Social Studies - 4th Grade (2024)
Lesson Plans

Strand 3: Expansion (1847-1896)

Students will learn about the unprecedented migration, dramatic cultural change and conflicts, and new technologies of this era. Students will study the migration of diverse populations who settled across the region that would become Utah. They will learn about some of the implications of this settlement on Native American communities. Students will evaluate the relationships between the Industrial Revolution, the completion of the transcontinental railroad, other technologies, and the human and physical geography of the region. Students will also learn about the process and challenges Utah faced transforming from a territory to the 45th state.

Compelling Questions:

• What factors led people from all over the world to settle in Utah and positioned Utah to become “The Crossroads of the West”?
• Why did Utah struggle to attain statehood?
• How did new immigrant communities contribute to the history and culture of Utah?
• How did Native American life change as settlement continued?
• How did improved transportation, industry, and mining transform Utah’s economy, politics, and other aspects of culture?

Standard 4.3.3

Describe the establishment of communities and the economic development of the Great Basin area under the direction of Brigham Young as the first Territorial Governor of Utah.

• ADVOCATES FOR CHANGE: COMPARING SUSAN B. ANTHONY, FREDERICK DOUGLASS, AND EMMELINE B. WELLS
  Through a whole-class read-aloud of the historical fiction picture book (text provided), Friends for Freedom: The Story of Susan B. Anthony and Frederick Douglass, and two historical articles, students will compare activists Susan B. Anthony, Frederick Douglass, and Utahn Emmeline B. Wells. Students will examine the statue that depicts the friendship of Anthony and Douglass and complete one of the following: a) a compare/contrast essay, b) a sketch of a statue to represent the friendship between Anthony and Wells, or c) a dialogue between Anthony, Douglass, and Wells. The purpose of this lesson is to not only learn about these advocates for change, but to develop the skills of civil and respectful dialogue, particularly with those with whom we may disagree.
• EXAMINING (AND DEBATING) WOMEN’S SUFFRAGE ARGUMENTS AND MEMORABILIA
  This lesson begins with an overview of the national women?s suffrage movement through a picture book read-aloud: Miss Paul and the President: The Creative Campaign for Women?s Right to Vote (or through an alternative voting simulation. Then, students will analyze primary source documents and suffrage memorabilia to identify arguments made by the anti-suffrage and pro-suffrage sides. Students will create their own pro- or anti-suffrage items.Students will consider how they can personally affect change and improve their communities. Teachers may choose to extend the lesson by staging a women?s suffrage debate or rally.
• HONORING THE EARLY STRUGGLE FOR WOMEN’S SUFFRAGE IN UTAH: PLANNING A MEMORIAL
  This lesson provides students with information about the main events and key players involved in Utah women?s suffrage over the course of several key periods: 1) enfranchisement (1870), 2) disfranchisement (1871-1887), 3) re-enfranchisement with statehood (1888-1896), and 4) the ratification of the 19th Amendment to the U.S. Constitution (1920). Students will read an informational text to learn about the early struggle for Utah women?s voting rights. They will then develop a plan for a memorial honoring women?s suffrage in Utah.
• MARTHA GOES TO WASHINGTON: EQUAL REPRESENTATION IN NATIONAL STATUARY HALL
  This lesson is intended to stretch across two 20-30 minute lessons. Students will learn about the history of National Statuary Hall and the statues that are housed in the U.S. Capitol complex as part of that collection. Students will also examine how men and women are represented numerically in the National Statuary Hall Collection and create a visual representation of the data. Lastly, students will understand the historical significance of Dr. Martha Hughes Cannon, whose statue will be placed in the Statuary Hall Collection in 2022.
• THE LIFE OF MARTHA HUGHES CANNON: WRITING & ILLUSTRATING SHORT HISTORICAL STORIES
  This lesson is intended to stretch across two 20-30 minute lessons. Students will understand the historical significance of Dr. Martha Hughes Cannon, whose statue will be placed in the Statuary Hall Collection in 2022. Students will choose an event from Dr. Cannon?s life and create a storyboard with illustrations for a children?s book.
• Utah Women's Suffrage: Reader's Theater and Voting Simulation
  This lesson provides students with information about the main events and key players involved in Utah women?s suffrage over the course of several key periods: 1) enfranchisement (1860s-1870), 2) disfranchisement (1871-1887), 3) re-enfranchisement with statehood (1888-1896), and 4) the ratification of the 19th Amendment (1920). Students will participate in a reader?s theater and a voting simulation requiring them to view and write about these historical events through various perspectives.

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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.