MAT 612 Project

Dolly Duke
CIA Project
PART 1.1: THE SCHOOL COMMUNITY
1. The halls. Who is in the halls? What kinds of social groups
do you see?
In the halls, I saw a wide variety of social groups including what
appeared to be a group of students who identified most with skating
and skiing, a group of football players, a group of female soccer
players, a group of students dressed in black with dark makeup
(referred to by some students as the druggies), a group of students
who appeared to be very focused on academics, and a group of
Hispanic students.
2. Are there any groups that are ethnically diverse?
I noticed a group comprised of solely Hispanic students, but the other
groups seemed to be very intermixed. While most of the student
population appeared to be Caucasian, other students who appeared to
possibly be Indian, Middle-Eastern or Asian seemed to be incorporated
into the other mainstream groups.
3. Are there any students who are alone?
I did notice a few students who were alone, but it was something I
noticed more during lunch hour than during class changes in the hall.
4. Do you notice any difference in behavior between students
who are alone and those who are in groups?
The students who were alone appeared to be much quieter, less
confident, and less satisfied than the students who socialized in
groups. They seemed to keep their heads down and did not laugh,
smile, or make noise like students in groups did.
5. Look at the posters and student artwork hanging in the
halls.
I mostly saw fliers on the walls advertising things like dances, the
schools PCCAPPS internship program, and various clubs including
Italian Club, French Club, Robotics Club, the Gay Straight Alliance, and
the Latinos in Action club.
6. Who is represented?
Based on the predominance of advertising surrounding the schools
upcoming dance and internship program, I would say academic,
socially involved students appeared to be the most represented.

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Lunch time. What do students do during lunch? What happens
in the lunch room? Outside in the halls? Outside of the
building?
During lunch, students eat, socialize, listen to music, and do
homework. Some students float to various tables, but most just stay
where they are seated. In the halls, some students with special needs
eat lunch outside of their classroom on the floor and at a few tables. A
few groups of 2-3 students also eat lunch on the ground in the hallway
bordering the lunchroom. Outside of the building, students walk or
drive to the neighboring restaurants like Booster Juice, Park City Bagel,
Einsteins Bagels, Flippin Burgers, Albertos Mexican, or Ledgers
sandwich shop.
What kind of student clusters do you see? Where do students
sit in the lunch room? Is there any pattern to the seating? Are
there students who are alone?
It appears that the most popular groups of students sit at the tables in
the lunchroom. The football, skater, and soccer tables overflow with
people as students pull up their chairs to sit at them. As the tables
span out farther away from the center, fewer people appear to be
sitting at them. On the outskirts of the lunchroom is a kiva where a few
students sit in circles of about 5 people on the floor. Bordering the kiva
is a hallway where some students sit along a wall on the floor in
groups of one of two. There are a few students who are alone and they
sit in the hallway by the lunchroom with headphones in their ears.
Do you see any students with exceptionalities? How are they
treated by other students?
The students with special needs sit in the hallway outside of their
special needs classroom, either on the ground or on a few tables in the
hallway. People appear to be nice and cordial to the students with
exceptionalities, but not truly friends with them.
What issues of inequality are you aware of?
Kids that are perceived as unintelligent seemed to be isolated,
especially group work situations. There is no blatant racism against the
Hispanic students, but there also isnt strong inclusion and the
Hispanic students tend to stick together. A few Hispanic students who
are perceived as jokesters seemed to be more incorporated into the
general student population. There are some unspoken pecking orders
in the lunchroom as the more popular students sit at the tables, the
less popular groups span outward, and the outsiders sit in an isolated
hallway on the ground.
3. Dress. How are the students dressed? Comment on
neatness and apparent affluence. Also note differences in

