Social Studies - 4th Grade (2024)
Lesson Plans

Strand 2: Pre-Expansion (Before 1847)

Students will learn that while recorded history spans only a few centuries, humans have lived in the land now called Utah for thousands of years. They will recognize that for centuries the historic tribal groups of Utah—the Goshute, Navajo (Diné), Paiute, Shoshone, and Ute—adapted to their ever-changing environment. Students will understand that more adaptations occurred due to contact and trade while Utah was part of the Spanish Empire and later Mexico. Students will identify the factors that encouraged early trade and exploration among varied explorers and frontiersmen.

Compelling Questions:

• What can the study of archaeology teach us about the economies, communities, and other aspects of the cultures of indigenous Native American tribes within Utah?
• How did the arrival of European and American trappers and traders alter the human geography of Utah?
• What may happen when two or more cultures, with significant differences, come into contact?

Standard 4.2.1

Use evidence (for example, artifacts, texts, oral traditions, geographic inquiry) to make inferences about, and explain the importance of, the geography of the land that would become Utah in the culture of one or more prehistoric or historic Native American cultures.

• Angel Island
  Students will learn about the importance and impact of immigration to the building of the United States of America.
• Connecting to Utah's Diversity
  Students will learn about their own heritage by filling in an outline and then creating a poster.
• Cottontail Shoots the Sun
  This lesson enhances vocabulary acquisition and learning about how the Earth rotates on its axis and revolves around the Sun by reading the story, "Cottontail Shoots the Sun," a traditional tale shared by the Ute Indian Tribe of the Uintah and Ouray Reservation. It also helps students become familiar with cultural storytelling and its importance in Native cultures. Students will have a brief introduction to the Ute Indian Tribe of the Uintah and Ouray Reservation, its location, and partnership with the University of Utah. Then students will particpate in the group reading of the book and a STEM lesson learning about observable patterns in the sky. 
• Coyote Loses His Eyes
  According to Goshute and Ute tradition, Coyote tales should only be told during the winter time. The tribes ask that the teacher use this lesson and story in the winter months. This lesson utilizes the Confederated Tribes of the Goshute (CTGR) tale, ?Coyote Loses His Eyes? and the Ute Indian Tribe of the Uintah and Ouray Reservation (UIT) tale, ?The Eye Juggler Coyote? to enhance comprehension skills and provide an introduction to comparing and contrasting plot, characters, theme and setting. The students will also be introduced to similarities and differences between the two tribes. Lastly, students will write a response summarizing using compare and contrast key words.Native peoples tell stories about Coyote and other animals to their children. Based on Coyote?s mistakes, the elders teach children about proper behavior and positive attitudes. The lessons taught help children to avoid making the same mistakes as Coyote and suffering the consequences in their own lives. 
• Coyote Steals Fire
  Learn about the history and culture of the Northwestern Shoshone people. Paint a watercolor landscape of an environment with Utah wildlife.
  This lesson is written in partnership with and approved by the Northwestern Shoshone cultural specialist Patty Timbimboo-Madsen. Northwestern Band of Shoshone SealBefore teaching this lesson, please explain to your students that there are many native tribes in the United States and that this lesson specifically focuses on the northwestern band of the Shoshone Nation and does not represent other Native American groups. We hope that other native tribes will respect the northwestern band of the Shoshone Nation's choice to share this aspect of their culture.
• Coyote and Duck: A Paiute Tale
  Coyote tales are part of the Paiute oral tradition used to teach proper behavior and values from an early age. These stories are only told during the winter time. The Coyote illustrates the mischievous nature in all of us. This lesson the Paiute tale, Coyote and Duck to enhance comprehension and prediction skills of students. It also helps students become familiar with cultural storytelling and its importance in Native cultures. Students will have a brief introduction to the Paiute Indian Tribe of Utah (PITU) and its location in Utah. The lesson includes a discussion about Native American regalia and explicitly addresses stereotypes. 
• Coyote and Mouse Make Snow
  In this lesson, students are given a description of tribal sovereignty and federal recognition specific to the Confederated Tribes of the Goshute Reservation. They will also be introduced to characteristics of a trickster tale and then write a short story to activate their prior knowledge of specific words. The whole class will then read "Coyote and Mouse Make Snow," a trickster tale shared by the Confederated Tribes of the Goshute Reservation. Students will identify the characters, problems, and solutions within the story by filling out a handout. Possible extensions tie in with the Science Core.
• How Badger, Skunk and Sage Hen Were Marked
