provides interesting facts, a short history, photos, and supportive web links for each county in Utah. § [|Utah Museum of Natural History] Visit this web site to learn about the museum's current exhibits and their permanent collections. § Students will make their own Fremont-Style pottery. § Students will list three or more types of evidence of prehistoric cultures that encouraged archaeologists to investigate the marshes around the Great Salt Lake. Students will also explain why it is important not to disturb archaeological remains. § Students will study the various traits of rocks and minerals found in Utah. They will then create a rock and mineral legend and color a map of Utah based on the legend they created. ** UMNH: Thinking About the Past ** Summary :  In this activity students will use a personal item to understand and share the importance of their past. Students will also connect this importance with reasons why all human past is important.
 * Indicators:**
 * e. Examine the interactions between physical geography and public health and safety (//e.g//. inversions, earthquakes, flooding, fire).**
 * f. Explain how archaeology informs about the past (e.g. artifacts, ruins, excavations).** ||
 * |||| Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities || Visual, Performing and Fine Arts ||
 * |||| § [|The Pony Express]
 * (UMNH: Cultural Clutter - Tales In The Trash) **
 * (UMNH: Rocks and Mineral Mapping) **

|||| __Utah Atlas: Geography and History__, by Cliff B. Craig & M. Elijah Carr; ISBN: 1-4236-0075-4 || ||
 * ** Objective 3: **
 * ** Objective 3: **
 * ** Objective 3: **
 * ** Objective 3: **
 * ** Objective 3: **

|||||||||||||| Analyze how human actions modify the physical environment. b. Explain viewpoints regarding environmental issues (//e.g.// species protection, land use, pollution controls, mass transit, water rights, trust lands). c. Outline the development of recreation in Utah since 1900 (//e.g.// sports, tourism, state, and national parks).** § [|This Must Be Utah!] Teacher's Guide to Utah Cities and Towns. § [|Utah Counties] This site provides interesting facts, a short history, photos, and supportive web links for each county in Utah. |||| * __Utah__, by P.J. Neri ; ISBN: 9780516223827 Transcontinental Railroad * __The Great Railroad Race: The Diary of Libby West__, by Kristiana Gregory; ISBN: 0-590-10991-x Reader's Theater of __Coolies__ ||
 * Indicators:**
 * a. Describe how and why humans have changed the physical environment of Utah to meet their needs (//e.g.// reservoirs, irrigation, climate, transportation systems and cities).
 * d. Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs.** ||
 * |||| Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities || Visual, Performing and Fine Arts ||
 * |||| |||| ** Websites **
 * __The Lorax__, by Dr. Seuss; ISBN: 0-39482-337-0
 * __You Wouldn't Want to Work on the Railroad: A Track You'd Rather Not Go Down__, by David Salariya & Ian Graham; ISBN: 0-531-16208-7
 * __The Railroad builders (Quest for America)__, by Jack McCorkle; ISBN: 0-8136-6204-4
 * __The Transcontinental Railroad: Tracks Across America__, by Jil Fine; ISBN: 0-516-25098-1
 * __Ten Mile Day: And the Building of the Transcontinental Railroad__, by Mary Ann Fraser; ISBN: 0-8050-4703-4
 * __Building the Transcontinental Railroad (Seeds of Change in American History)__, by Monica Halpern & David V. Newble; ISBN: 0-7922-8690-1
 * __The Transcontinental Railroad: Using Proportions to Solve Problems__, by Therese Shea; ISBN: 1-4042-6075-7
 * __The Railroad__, by Bobbie Kalman; ISBN: 0-7787-0108-5
 * __Dragon’s Gate__, by Laurence Yep; ISBN: 0-06-440489-7
 * __Coolies__, by Yin; ISBN: 0-14-250055-0
 * __Bonanza Girl__ by Patricia Beatty - not specific to Utah history, yet shows how much of the west was settled as mining developed
 * __Donner Party, A Diary of a Survivor__ by Tol Olson ISBN:0439667062, 9780439667067 available via Scholastic this realistic fiction gives students accurate information that helps deepen their understanding of the trials early settlers faced. ||
 * ** Vocabulary: **
 * ** Vocabulary: **
 * ** Vocabulary: **
 * ** Vocabulary: **