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dress among groups. Are there ways besides dress that
students use to individualize and/or maintain group affiliation?
While it appears that it is trendy to dress informally in sweatshirts, tshirts, and jeans, I can tell that many of the sweatshirts and t-shirts
are of the name brand variety (Nike, Vans, Victorias Secrets Pink,
Lululemon, North Face, etc.) Name brand shoes like Converse, Vans,
Nikes, and Uggs are also common, as are a wide variety of trendy,
clunky boots for the girls. The students are allowed to wear beanies
and backwards hats, which are popular among the boys. I notice a lot
of girls wearing leggings. Some also wear tight, slightly midriff-baring
shirts and very short shorts and dresses. I also notice some flannel
shirts, puffy vests, and a lot of blue jeans. Although the grunge look
appears to be in (shaggy hair, beanies, sweatshirts) students still look
innately neat and affluent in appearance. Members of sports teams
wear sporty clothes like basketball shorts, athletic socks, and tennis
shoes. The members of the dance team and cheerleading squad wear
their uniforms and warm-ups on game days, and many soccer players,
football players, etc. wear their jerseys and sweats on game days.
Some of the debate students wear nice clothes (slacks, button down
shirts, and even some suits.) A few students that appear to be into film
and/or art wear t-shirts with anime designs. A group of girls wear black
from head to toe and sport some very dark black eye makeup. Most
students have full, all-encompassing lunches (whether school-bought
or homemade) and I see many healthy foods including fruits,
vegetables, yogurt, hummus, and even things like an iced Starbucks
coffee and a Hansons natural soda. Having an IPhones seems to be
the norm among students. Dress seems to be the main way the
students maintain group affiliation, I could not identify any other ways
students individualize.
4. Language. What is the out-of-class language like? How is it
different from in-class language? What sorts of emotions do
they express? What about body language? Note differences in
languages among groups. What about hybrid language
patterns?
Surprisingly, I did not observe a lot of code-switching in and out of the
classroom. The way students held themselves, phrased things, and
acted seemed to be pretty consistent both in and out of the classroom.
The only major difference I saw was that students would sometimes
swear or make negative teacher references outside of the classroom,
which they wouldnt do in the classroom. Overall, the students acted
happier, more animated, and more awake outside of the classroom. In
the classroom, there is a mixture of both very engaged, motivated
students and bored, checked-out students that are just waiting for the
period to end. The body language varied a lot. The engaged students

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sat upright and had full focus on the teacher in class. The disengaged
students slouched in their desks a lot and occasionally even got on
their computers during a lesson. In the hallways, however, most
students seemed energetic, animated and loudaside from the
students that appeared to keep their heads down, headphones in, and
seemed to just go through the motions of school out of obligation.
Most students are primarily English-speaking, however, some Hispanic
students spoke Spanish or a hybrid half Spanish, half English dialect in
the hallways.
5. Interests. If you are unobtrusive, you will be able to
overhear fragments of conversations. What do the students
talk about?
Students love lives seemed to be a large topic of conversation. There
was a dance coming up, so there was a lot of talk about who was
taking who, or who liked who. School tests and homework were also a
common topic, as were upcoming sports events and the results of
sports try-outs (who made varsity and who didnt.) Current events also
seemed to be somewhat on the students radar, as the highly
publicized color-changing dress that has been all over social media
was discussed among many. The debate students discussed upcoming
competitions and the transition of some team members to new debate
events. The more academic kids discussed grades, upcoming
assignments, and their schedules for next year. I heard most from the
athletes and socialites in the hallways, probably because they have a
much stronger voice. I did not hear much at all in the halls from the
socially isolated students.
6. Groups. What groups can you identify? How would you
characterize each group? How rigid is group definition? That
is, are some students members of more than one group?
There definitely appears to be a social hierarchy in place. While it
appears subtle at first glance, I doubt the members of certain lesspopular groups would argue against its existence. I can identify a
group of very confident skaters and skiers and a group of very
confident football playersthese two groups appear to be at the top of
the social pyramid and sit in the middle of the lunchroom at tables that
overflow with students pulling up chairs to sit among the group. Next,
a group of confident boy and girl soccer players, a group of confident
cheerleaders, a group of confident Mormons, (on their way to
seminary) and a group of confident boys and girls (I am unaware of
what their social association is.) They also sit at centrally-located lunch
room tables and appear to secure the next level on the social pyramid.
Next, is a group of very academically-driven students--many of whom I
recognize from my field teachers debate class--a group of quieter,
more timid girls, and a theater-focused group talking about their

