Turbulent Times in Utah Territory Chapter 8 This is still a no gum class. Please dispose of it properly! Bell Activity Get out all the work you have for Utah Studies. Work on any incomplete portions of the study guide including the map and essay prompt. Where should your backpack be? This is still a no gum class. Please dispose of it properly! Bell Activity Pick up the paper from the front, and take out your study guide. Your words are “rebellious” and “harass” Find the word on your study guide and complete the following information for the word. Find the definition using a glossary. Use your own knowledge and experience to complete the rest of the definition. Work on your counties map or questions 1-14. Where should your backpack be? Does your work look something like this? Word: rebellious Definition: Draw a picture of it: Sentence: Synonym/ Example: My Understanding: 4 3 2 1 Antonym/NonExample: Does your work look something like this? Word: rebellious Definition: Draw a picture of it: Sentence: The rebellious teenager Partied with his friends until 3am. Synonym/ Antonym/NonExample: disloyal, Example: loyal , disobedient My Understanding: 4 3 2 1 comply Does your work look something like this? Word: harass My Understanding: 4 3 2 1 Definition: Draw a picture of it: Sentence: Synonym/ Example: Antonym/NonExample: Does your work look something like this? Word: harass Definition: Sentence: The Mormon militia harassed Johnston’s army so the winter would stop them from reaching Utah. Synonym/ Antonym/NonExample: annoy, Example: sooth, bully, torment comfort, calm My Understanding: 4 3 2 1 Draw a picture of it: Today we will learn about… History Objective – We will be able to describe how the Utah War was and how it affected Utah. Behavior Objective – Work Ethic: We will stay on task to complete our work. Language Objective – We will read and listen for important details then write them in our notes. Pronunciation Guide Militia – a volunteer army made up of nonprofessional soldiers Colonel – French military rank that is adopted by the U.S. military. Buchanan – President of the U.S. during this time period. Agenda Finish reading pages 146-149 and answer questions 1-14 with your group on your study guide. Agenda Finish reading pages 146-149 and answer questions 1-14 with your group on your study guide. Start reading pages 150-153 with your group to get background information about the Utah War. Answer the questions on the reading guide as you go. Agenda Finish reading pages 150-155 with your group to get background information about the Utah War. Answer the questions on the reading guide as you go. If you finish early, work on your study guide. Start with questions 15-21, then 1-14, & finally 22- end This is still a no gum class. Please dispose of it properly! Your Bell Activity word is “massacre” Find the word on your grey study guide and complete the following information for the word. Find the definition using a glossary. Use your own knowledge and experience to complete the rest of the definition. Where should your backpack be? Does your work look something like this? Word: massacre Definition: Draw a picture of it: Sentence: Synonym/ Example: My Understanding: 4 3 2 1 Antonym/NonExample: Does your work look something like this? Word: massacre My Understanding: 4 3 2 1 Definition: the killing of a large number Draw a picture of it: of people Sentence: The tensions from the arrival of Johnston’s army led to the massacre of the Fancher wagon train in Utah. Synonym/ Antonym/NonExample: mass Example: save, murder, slaughter preserve Today we will learn about… History Objective – We will be able to describe how the Utah War affected Utah. Behavior Objective – Work Ethic: We will stay on task to complete our work. Language Objective – We will read and listen for important details then write them in our notes. Turbulent Times: The Utah War The Utah War Mountain Meadows Massacre Kane & Cummings Results of the War The Utah War James Buchanan Fear and misunderstanding, along with rumors from runaway officials convinced President Buchanan that Utah territory was rebelling against the U.S. Popular sentiment was not with the Mormons. Rumors stir fears among Utahns When word arrived that an army was coming to Utah Territory, fear and memories of previous persecution filled the LDS community. Orders were issued to protect the people of Utah and plan what to do when the army arrived. Fortifications created by the Utah militia in Echo Canyon. A Wagon Train Route of the Fancher Wagon Train Wagon trains now regularly stopped in Salt Lake City to restock on their way to California and other destinations. The Fancher Party was just such a group traveling through Utah at the wrong time. An Atmosphere of Fear The Fanchers received a hostile reception from the typically friendly Mormons. They continued on their way to California, but never reached their destination. One of the memorials at the massacre site. The Mountain Meadows Massacre Aftermath John D. Lee The massacre was blamed on the Paiutes at first. Later John D. Lee was tried and executed for the massacre. He was the only perpetrator to be punished for the crime. Thomas Kane & Alfred Cummings Kane traveled to Utah to investigate the situation. He worked with the new territorial governor, Alfred Cummings, to find a peaceful solution. They agreed that Johnston’s Army would stay in Utah, but would not be in Salt Lake City. Thomas Kane Camp Floyd Johnston’s Army marching through Salt Lake City. Near Fairfield, the army built Camp Floyd. The Mormons moved back to their homes and businesses. Soon more