|||||||||||||| natural resources, landforms, regions, erosion, seismic activity, tourism, communication, transportation, archaeology, artifacts, excavations, || and ideas. People came to the land now known as Utah for many reasons, and from many different places around the world. The story of Utah includes American Indians, the Dominguez- Escalante exploration, explorers, trappers, Latinos, Mormon pioneers, Polynesians, Chinese, Japanese, Greeks, African-Americans, Middle Easterners, and many other groups seeking new homes, work and refuge. As each culture has come to Utah, Utah has changed. These changes have had and will continue to have significant impacts on all the people of Utah. || 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. || Students will learn about the importance and impact of immigration to the building of the United States of America. (**USOE Approved Lesson Plans)** § [|Heroes] Students will become an expert on a hero from Utah history. They will do research on their assigned hero, both individually and in a cooperative group setting. Students will present their information in small groups (**USOE Approved Lesson Plans)** § [|I'm Going on an Immigration] Students learn about the experience of being an immigrant, which requires the traveler to plan for the journey, to pack, and to make difficult decisions. People from many cultures have created trunks or others containers to hold their belongings while they travel. The size of the carrying device limits the number of personal possessions, mementos, and material goods brought from home to begin a new life (**USOE Approved Lesson Plans)** § [|Japanese Internment] Students will learn how various environmental and cultural changes impacted the treatment of Japanese Americans in Utah. (**USOE Approved Lesson Plans)**
 * ** Standard II: Students will understand how Utah’s history has been shaped by many diverse people, events, and ideas **** . ** ||
 * **Benchmark:** The history of Utah has been shaped by many diverse people, events, challenges,
 * **Benchmark:** The history of Utah has been shaped by many diverse people, events, challenges,
 * ** Objective 1: ** |||||||||||||| Describe the historical and current impact of various cultural groups on Utah.
 * Indicators:**
 * a. Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources.
 * |||| Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities || Visual, Performing and Fine Arts ||
 * |||| § [|Angel Island]