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upcoming play. They sit at table on the outskirts of the lunchroom and
I assume take up the next level down on the social pyramid. Next, on
the floors in a little kiva area next to the lunch room, a group of
Hispanic students, a group of students wearing t-shirts with anime
figures on them, and a group of students all wearing black with dark
eye makeup sit in circles on the ground and eat their lunch. Finally,
there are a few students that sit alone in the hallway next to the kiva
and either eat alone or with one other person. While at lunch the
groups appear to be very distinct, they become much more fluid in the
classroom and students usually dont hesitate to work with others that
dont necessarily fit into their own specific group--if their friends arent
in the class. Usually during class, the females and males gravitate
toward each other. The sports groups seem to frequently interact with
one another, as do the popular girls groups, such as the cheerleaders
and dance team members. When I asked my little brother, who attends
PCHS, about his thoughts on the various cliques of the school, his
response was, everyone is pretty much friends with everyone else. I
found his response very interesting because that tended to be my
belief when I attended Park City High. However, upon observing as an
outsider, I can tell that while people are generally friendly toward one
another, the various groups are not truly friends with one another. The
friend overlap tends to only take place inside the classroom. When
students shuffle into the hallway, the friend overlap seems much more
limited to the groups that secure similar rungs on the ladder of social
hierarchy. While a girl on the debate team and a girl on the
cheerleading squad may genuinely consider themselves friends inside
the classroom, the chances of the two girls attending the same party
or social gathering on the weekends seems pretty slim. While a soccer
player and his Hispanic team member may be friends on the soccer
team, it seems equally unlikely that they would attend the same social
events after practice.
7. Territory. Does each group have its own "territory"? Which
one has the most territory? The least territory? How closely
guarded is each group's territory?
As I mentioned above, the territories are most obvious during lunch
hour. The sports groups tend to have the prime real estate in the
lunchroom, then the groups involved in other school activities like
theater and debate get the rest of the tables still in the lunch room but
more on the outskirts, and finally, the loners, Hispanic kids, and
apparent outsiders are left with the floor and hallway space.
8. Classroom. Observe students in the classroom. How does
their behavior differ from out-of-class behavior? Or does it
differ? What kinds of conversations occur in the class? What
groups can you identify? Are they a different composition and

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nature than out-of-classroom groups? How does group
behavior differ?
The groups become less important and friendships seem more about
personality connections inside the classroom. The students also seem
to gravitate toward others that have similar work ethics and academic
expectations, especially when it comes to group projects. Somehow, all
of the boys that dont seem to care much are together in a group
(even though they may be from different social circles) and all of the
girls that want a good grade are together in a group (even though they
also come from different social groups.) The conversations I observed
in class were mostly about the assignment at hand, who was going to
the dance, and assignments the students had in other classes--so the
conversations were less group-specific than they were when students
were immersed in their friend groups. While in the friend groups the
conversations were much more specific. I could identify several girls
from the cheerleading squad in one class and several soccer players in
another, but the social groups were generally well broken up in the
classes I observed.
9. What issues of diversity do you see in the classroom? Do
you see students with exceptionalities? How are they received
by the other students? What accommodations do you see the
teacher making for his/her diverse classroom?
In one English class I observed, the students broke into groups to work
on a final project. The teacher made a point to assign a female student
with some sort of learning disability I could not identify to work with a
group of seemingly nice, friendly girls so she wasnt left in an
uncomfortable situation. While the girls were kind to her and made an
effort to ask her for input, I dont think any of them would have been
overjoyed to have her as their only partner. That is the only real issue
of diversity I have observed so far.
Summary:
Through my observations, I learned that there is an
extremely strong emphasis on academic excellence and
participation in extra-curricular activities in the school, which is
portrayed through the posters on the wall, the items of business
discussed on the announcements and by teachers in their
classes, and even through the students social hierarchy. I also
learned that while students are all generally friendly and kind to
one another, their social interactions outside of class are still
clearly governed by the social groups they identify with. The
social divisions, however, seem to be much more fluid and
flexible inside the confines of the classroom. Overall, most
students do not appear to have to worry about having their basic
needs met--such as food, water, clothing, and shelter. In general,

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most students appear to be affluent, however, I know from
attending Park City High School that looks can be very deceiving
and that not everyone falls under the same socioeconomic
category.
Some main questions that arose when I was observing were:
o What about the socially isolated students in the school
makes them targets for isolation?
o How much pressure does the general student population
feel to succeed both academically and socially?
o What percentage of the student population is LDS?
o What at percentage of the student population is Hispanic?
o What percentage of the student population identifies with
an ethnicity other than White or Hispanic?
Do those students generally feel isolated or included
in the mainstream student population?
o How common is drug use among students and what drugs
are most prevalent?
o How prevalent are issues of depression among students?
o How prevalent are issues with anxiety among students?
o What percentage of the population goes hungry?
o What percentage of the population is homeless?

