Renaissance Public
School Academy
3rd Grade
Social Studies Curriculum
Guide
2013
1
Year at a Glance
1st 9 Week Unit
The Early History of Michigan and The
Growth of Michigan
2nd 9 Week Unit
The Government of Michigan and Public
Issues Facing Michigan Citizens
3rd 9 Week Unit
The Geography of Michigan
4th 9 Week Unit
The Economy of Michigan
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Using this Guide:
This curriculum guide is to be used as just that, a guide. While using this guide you are encouraged
to take notes on what activities were successful, which ones were not, and what suggested ideas to
add. The sequence was planned in theory and once in practice, does it make sense? This guide
should be used as a living document that should be adjusted throughout the year and changed from
year to year in order to best meet the needs of our students. Each 6-week unit has multiple science
standards. Science processes and inquiry skills are incorporated into each unit. Please note that
you can work on more skills than the ones listed if the teachable moments occur. This guide strives
to keep each teacher focused on the same standards and skills while using their own teaching
styles and approaches. If a concept is not the focus until later in the year, you may introduce the
students to it if it works with earlier lessons.
Within each unit are samples of activities and assessments. Please note teachers are not limited to
these examples. Additional lessons, activities, and assessments are expected and encouraged.
The sample activities are not exclusive to the particular unit in which it is listed. If you like an
activity and want to tweak it for a future unit please do so. When using this guide, you will notice
that there is not a sample activity for every standard or essential skill listed. It is the teacher’s
responsibility to know the skills to be focused on for each unit. This guide provides ideas; gives a
framework; and educates the teacher on areas in which she/he requires guidance. This guide is a
planning tool used to align the standards and the school. The teacher is the determining factor in
how effectively this guide is to be used.
Grade levels should use this guide to create more in-depth lesson plans while not limiting their
creative process to the resources listed. During each unit, it is crucial to monitor all standards
being taught. By the end of each unit, the teacher should have a strong knowledge of where each
child is performing in each area. This data will be used to determine which skills need to be retaught and which students need remediation. A chart at the end of this guide shows the specific
standards covered during each unit.
Note: if there are students who have not mastered a skill and that skill is not represented in future
units, the teacher will need to determine a plan on how she or he will revisit that skill/standard and
at what level of instruction (whole class, small group or one on one) students will receive.
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Notes, Tips, and Pointers
Writing Across the Curriculum
Three Text Types
Argument
Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on
the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or
problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or
conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary
work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing
about. In history/social studies, students analyze evidence from multiple primary and secondary sources to
advance a claim that is best supported by the evidence, and they argue for a historically or empirically
situated interpretation. In science, students make claims in the form of statements or conclusions that
answer questions or address problems. Using data in a scientifically acceptable form, students marshal
evidence and draw on their understanding of scientific concepts to argue in support of their claims.
Informational/Explanatory Writing
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more
closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a
procedure or process, or to provide readers with an enhanced comprehension of a concept.
Informational/explanatory writing addresses matters such as types (What are the different types of poetry?)
and components (What are the parts of a motor?); size, function, or behavior (How big is the United States?
What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch
of government function?); and why things happen (Why do some authors blend genres?). To produce this
kind of writing, students draw from what they already know and from primary and secondary sources. With
practice, students become better able to develop a controlling idea and a coherent focus on a topic and more
skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also
able to use a variety of techniques to convey information, such as naming, defining, describing, or
differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or
a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including
academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as
well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications,
and résumés. As students advance through the grades, they expand their repertoire of
informational/explanatory genres and use them effectively in a variety of disciplines and domains.
Although information is provided in both arguments and explanations, the two types of writing have different
aims. Arguments seek to make people believe that something is true or to persuade people to change their
beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer
questions about why or how. Their aim is to make the reader understand rather than to persuade him or her
to accept a certain point of view. In short, arguments are used for persuasion and explanations for
clarification.