§ [|UMNH: The Fremont People] After learning about the Fremont people, students will make their own Fremont-Style pottery. (**USOE Approved Lesson Plans)** |||| // Websites // § //<span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Heritage Gateways] This is the official Utah sesquicentennial web site for K-12 education. It features information about the Mormon Pioneer Trail as well as interaction with the modern-day pioneers on the trail during the 1997 summer months // § //<span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Kearns Mansion: Interactive Game] Learn about the Kearns family and life in turn-of-the-century Utah as you solve clues to find the five silver coins hidden in the Kearns Mansion in an online, interactive game. // § //<span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Utah History for Kids] Kids can find historical facts, photos, quizzes, and lots of fun things on the Utah History for Kids web site. // Eve Bunting and Greg Shed's Dandelions is a superb picture book appropriate for a wide range of grade levels. For those of you unfamiliar with this treasure, let me introduce you. We meet Zoe and her family on the way from Illinois to their new home in an ox-drawn covered wagon, their cow walking behind. For this family, the children and father adapt quickly, but the pregnant mother is overwhelmed by the loneliness. When Papa declares they are "here", there's nothing to see but the endless plain that has surrounded them for weeks. Soon the well is dug, the sod house made and it begins to feel like home for everyone but Mama. She feels insignificant and lonely and says that the sodhouse disappears into the terrain almost as soon as they step away from it. Zoe's clump of dandelions which she digs up and brings carefully home from a trip to town are planted on the roof. Like the people, the dandelions are not easily transplanted, but they take root. In the last scene, we see the brilliant yellow roof they create on the sod house. The story is well told and the illustrations which glow with gold from the first spread on, bring us the feeling of sun-drenched plains and of dandelions. // //__ A is for Arches: A Utah Alphabet __//// by Becky Hall (ISBN 1-58536-096-1) What do the Mormon Tabernacle Choir, the Sego lily, and the Utahraptor have in common? They are among the many treasures offered by the state of Utah and featured in //// A is for Arches: A Utah Alphabet ////. Readers of all ages will enjoy this guided A-Z tour that showcases state symbols and history in an entertaining and educational format. // Mormon Trail * __Sacred Places: A Comprehensive Guide to Early LDS Historical Sites - Vol. 6: Wyoming and Utah__, by LaMar C. Barrett (Ed.); ISBN: 978-1-59038-541-8 Pioneers/Cultural Groups * __A Pioneer Sampler: The Daily Life of a Pioneer Family in 1840__, by Barbara Greenwood; ISBN: 0-395-88393-8 > In depth description of pioneer life told through the life of a fictional family. > Pioneer family moved to Kansas builds a house, digs a well, deals with Indians. > Pioneer Boy, Kidnapped by Indians is rescued by Fur trappers and learns the trade. > Collection of crafts, recipes, and games from Pioneer Days > Pioneer boys runs away with Shoshone Indians and live with then for two years. > Catholic family living in small town Utah- boys deal with good issues > Black Boy learns of his heritage from slavery forwarded from his great grandfather’s journal. > Navajo Grandfather comes to live with son’s family in Salt Lake City > Poem about prehistoric Indian culture through poetry designs Explorers/Trappers * __In Behalf of the Light: the Dominguez and Escalante Expedition of 1776__, by Joseph Cerquone
 * Impact of Mexican Culture on America [] |||| //__ Dandelions __//// by Eve Bunting
 * __The Mormon Pioneer Trail__, by Cobblestone Magazine; ISBN: 0382407806
 * __Going Along the Emigrant Trails__, by Barbara Fifer; ISBN: 1-56037-354-7
 * __Hands-On Pioneers: Art Activities for All Ages__, by Emily Young Merrill & Yvonne Y. Merrill; ISBN: 1-57345-085-5
 * __Little House on the Prairie__, by Laura Ingalls Wilder; ISBN: 0064400026
 * __Mr. Tucket__, by Gary Paulsen; ISBN: 0440411335
 * __Pioneer Days: Discover the Past With Fun Projects, Games, Activities, & Recipes__, by David C. King; ISBN: 0-471-16169-1
 * __The Wagon Train__, by Bobbie Kalman; ISBN: 0-7787-0102-6
 * __The White Indian Boy: The Story Of Uncle Nick Among The Shoshones__, by Elijah Nicholas Wilson & Howard R. Driggs; ISBN: 1417909285
 * __Canyons__, by Gary Paulson; ISBN: 0440210232
 * __The Great Brain__, by John D. Fitzgerald; ISBN: 0142400580
 * __Justin and the Best Biscuits in the World__, by Mildred Walter; ISBN: 0679803467
 * __Racing the Sun__, by Paul Pitts; ISBN: 0380754967
 * __When Clay Sings__, by Byrd Baylor; ISBN: 0-689-71106-9
 * __The Girl Who Chased Away Sorrow: The Diary of Sarah Nita, a Navajo Girl__, by Ann Turner; ISBN: 0590972162
 * __Legend of Jimmy Spoon__, by Kristiana Gregory; ISBN: 0-15216-776-5
 * __The Dominguez and Escalante Expedition__, by Expedition, Inc.
 * __Hands-On Rocky Mountains: Art Activities About Anasazi, American Indians, Settler, Trappers and Cowboys__, by Yvonne Young Merrill; ISBN: 0-9643177-2-9
 * __Rocky Mountain Rendezvous: A History of The Fur Trade 1825 - 1840__, by Fred Gowans; ISBN: 1586857568
 * __Explorers, Missionaries, and Trappers: Trailblazers of the West__, Kieran Doherty; ISBN: 9781881508526 || ||
 * ** Objective 2: **
 * ** Objective 2: **
 * ** Objective 2: **
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|||||||||||||| Describe ways that Utah has changed over time. a. Identify key events and trends in Utah history and their significance (//e.g//. American Indian settlement, European exploration, Mormon settlement, westward expansion, **American Indian relocation**, statehood, development of industry, **World War I and II**). b. Compare the experiences faced by today’s immigrants with those faced by immigrants in Utah’s history. || Students will learn about the importance and impact of immigration to the building of the United States of America. (**USOE Approved Lesson Plans)** § [|Immigration in Utah] Students will understand why the Chinese and Irish immigrated to the U.S. and Utah and what they did when they got here. (**USOE Approved Lesson Plans)** §  |||| ** Websites ** § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|An Immigrant's Journey] After researching and collecting images of the experiences of immigrants in the 1907, students will create movie describing a fictional immigrant's experience. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Explorers] The Enchanted Learning features and alphabetical listing of the explorers. Click on the appropriate letter of the alphabet to find an explorer. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Heritage Gateways] This is the official Utah sesquicentennial web site for K-12 education. It features information about the Mormon Pioneer Trail as well as interaction with the modern-day pioneers on the trail during the 1997 summer months § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Kearns Mansion: Interactive Game] Learn about the Kearns family and life in turn-of-the-century Utah as you solve clues to find the five silver coins hidden in the Kearns Mansion in an online, interactive game. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Utah History for Kids] Kids can find historical facts, photos, quizzes, and lots of fun things on the Utah History for Kids web site. |||| •· //__Against All Odds__// by Shirley Bahlmann (ISBN 1-55517-590-2) These are amazing Utah pioneer stories of courage and survival.
 * Indicators:**
 * |||| Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities || Visual, Performing and Fine Arts ||
 * |||| § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Angel Island]