PART 1.2: STUDENT SHADOW

Armando

I chose to shadow Armando because he is the most at risk student in

the whole sophomore class at Park City High school. He is a part of Park City
Highs Content Link program, in which a cohort of about 20 English language
learners have the same core classes together, as well as a class solely
dedicated to helping provide them with academic support and tutoring. The

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Content Link teacher meets regularly with the students core teachers in PLCs
to collaborate on ways to provide better instruction and support to the
English language learners. While many students have benefitted greatly from
this program, Armando remains un-phased.
My first interaction with Armando was during a grammar lesson. When
I floated around the room to help students with a comma assignment, I saw
that Armandos paper was blank and he refused to participate. When I went
to him to see if he needed help and to ask why he wasnt doing his work, he
said he hated school and that he didnt need it because he was going to
fix cars. I told him if he ever wanted to open his own business he would
need to be able to write to communicate with customers, but he responded
that he would just hire someone to do that.
As I followed Armando to each class, I truly did see the effort the
teachers were making to help him. The Science teacher frequently went over
to him to provide support and even gave him a large extra credit opportunity
to bring up his failing grade. On the other hand, I also saw teachers that, in
the midst of teaching 29 other students, seemed to give up on constantly
asking him to raise his head up from his desk and do the assignments. Since
Armando is one of my students, I have made it my goal not to give up on him
or let him slide under the radar as he tries to evade assignments. I have
made an effort to hold him accountable in class discussions, during journal
prompts, etc., even though it is uncomfortable and slightly intimidating to do
so.
My next steps for Armando are to try to make a connection with him. I
think it would be beneficial to find out what he really enjoys and how I can
bring that into the classroomdespite his failure to answer any of my
questions about his interests on my unit pre-assessment. I want to show
Armando that I care about and believe in him. I think interviewing Armando
about what likes to do in his free time, what his family is like, how he feels
about school and what he wants to do after high school, would give me some
great insight into how I can better appeal to him. While I think Armando is
going to be a student I have to try to form a connection with gradually, my
first step will be to ask him more about the one grain of information he
shared with methat he is good at fixing cars.
In terms of the best way to address a curriculum to facilitate
Armandos learning, I think I would gather a lot from an interview with him. I
have also worked with the Content Link teacher, Ms. Williams, to create a
curriculum that will appeal to my English language learners. Upon speaking
with Ms. Williams, I gathered that her students can really connect with and
are fascinated by the Holocaust. Many of them do not know much about it, so
it is very interesting to them. Based on this information, I created a unit on
the book Night by Elie Wiesel, which tells one mans Holocaust survival story.
I have also created several lessons that center on prejudices because I know
prejudice is something my English language learners face frequently. I am
hoping that by teaching Night and applying the information I gather about
Armando to my unit, I can create some lessons that capture his attention.

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Field Notes
English: Watches as Ms. Yeates talks but not sure if he is engaged. Rests his
head on his arm. Has head down and hood on, not paying attention. Fidgets
with foot. Has head completely down in arms, not looking or making any
effort to listen. Head buried in arms. Armandos rests head in hands. Armando
remains sleeping in his hands for the whole exercise. Teacher wakes up
Armando. Hits him playfully with papers. He sits up with eyes closed. Asks to
leave, leaves for a few minutes. Looks at neighbors quiz. Does not look on
board as teacher talks. Students popcorn read as a class, he doesnt follow
along. Asks for a pencil and draws on laptop. Does not do assignment.
Biology: Looks very unimpressed. Watches science video. Once the class
discussion opens, appears to be taking notes. Gets up to sharpen pencil.
Appears to be more interested. Teacher has lots of visual aids. Paying more
attention than in English. Looks very unmotivated with group work. Teacher
tells him youve got this. Tries to walk him through the notes very patiently.
Looks to look down and does not do assignment. Maybe doesnt know how?
Intimidated to talk with other girls at his table. Cuts papers. Teacher asks
table if the day was easier of harder than other days. Girls answer, he
doesnt. Asks teacher for help. She comes over to help him. Seems he is
intimidated to interact with the girls at his table. Does work silently. The
teacher goes up to him several times in class to offer help. Encourages him to
start on extra credit packet to get that grade up.
World History: Comes in 2o min late. Teacher tells him they are talking
about the hundred years war. Armando sits in the back of the room with arms
folded when everyone else is collaborating with a partner. Looks for paper in
backpack. Seems to check out from lecture. Not following along on paper
maybe lost it? Continues to search in backpack. Takes out a sheet of lined
paper to take notes. Appears to watch teacher, maybe listening? Not taking
any notes in notebook. Teacher asks students to take out computers. The
teacher asks students to scroll through a gallery of pictures. He appears to be
scrolling through the gallery as instructed. Asks them about 3 things they
learned or found interesting, share it with a friend. He sits in the back by
himself and just looks at the laptop teacher doesnt say anything. She either
doesnt notice or doesnt want the hassle? She tells students to take a
moment to help each other with questions 1-12. He sits in the back with his
head down. He doesnt fill out sheet at all. Teacher asks to share, he doesnt.
Packs up early.