Like arguments, explanations provide information about causes, contexts, and consequences of processes,
phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only
gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on
a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical
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descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his
or her claim(s) with sound reasoning and relevant and sufficient evidence.
Narrative Writing
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be
used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts,
students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and
autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict
specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior
monologue that provide insight into the narrator’s and characters’ personalities and motives; and to
manipulate pace to highlight the significance of events and create tension and suspense. In history/social
studies, students write narrative accounts about individuals. They also construct event models of what
happened, selecting from their sources only the most relevant information. In science, students write
narrative descriptions of the step-by-step procedures they follow in their investigations so that others can
replicate their procedures and (perhaps) reach the same results. With practice, students expand their
repertoire and control of different narrative strategies.
Additional Examples
Writing is integrated into all of our subject areas. Students need to write in many different ways and for
many different purposes to understand the importance of writing. The writing process should be taught
explicitly on a daily basis. The steps of the writing process need to be followed in all grades from the
prewriting to publishing. However, that is not the only time writing should take place in a classroom.
Students in kindergarten up to eighth grade should be writing five to ten times a day. Each grade will
manifest the processes differently, but many of the ideas are the same. And remember, it is not just the
students who should be writing throughout the day, it is the teachers too. Shared writing, model writing,
recording student-generated ideas, and creating classroom-generated charts and graphs are great ways to
model the importance of writing and create a classroom brimming with literacy.
Quick Writes: When you are in the middle of an activity/ lesson, watching an educational film, or reading a
passage in any content area, a Quick Write is a great process to work on with your students. The idea is to
stop at designated points during your instruction to check for understanding, make predictions, hypothesis
or inference, make a connection, summarize, etc. The students write their thoughts down quickly and share
with designated students. This activity should only take about 5-10 minutes, depending if your students
share their Quick Writes with the whole class, a partner, or small group. Many teachers who use this
method keep scratch paper near the desks or use notebooks or Quick Write journals.
Reports/ Research papers: Students can create a research paper or report at every grade level. Get the
students involved in their science or social studies topics through exploration and creating a research paper
that they can publish.
Journaling: There are so many ways to get students journaling. All they need is a notebook and pencil.
Students can write about their ideas, personal experiences, and opinions. The teacher can provide a
prompt, story starter, or let the student select a topic. Interactive journals are a great way to use journaling
for communication. In this process students write to the teacher and the teacher writes back. This is also a
creative way to work on letter writing, using writing as a communication tool, building relationships with
students, and teaching mini lessons to a particular child.
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Note Taking: Note taking is an important skill and one that needs to be taught. A student should not be
copying word for word off of the board. Students should be creating their own words to capture what they
have learned and this should be explicitly taught. In the younger grades, students can draw pictures of
what they have learned and use labels as an early version of note taking.
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Grouping Practices:
●
Varying the way students are grouped for instruction is an important component of planning
and teaching. There is a place for whole group, small group, partner work, and 1-on-1
instruction throughout the day. Determining an instructional method is part of the lesson
planning process along with planning what the students will be doing with or without the
direct instruction from the teacher.
●
Students need to truly understand the teacher’s expectations and procedures when
working with partners, in centers/ stations, or independently. These expectations should be
modeled and practiced at the beginning of the year. When working in small groups, the
teacher needs to make sure the other students are working on high-quality, independent
work, or academic centers.
●
Small group instruction is great for working with a few students with similar areas of
weakness and at similar levels or to facilitate a small group of students at different levels
learning from one another.
●
When pairing students, be thoughtful of which students should be paired together.
Typically the highest performer in the classroom should not be paired with the lowest
performer in the classroom because both may feel frustrated. Also, many times students
with specific personality traits do not work well together. For example, two shy students or
a student who struggles with behavior and a student who is very quiet.
