Fourth graders examine two famous people, Brigham Young and Jim Bridger, who made an impact on the westward expansion, and create cartoon strip using the information.

Students describe locations accurately, and draw a Brigham Young University campus map.

Determine if the graphic novel Maus, by Art Spiegelman, is an appropriate reading level for your class by performing this cloze activity. Kids read the passage and attempt to complete the sentences on a second or third read through. All...

In this Utah worksheet, students explore the state of Utah. Students must complete the crossword puzzle by coming up with the answers to the ten clues given.

In this Utah alphabetical order worksheet, students put the 10 state-related names, places, or words into alphabetical order.

Ninth graders simulate (role play) some of the original emotional responses to this request for soldiers. They list and evaluate reasons for and against creating the Mormon Battalion. They justify their own decision under such...

Pupils read about Thurgood Marshall and answer discussion questions about him. In this Thurgood Marshall lesson plan, students discuss the biography and history of him.

Twelfth graders practice using subject and object pronouns in adjective clauses.

Students discover that effective observations can help their writing. They realize their sense of place and how they view the world around them. They write about their place and share with the class.

Students examine how films and media affect their body image. They identify their own definition of body image and research the topic. They discover the importance of using both fact and opinion sources.

Pupils discover how media influences body image. They identify how the media creates an ideal beauty. They answer questions after watching "Dying to be Thin".

Students discuss body image as a group. They discover how the media affects how one sees their body. They analyze different media messages about this topic.

Students use discussion and activities to create a message about body image. They discover their voice in the media and discover how the production process affects the final message from the media.

High schoolers watch the film "Spellbound". They analyze concepts of how the media represents race. They discuss how the movie depicts race after the film.

Students watch the film "Spellbound". They examine how the film represents race. They analzye contemporary media to examine how they represent race as well.

High schoolers examine how film represents different cultures. They think critically about these representations and how they affect people who are watching them.

High schoolers expand their knowledge to not focus on stereotypes. They practice using new vocabulary words and analyze different media for the use of stereotypes.

Students are introduced to media literacy and deconstruction. They analyze the media's use of gender roles and body image. They voice their opinions about media messages and how to change them.

Students identify media messages about gender and body image. They discuss how they can change these messages. They create their own media message about gender and body image.

Pupils analyze media clips and discover how the media helps us form ideas about men and women and their roles in society. They discover some of their own preconceptions about these roles and answer questions.