Anthony -

Anthony is another student in the Content Link program. Unlike

Armando, however, Anthony has been excelling in school over the past few
months. I chose to shadow Anthony because I wanted to see what the
differences were between his academic experience and Armandos. When
observing Anthony, however, I couldnt find any one major reason why he
was having so much more success. It seems maybe he is just a more
compliant person in general and maybe a better fit with the way school is set

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up than Armando. Anthony never talks in class, but always listens intently.
He seems to be a somewhat passive learner, so my goal for him over the
next few months is to see him participate more in class. My first step in order
to increase his participation will also be an interview. In this interview, I will
ask Anthony about his interests, family, goals, and learning style. I found out
from my unit pre-assessment that Anthony likes to do projects to show his
learning, so my final assessment is now a hands-on activism project. I am
hoping to see Anthony connect with this project, as well with as the Holocaust
unit overall.
I also noticed that when students were given the chance to choose
partners in Anthonys classes, all of the white students gravitated toward one
another, which left Anthony to fend for himself or link up with another ELL
student. In order to combat this, I plan to utilize assigned partners, seating
charts, and small groups to force students out of their comfort zone and to
alleviate any exclusion that students like Armando and Anthony may face in
group/partner situations.
English: Very Quiet. Appears to take quiz. Keeps hood on. Continues to look
on computer as teacher is talking, likely looking at something else. Teacher
asks, what are our prepositions in chapter 5? Responds, I dont even know
what that means. Patient and asks him what some of the phrases are that
are listed on the sheet. Gives an answer. Popcorn read as a class, doesnt
follow along. Appears very disinterested. Looks at different points in the room
in a daze. Later appears to follow along. When teacher gives assignment,
puts head down. Looks at the list and appears to do the assignment. Appears
to take time on and put thought into the assignment.
Biology: Sits quietly with hood on head. Watches video intently. Appears to
be taking notes. Listens to lecture and takes notes. Keeps hood up. Looks to
be giving a good effort to assignment. Watches what teacher does on board.
Says he is done. Teacher asks him if it was easier/harder than other lessons.
He says easier. She says because it was easier of just more clear. He says,
more clear. Diligently does the cutting assignment.
World History: Appears to be engaged. Teacher asks students to conduct a
minute and a half conversation, talks to partner. Very engaging teaching
style, writes everything on the his paper as she talks. Teacher gives short
lecture with prompting questions. Teacher tells them to collaborate on
questions with someone they do not know and have maybe never talked to.
He partners with another ELL student from his link class. May feel like he will
be rejected? All white students at first look for other white students. Seems
engaged in lecture. Takes notes on Question worksheet. He scrolls through
the gallery as instructed. Teacher asks students to share 3 things they
learned or found interesting. He speaks briefly with another ELL student. He
appears to watch the video. Teacher tells students to take a moment to help
each other. A large group of white students work together right next to him
but he talks lightly with ELL students then looks around. The teacher asks
students to share again, he (somewhat) shares with Hispanic friend.

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PART II: THE SURROUNDING COMMUNITY

1. What is something that shows the natural beauty of the
area?
Mountains and trails surround Park City, UT.
2. Are there indicators that the area is changing?
Vail Resorts recently bought Park City Mountain Resort for $182
million, which connects Park City Mountain Resort and the
Canyons ski resort, making it the largest ski resort in North
America (Olmsted). This has already increased the price of
property and has caused to the real estate market to boom.
3. Are there indicators that the area is experiencing growth
or contraction?
Vails acquisition of Park City Mountain Resort has already
increased property prices and caused a rapid surge in the local
real estate market. It is estimated that the recent acquisition will
cause a large increase in the citys population growth and
property values (Vail Comes to Park City What Does it All
Mean?)
4. What kid-friendly elements exist in the community?
There are three major ski resorts within 15 minutes of Park City
High school. There is also a field house where students can use
the gym, indoor track, and large indoor field; two movie
theaters; a racquet club with tennis courts and an outdoor pool;
an Olympic-sized indoor pool at Ecker Hill Middle School; an
indoor ice rink; a large outlet mall for shopping; an Olympic sport
park with various summer and winter activities; soccer fields
throughout the town; free weekly outdoor concerts at the
Newpark Town Center in the summer; a summer alpine slide and
zip line at Park City Mountain Resort; a trendy new bowling alley