●
Every teacher also needs to plan for what she/he will be doing when students are working in
pairs or independently. Will the teacher be walking around and checking for understanding
with groups or students, or calling students over to a table to do some 1-on-1 instruction or
assessing? Avoid the mistake of using this time to catch up on e-mails or finish paperwork.
Each and every moment the students are in the classroom is an opportunity to learn more
about the students and make a larger impact on their learning.
Assessments:
Data should drive the teacher’s instruction. Teachers need to use formative and summative
assessments such as: performance tasks, observations, writing samples, interim assessments,
pre/mid/post unit assessments to determine which students are at mastery and which students
need more assistance/ remediation. Using frequent student data provides informed decision
making in order to determine the pace of the classroom and the need for additional activities to
strengthen a concept in the class.
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Comprehension Strategies:
Research shows that skilled readers use a set of learning strategies that help them make meaning
from text. Teachers need to expose students to these strategies starting in kindergarten and going
through 8th grade by modeling, conducting think-alouds, and facilitating class discussions.
Making Connections: Children make personal connections with the text by using their schema
(prior knowledge). There are three main types of connections that can be made: Text to Text, Text
to Self, and Text to World. It is important to model/ teach students how to activate their prior
knowledge and make connections before, during, and after reading.
Questioning: Questions help students clarify and deepen their understanding of the text they are
reading. Using stickies, journals or recording forms for students to jot down questions before,
during, and after reading is an effective technique for students to record their ideas.
Visualizing: Mental pictures are the cinema-like unfolding of imagery in your mind that makes
reading three-dimensional. Visualizing helps readers engage with text in ways that make it
personal and memorable.
Inferring: Inferring is usually described as “reading between the lines.” Readers form best
guesses using evidence such as context clues, picture clues, and their own personal knowledge.
Students predict, draw conclusions, and find meaning in unknown words.
Evaluating: Readers judge, justify, and/or defend understandings to determine importance based
on stated criteria. The reader makes judgments about what they read and can explain their way
through evidence in the text.
Synthesizing: Readers’ thinking changes as they gather more information. New information makes
readers re-evaluate their schema to form new schema. In a more child friendly term, synthesizing
is putting the pieces together to see them in a new way.
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Michigan’s Grade Level Content Expectations for Social Studies
The purpose of social studies instruction is to develop social understanding and civic
efficacy. The Grade Level Content Expectations (GLCE) balance disciplinary content
and processes and skills that contribute to responsible citizenship and form a
foundation for high school social studies coursework.
The disciplinary knowledge found in this document can be used by students to
construct meaning through understanding of powerful ideas drawn from the
disciplines of history, geography, civics and government, and economics. These
ideas can be best supported by assessment and instruction that focuses on the
Standards for Assessment and the Standards for Teaching and Learning found in
the Michigan Curriculum Framework.
Effective social studies instruction and assessment incorporate methods of inquiry,
involve public discourse and decision making, and provide opportunities for citizen
involvement. Each year, students should receive instruction that allows them to think
and act as historians, geographers, political scientists, and economists. For this type of
thinking to occur, teachers should utilize the following disciplinary processes with their
students:
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●
●
●
●
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acquiring, organizing, and presenting social studies information
conducting investigations on social studies questions
analyzing public issues in our various communities
engaging in constructive conversation around social studies topics
composing cohesive essays expressing a position on public issues
participating constructively as community members
Respect for the underlying values of a democratic society is developed through
effective social studies education. Rigorous standards provide a framework for
designing curriculum, assessment, and effective classroom instruction that result in
relevant learning experiences.
These content expectations provide the necessary framework for deliberate
professional development. Working collaboratively, teachers, administrators,
university personnel, government officials, parents, community organizations, and
businesses will prepare Michigan students to become productive 21st century citizens.