  According to Paiute legend, the hawk and the coyote were not always animals as we see them now. Long ago, they were people, like you and me. The hawk was known as Kuhsawv, and the coyote was known as Soonungwuv. Coyote tales are part of the Paiute oral tradition used to teach proper behavio, natural phenomenon and values from an early age. These stories are only told during the winter time. The Coyote illustrates the mischievous nature in all of us. Students will listen to a Paiute tale and learn about folktales. They will also be introduced to the Paiute Indian Tribe of Utah, the location and how tribal members are working to preserve their language and culture. Students will also learn about how external structures and adaptations of animals help them to survive in their environment through a group activity. 
• How the Meanings of Colors Transmit Navajo Culture
  Students will be able to identify the four colors important to the Navajos and understand how these colors represent different elements of Navajo culture. They will also be able to understand how values and beliefs associated with color help transmit culture from one generation to the next.
• 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.
• Mountain Men of Utah
  This is a lesson plan about the mountain men of Utah. This lesson can be done face-to-face or virtually.
• NHMU: 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.
• NHMU: The Fremont People
  After learning about the Fremont people, students will make their own Fremont-Style pottery.
• Native American Round Dance
  Explore the traditional Native American Round Dance. Invite a Native American to share proper Round Dance steps. Compare and contrast beats of various Round Dance songs.
  The Indigenous tribes/nations of Utah ask that teachers reach out to Native Americans within the community for assistance in teaching the Round Dance. Contacting families within your school community would be ideal. If other avenues are needed, contact your district Title VI coordinator or Indian education department within your state education system.
• Rethinking First Contact: the Effects of European...
  The student will combine their knowledge of Christopher Columbus with information about first contact among the Great Basin tribes to understand the many consequences of contact between Indians and Europeans in the Great Basin.
• Shoshone Seasonal Land Use and Culture
  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.
• Social Studies: Quilts
  This is the 3rd lesson in a unit where the students learn about a moment in history then create a geometric symbol as a quilt block representing that moment. Students will evaluate, select and extract information and fill in a graphic organizer on their topic. The unit outline is included as an attachment.
• State of Utah Report
  Students will learn all about the history of the state of Utah. The will research different aspects of Utah and create a digital presentation of their knowledge. 2 weeks (20-30 minutes a day.)Independent or collaborative work depending on teacher preferenceUse books and the internet to gather information.Use Mac Pages to create a presentation.   Image Credit: Sukoff, J. (2019). Delicate Arch [jpg]. Unsplash. https://unsplash.com/photos/1NnW4hAwOuQ
• The Bear Dance as an Expression of Ute Culture
  The student will learn about Ute culture by investigating the Bear Dance tradition.
• UEN Lesson Template SS 4th Grade
  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.
• Utah Historical Figures
  This lesson is meant to give students the opportunity to research and present their own findings on a Historical Figure in Utah by making a video in Adobe Spark. United States/Utah picture: This version: uploaderBase versions this one is derived from: originally created by en:User:Wapcaplet, CC BY-SA 3.0 <http://creativecommons.org/licenses/by-sa/3.0/>, via Wikimedia Commons  https://commons.wikimedia.org/wiki/File:Map_of_USA_UT.svg
• Utah Native American Homes Nearpod
  This resource was created for distance learning.
• Ute Indians: Past and Present
  Students will become familiar with the Ute Indians both past and present.Enduring Understandings:Who the Ute Indians were and their significance in Utah history.What the Ute culture was like before European expansion.How things are different today for the Ute Indians today compared to the past
• Why the Moon Paints Her Face Black
  Listen and respond to a Paiute story.
  Explore art making, using chalk or crayons.
  Create a project depicting one of the scenes in the book.
  This lesson was written in partnership with Dorena Martineau, the Paiute Cultural Resource Director, and was approved by the Paiute Indian Tribe of Utah?s Tribal Council. Before teaching this lesson, please explain to your students that there are many indigenous tribes in the United States and that this lesson Paiute Indian Tribe of Utah Seal focuses on the five bands of the Paiute Indian Tribe of Utah and does not represent other Native American groups. It is the hope of the Paiutes that other native tribes will respect their choice to share this aspect of their culture.
• Why the North Star Stands Still: A Paiute Tale
  In this lesson, students will learn about the Paiute Indian Tribe of Utah through a slide show presentation that helps students learn more about traditional vs. current ways of living, learning and governing. Each of these short descriptions help students to better understand that the Paiute people continue to thrive in Utah.Students will also listen to a Paiute Tale which is part of the Native American Indian Literacy Project and be able to use the book as an English Language Arts comprehension activity. The extensions and additional resources help the teacher to be aware of other ways that students can engage.  

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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.