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called Jupiter Bowl; and a large amount of hiking and mountain
biking trails.
5. What are the local businesses?
Locally-owned restaurants, title companies, property
management companies, advertising companies, boutiques,
florists, event planning companies, catering companies, pet care
companies, spas and fitness centers, and over 100 nonprofits
make up the Park City local business landscape.
6. Is the community proud of the school? What do they
seem to be most proud of?
The community is extremely proud of the school. It is most proud
of its high achieving students, prestigious college acceptance
rates, high-quality teachers, rigorous academic offerings, and
large student involvement in student clubs, local organizations,
and extra-curricular activities.
7. How diverse is the community? (both ethnically and
socioeconomically)
According to city-data.com, 71.8 percent of the population is
white, 24.1 percent of the population is Hispanic, two percent is
Asian, one percent identifies with two or more races, .3 percent
is black, .3 percent is American Indian, and .2 percent is g pacific
islander. According to USA.com, based on 2008-2012 data, the
median family income is $71,125 and the mean family income is
$111,719 (Park City, Utah income map, earnings map, and wages
data). There also appears to be a stark difference in income
between those in the service industry--26.2 percent of the
population--and those in the management and professional
category--33.7 percent of the population (Park City, UT Income
and Careers).
8. Where do people work?
Park City residents work for local real estate companies; local
title companies; the local ski resorts, hotels and restaurants; the
local hospital; dental, orthodontic, veterinarian, and medical
practices; advertising agencies; property management
companies; transportation companies; Skullcandy;
Backcountry.com; the Park Record newspaper; local health spas
and fitness centers; and the Park City Chambers of Commerce.
In addition, many residents have their own businesses or
commute to Salt Lake City for work.
9. How do people spend their leisure time?

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Most people spend their leisure time outdoors. Whether it is
walking their dogs, skiing, running, hiking, snow shoeing, playing
team sports, attending outdoor concerts, or mountain biking,
participation in outdoor activities is highly valued.
10.
What is something that surprised you about the
area?
The 2013 population consisted of only 7,962 people (Park City,
Utah income map, earnings map, and wages data).
11.
What could be improved about the area?
More low-income housing could greatly improve the area
(Affordable Housing).
12.
What would you like to ask people in the
community?
How do you feel about the Vail acquisition of Park City?
How do you feel equalization bill would send local taxes to other
school districts?
What is your biggest concern when it comes to your childs
education?
Summary:
From my research, I came to the conclusion that since outdoor
activities are such a major part of life in Park City, I will incorporate
various exercises, discussions, examples, and metaphors that pertain
to outdoor activities (skiing, hiking, biking) into my lesson plans to
make them more relevant and interesting to my students. I also
decided that, because there is such a significant Hispanic population in
Park City, it will prove beneficial for me to implement differentiation
methods (such as including visual aids and providing assignments with
additional scaffolding/modeling for those who need it) whenever
possible, in order to better accommodate English language learners. I
will also make a very conscious effort to draw on my Hispanic students
funds of knowledge, including their cultural practices, beliefs, and
values whenever possible. Lastly, I would like to incorporate some
short stories and/or poems into my curriculum that include a Hispanic
protagonist, or that bring in an element of Hispanic culture.

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Work Cited
Affordable Housing. (n.d.). Retrieved March 1, 2015, from
http://www.parkcity.org/index.aspx?page=235
Olmsted, L. (2014, September 13). Vail Acquires Park City Mountain
Resort, Doubling Utah Ski Options.
Park City, UT Income and Careers. (n.d.). Retrieved March 1, 2015,
from http://www.usa.com/park-city-ut-income-and-careers.html.
Park City, Utah income map, earnings map, and wages data. (n.d.).
Retrieved March 1, 2015, from http://www.citydata.com/income/income-Park-City-Utah.html.
Vail Comes to Park City What Does it All Mean? (n.d.). Retrieved
March 1, 2015, from http://www.jessreidrealestate.com/blog/vailcomes-to-park-city/