· //__Isn't That Odd__// by Shirley Bahlmann (ISBN 1-55517-663-1) This book tells strange and unusual Utah pioneer stories. Pony Express * __Jimmy Spoon and the Pony Express__, by Kristiana Gregory; ISBN: 0-59046-578-3 Japanese Internment / Topaz * __Baseball Saved Us__, by Ken Mochizuki; ISBN: 1-880000-19-9 __Sing Down The Moon__ by Scott ODell || ||
 * __Worth Remembering__, by Jacalyn S. Leavitt
 * __Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past__, by Sam Wineberg; ISBN: 1566398568
 * __Wanted-A Few Bold Riders: A Story of the Pony Express__, by Darice Bailer; ISBN: 1-56899-465-6
 * [|Pony Express – Cobblestone Magazine]
 * __Buffalo Bill and the Pony Express__, by Eleanor Coerr; ISBN: 0-06-444220-9
 * __Riding Freedom__, by Pam Munoz Ryan; ISBN: 0-439-08796-1
 * ** Objective 3: **
 * ** Objective 3: **
 * ** Objective 3: **
 * ** Objective 3: **

|||||||||||||| Investigate the development of the economy in Utah. a. Explain the relationship between supply and demand. b. Describe the role of producers and consumers. c. Identify examples of producers and consumers in the local community. d. Research the development of Utah’s economy over time. f. Examine how economic development affects communities (//e.g//. dams, sports, tourism, power plants, mining, etc.).** || [|Kearns Mansion: Interactive Game] Learn about the Kearns family and life in turn-of-the-century Utah as you solve clues to find the five silver coins hidden in the Kearns Mansion in an online, interactive game. |||| * __Lemons And Lemonade: A Book About Supply And Demand__, by Nancy Loewen; ISBN: 9781404809567
 * Indicators:**
 * e. Identify the factors which bring about economic changes //(e.g//. natural resource development, new technologies, new market development, globalization, global conflicts, education).
 * |||| Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities || Visual, Performing and Fine Arts ||
 * |||| |||| ** Websites **
 * __Lawn boy__, by Gary Paulsen; ISBN: 9780385746861 || ||
 * ** Vocabulary: **
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 * ** Vocabulary: **
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 * ** Vocabulary: **

|||||||||||||| immigrant, supply, demand, producer, economy, consumer, technology, globalization, || a. Identify rights of a citizen (//e.g//. voting, peaceful assembly, freedom of religion). b. Identify responsibilities of a citizen (//e.g.// jury duty, obeying the law, paying taxes). d. Explain how the influence and power of individuals is affected when they organize into groups. e. Describe and model ways that citizens can participate in civic responsibilities (//e.g//. current issue analysis, recycling, volunteering with civic organizations, letter writing).** f. Contribute to and practice classroom goals, rules and responsibilities. g. Recognize and demonstrate respect for United States and Utah symbols (//i.e.// Pledge of Allegiance, flag etiquette). || Students will learn about the importance and impact of immigration to the building of the United States of America. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Japanese Internment] Students will learn how various environmental and cultural changes impacted the treatment of Japanese Americans in Utah.
 * Resources: Textbook - |||| Projects, Activities, and Technology |||| Timeline |||| Visual, Performing and Fine Arts ||
 * ** Standard III: Students will understand the roles of civic life, politics, and government in the lives of Utah citizens. ** ||
 * Benchmark: Representative government has developed in Utah. People who live in Utah have rights and responsibilities associated with representative government. People have created systems of power and authority within this government. ||
 * ** Objective 1: ** |||||||||||||| **Objective 1:** Describe the responsibilities and rights of individuals in a representative government as well as in the school and community.
 * Indicators:**
 * ** Standard III: Students will understand the roles of civic life, politics, and government in the lives of Utah citizens. ** ||
 * Benchmark: Representative government has developed in Utah. People who live in Utah have rights and responsibilities associated with representative government. People have created systems of power and authority within this government. ||
 * ** Objective 1: ** |||||||||||||| **Objective 1:** Describe the responsibilities and rights of individuals in a representative government as well as in the school and community.
 * Indicators:**
 * c. Determine how and why the rights and responsibilities of various groups have varied over time (//e.g//. Chinese railroad workers, Greek miners, women, children, Mormons, Japanese-Americans at Topaz, American Indians, African-Americans).
 * |||| Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities || Visual, Performing and Fine Arts ||
 * |||| § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Angel Island]