outsiders came to sell to the soldiers and the LDS community. The days of isolation were over. The people of Utah had to come to terms with non-Mormons in the area. Part of the “Wild West” The soldiers were not welcome in Utah, but they helped Utah in some ways. Cash & jobs Auctions of army surplus Animals & crops Other effects were not as pleasant. Gambling Cattle rustlers & outlaws prostitution Photograph of Camp Floyd The Soldier Leave for the Civil War After about three years, the Civil War began in the east and Johnston’s army was recalled. Many of the soldiers who were stationed there fought each other in the war. Soldiers at Camp Floyd At least 98 became general in the war. 50, including Johnston, fought for the South 48 for the North Governor Cummings Leaves Cummings tried to work with the Mormon community while upholding the law. A few months before the soldiers departed, he and his family left Utah. “A community is seldom seen more marked by quiet and peaceable diligence, than that of the Mormons.” -Cummings Governor Cummings The Outcome of the Utah War Foundations of the SLC Temple From 1847-1857, few people besides the Mormons and Indians lived in the Utah Territory. With the Utah War, ever greater numbers of people with diverse backgrounds began to came to the state. Soldiers, merchants, suppliers, miners, railroaders & other religious denominations. “A Peculiar People” The Utah War also had an impact on the territory’s relationship with the rest of the nation. Although many of the rumors that were spread turned out to be false, others (especially those about polygamy) were true. The rest of the nation thought that Utahns were different at best, rebellious at worst. It would take four decades and a lot of work for Utah to at last achieve statehood. Salt Lake City with a partially completed temple. This is still a no gum class. Please dispose of it properly! Bell Activity Take out your study guide and Utah War reading paper. Your word is “diverse” Find the word on your grey study guide and complete the following information for the word. Find the definition using a glossary. Use your own knowledge and experience to complete the rest of the definition. If you finish early, work on questions 1-21 Where should your backpack be? Does your work look something like this? Word: diverse My Understanding: 4 3 2 1 Definition: Draw a picture of it: Sentence: Synonym/ Example: Antonym/NonExample: Does your work look something like this? Word: diverse Definition: differing from one another Sentence: MLMS is a diverse school, with students from many different backgrounds. Synonym/ Antonym/NonExample: varied; Example: similar, multicultural homogenous My Understanding: 4 3 2 1 Draw a picture of it: This is still a no gum class. Please dispose of it properly! Review Bell Activity quietly for your counties test. Where should your backpack be? This is still a no gum class. Please dispose of it properly! Bell Activity Pick up the paper from the front, and take out your study guide. Staple them together. Take out a blank paper too! Your word is “freight” (pg. 164) Find the word on your study guide and complete the following information for the word. Find the definition using a glossary. Use your own knowledge and experience to complete the rest of the definition. Work on questions 15-32. Finished, counties map. Where should your backpack be? Does your work look something like this? Word: freight My Understanding: 4 3 2 1 Definition: Draw a picture of it: Sentence: Synonym/ Example: Antonym/NonExample: Does your work look something like this? Word: freight Definition: goods or cargo transported for pay Sentence: There have been many freight companies in Utah in the past and present, like Wells Fargo and UPS. Synonym/ Antonym/NonExample: UPS, Example: telegraph Wells Fargo, USPS My Understanding: 4 3 2 1 Draw a picture of it: Today we will learn… History Objective - We will explain how Utah changed after the Utah War, especially with new forms of transportation and communication creating closer ties between Utah and the rest of the United States. Language Objective - We will read for important details and create a thinking map to show these changes. Behavior Objective – Collaboration: Everyone helps create the thinking map After the Utah War Each table group will be responsible for reading part of the text and creating a thinking map showing the thinking in that section of the book. Your group will become experts on the information in that section. Reading sections You will have 8 minutes to read and discuss your section of the book. 156-157 – End of the Utah War, outcomes What kind of thinking is your section? What kind of thinking map would work best for organizing the information. RED, PINK, ORANGE 164-166 – Changes in transportation and communication (stagecoach to Camp Douglas) BLUE, GREEN What kind of thinking is it? Classifying Cause and Effect One sided multi-flow map Agenda 1. 2. 3. Read your section, taking turns Discuss what you read. Decide what kind of thinking (map) is used 1. 4. 5. 6. Check this with me before starting your map! Create personal maps Create a master poster Work on study guide while the scribe(s) is working. Reading sections You will have 8 minutes to read and discuss your section of the book. 156-157 – End of the Utah War, outcomes What kind of thinking is your section? What kind of thinking map would work best for organizing the information. BLUE, GREEN (cause and effect – multi-flow) 164-166 – Changes in transportation and communication (stagecoach to Camp Douglas) RED, PINK, ORANGE (classifying – tree map)