LP+Historic+Impact+of+Mining


 * Standard ** **4.** Students will understand the diverse ways people make a living in Utah.
 * Objective 3**. Examine aspects that have broadened Utah’s economy.
 * Indicator a.** Investigate the role of mining in Utah.


 * Lesson: Historic Impact of Mining **


 * Vocabulary:**
 * Subsistence mining
 * Agrarian


 * Questions for this Lesson:**
 * How did mining change the agrarian economy originally advocated by Brigham Young?
 * How did the coming of the railroad lead to the emergence of mining in Utah?
 * How did mining impact Utah’s economic development in the 1800’s?


 * Instructional Activities:**
 * Have students reflect on the following statement by Brigham Young: //“We cannot eat gold and silver, neither do we want to bring into our peaceful settlements a rough frontier population to (violate) the morals of our youth, overwhelm us by numbers, and drive us again from our hard-earned homes.”//
 * Talk about subsistence mining before the coming of the railroad. People just mined enough coal to keep them warm for the winter, but there was no market for it yet.
 * Discuss the impact of the railroad on the emergence of mining as a major profession in Utah.
 * Talk about the economic change Utah went through when mining came to Utah. [] Here is a relevant excerpt from that site: //An interesting comparison is that of the Park City and Dugway mining districts. Since 1881 the Park City mines have had rail connections and the district had produced to 1917 better than $169,000,000 worth of metals. [|[4]] The Dugway district was organized about the same time as the Park City district, but was never closer than fifty-five miles to rail connections. Very high grade deposits were found here, some shipments said to run as high as 1,800 ounces of silver a ton. Work was done sporadically, and some shipments made.//
 * Talk about the social impacts of the railroad coming to Utah. How does this relate to the quote at the beginning of class?
 * Create timeline sections using classroom materials or in a computer lab. Here is a link to an example timeline for mining in Utah: []
 * Have students present their sections for the timeline. Put these in order on a classroom wall.


 * Assessment:**
 * Student timelines
 * Test question: How did the railroad affect mining in Utah?


 * Materials / Resources for Teachers:**
 * The Utah Journey pages 33, 124-125, 167, 174-175, 200-201, 234-235, 244
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 * Materials / Resources for Students:**
 * The Utah Journey pages 33, 124-125, 167, 174-175, 200-201, 234-235, 244
 * []
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