__Coolies__, Yin, 2001. Puffin Books, ISBN 0-14-250055-0

__Journal of Sean Sullivan: A Transcontinental Railroad Worker, Nebraska and Points West, 1867__. William Durban, 1999. Scholastic Inc., ISBN 13-9780439049948

__Ten Mile Day and the Building of the Transcontinental Railroad.__ MaryAnn Fraser, 1993. Henry Holt and Co., Inc. ISBN 0-8050-4703-4

__Baseball Saved Us__. Ken Mochizuki

__Desert Dwellers__.

http://historytogo.utah |||| ** Websites: ** § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Ben's Guide to US Government for Kids] Explore branches of the government, how laws are made, the difference between National and State government, etc. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|How Laws are Made] Students: Follow the clues to see how laws are made. This example is on federal holidays. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Mock Election Utah] The Mock Election Utah project gives elementary, junior high and high school students an opportunity to actively participate in the political process by simulating actual elections in their home schools. Currently, this website is set up for the 2004 el § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|The American Flag and the Pledge of Allegiance] Students say the Pledge of Allegiance at school many times. But do they understand its meaning? This project helps students understand that pledge as well as the meaning behind the American flag. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|The White House For Kids] Take a tour of the Oval office with President George Bush. (Requires (Real Time Player) Read a story with Laura Bush and others (some in Spanish). Meet some American heros like, Theodore Geisel, Jackie Robinson and Samuel Adams. Read biographies of the § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Utah State Legislature's Kid Page] Find out who are our current representatives, complete activities, and learn about the legislative process. |||| //__ Coolies __// by Yin (ISBN 0-399-23227-3) This book reveals the harsh truth about life for thousands of Chinese laborers while building the transcontinental railroad. The story is of two brothers determined not only to survive, but to succeed.
 * __The Pledge of Allegiance__, by Francis Bellamy; ISBN: 0-43939-962-9
 * __America the Beautiful__, by Katherine Lee Bates & Wendell Minor; ISBN: 0-43939-963-7
 * __Becoming a Citizen__, by Sarah De Capua; ISBN: 0-51627-366-3
 * __Paying Taxes__, by Sarah De Capua; ISBN: 0-51627-367-1
 * __Serving on a Jury__, by Sarah De Capua; ISBN: 0-51627-364-7
 * __Running for Public Office__, by Sarah De Capua; ISBN: 0-51627-368-X
 * __Voting__, by Sarah De Capua; ISBN: 0-51627-365-5 || ||
 * ** Objective 2: **
 * ** Objective 2: **
 * ** Objective 2: **
 * ** Objective 2: **

|||||||||||||| **Objective 2:** Analyze the different ways people have organized governments in Utah to meet community needs. a. Identify the forms of government found in Utah in different eras (//i.e.// historic and current American Indian government, State of Deseret, Utah Territory, statehood, present). b. Compare how these governments addressed community needs. c. Compare the roles and responsibilities of state, county, and local officials. || § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Utah Counties] This site provides interesting facts, a short history, photos, and supportive web links for each county in Utah. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Utah State Capitol Building Tour] A self guided online tour to explore the capitol and some of Utah's history. § <span style="font-size: 10.5pt; color: rgb(102,0,153); text-decoration: none;">[|Utah State Legislature's Kid Page] Find out who are our current representatives, complete activities, and learn about the legislative process. |||| * __Cricket and the Cracker Box Kid__, by Alane Ferguson; ISBN: 0-02734-525-4
 * Indicators:**
 * |||| Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities || Visual, Performing and Fine Arts ||
 * |||| |||| ** Websites **
 * __Government of Utah: Nature lovers, teachers, students, color & learn about Utah__, by Paul Thompson; ISBN: 0931075254. || ||
 * ** Vocabulary ** |||||||||||||| citizen, civic organizations, allegiance, representative, rights, responsibilities, government ||
 * Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities |||| Visual, Performing and Fine Arts ||
 * ** Vocabulary ** |||||||||||||| citizen, civic organizations, allegiance, representative, rights, responsibilities, government ||
 * Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities |||| Visual, Performing and Fine Arts ||
 * Lesson Resources: |||| Projects, Activities, and Technology |||| Literacy Activities |||| Visual, Performing and Fine Arts ||