In this lesson, students will research, organize and create a 2-3 minute digital story about 1 of 3 different cultures that have influenced Utah's culture. They can choose from the Fremont People, the Ute Indians, and the Church of Jesus Christ of Latter-day Saints Pioneers. There are some background lessons and information that will need to be covered in order to finish this final project for 4th grade Utah Social Studies Standard 2 Objective 1. These lessons are linked and highlighted in the Teacher Background section of this lesson plan.There are a few worksheets and mini-lessons (that can be taught in a synchronous manner) associated with this final project that could take 2-3 days to complete and then the digital story can be finished in an hour or two. The final presentation and the mini assignments could all include small group discussions, whole class instruction, and could easily be tailored to teach to students learning virtually.The mini-lessons and supplimental information were found through the UEN website and a youtube video by Nick Epling. Other articles and sources are listed in the materials.

The history of -- Pioneer Day -- is examined in an article provided as a PDF document. This article is extracted from the book UTAH HISTORY ENCYCLOPEDIA, published in celebration of Utah's Centennial (1996) and edited by Allan Kent Powell. Over two hundred contributors wrote about the individuals, organizations, locations, institutions, and topics important to Utah history.

A look back at -- Pioneer Memorial Museum -- is provided as part of The UTAH POSTCARD collection contributed by the J. Willard Marriott Library (University of Utah). The collection includes over 190 postcards illustrating Utah's main streets, buildings, and unique sites over the years. Subjects range from early rodeo events in Cedar City to the changing face of the Salt Palace.

This lesson helps students "hear" some of the diverse colonial voices that, in the course of time and under the pressure of novel ideas and events, contributed to the American Revolution. Students analyze a variety of elementary documents illustrating the diversity of religious, political, social, and economic motives behind competing perspectives on questions of independence and rebellion.

This lesson invites students to reconfigure Meg’s journey into a board game where, as in the novel itself, Meg’s progress is either thwarted or advanced by aspects of her emotional responses to situations, her changing sense of self, and her physical and intellectual experiences.