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The K-8 Social Studies GLCE were developed to meet the following criteria:
Rigor
● challenging enough to equip students to succeed at the next grade level
● represent the essential core content of a discipline – its key concepts and how they relate to each other
Clarity
● more than just plain and jargon-free prose
● widely understood and accepted by teachers, parents, school boards, and others who have a stake in the quality of
schooling
● provide guidance for university faculties who will prepare teachers to convey the expectations, and who later receive
those teachers’ students
Specificity
● enough detail to guide districts in developing curricula and teachers in planning instruction
● address available time for instruction
Focus
● prioritize facts, concepts, and skills that should be emphasized at each grade level
Progression
● move from simple to complex, from concrete to abstract
● delineate a progression of knowledge and skills, rather than repetition from grade to grade
Coherence
● reflect a coherent structure of the discipline and/or reveal significant relationships among the strands, and
how the study of one complements the study of another
● represent a “back-mapping” from the high school expectations to a progression of benchmarks that middle and
elementary school students would need to reach in order to be “on track” for success in college and work
The Challenges of Developing Content Expectations in Social Studies
At the national level and in just about every state, establishing standards and benchmarks in the social
studies has been a challenging endeavor, filled with political and pedagogical controversy. Three enduring
educational issues have challenged the creation of standards/content expectations to guide instruction and
assessment in Michigan: (1) The challenge of integrating separate disciplines, (2)The challenge of
representing both thinking and substance, and (3) The challenge of determining an effective K-12 scope
and sequence.
First, while everyone recognizes that social studies is an amalgam of four or more disciplines including
history, civics, economics and geography, there is no consensus concerning the appropriate mix of
these or the appropriate place of each in the curriculum. Critical questions about the relationship
among the content areas or even the relative amount of each area in the standards and eventually in
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the curriculum have not been resolved. Therefore, one critical challenge is to find ways to make
connections within and across content areas.
Second, social studies educators face a problem in trying to reflect both disciplinary “thinking” and
“substance” in standards documents. This is particularly true in history and civics where people want
students to develop more sophisticated ways to think about contemporary issues and to draw upon
specific knowledge of the past and the present in their thinking. So, standards and content
expectations must include both thinking and knowledge expectations in such a combination that can
effectively guide teachers, curriculum designers, and, of course, assessors.
When standards documents stress “thinking” at the expense of “substance,” teachers and
educational critics often argue these appear vague and offer little guidance for deciding what
content should be taught and tested. Teachers often complain that the mandated tests assess
content not specified in standards or benchmarks.
On the other hand, standards that specify more substantive detail face their own critics who argue that
such detail is too prescriptive and gives too much content to be effectively assessed in large-scale,
multiple-choice dominated exams. A second challenge, therefore, is to provide more substance to meet
the criticism that Michigan’s standards were too vague without losing sight of the central purposes for
offering social studies to our students.
Finally, there is the challenge of creating a sensible and educationally sound K-12 scope and sequence.
For many years, states required the full run of U.S. history in grades 5, 8 and 11. Critics argued this
privileged breadth over depth, and urged dividing historical content into three sections for students to
study in more depth in 5th, 8th and 11th grades. Still others argued that this arrangement was asking very
young students(e.g., 5th graders) to study, remember, and be able to use very sophisticated concepts
and events five or six years later when they were studying U.S. history in high school. Most advanced
courses rely upon earlier grades to develop foundational skills and knowledge, but do not expect earlier
grades to help students achieve the sophisticated study possible in
high school. Thus they begin their studies of U.S. history at the “beginning.” In short, social studies
educators have developed three different and compelling patterns for structuring the scope and sequence
in social studies.
The standards and expectations that follow represent the best efforts of the various writing and review
committees to provide the integration, coherence, and the scope and sequence that will guide instruction
and assessment in Michigan.
ACTIVE RESPONSIBLE CITIZENS
Our constitutional democracy requires active citizens. Responsible citizenship requires students to
participate actively while learning in the classroom. Instruction should provide activities that actively
engage students so that they simultaneously learn about civic participation while involved in the civic
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life of their communities, our state, and our nation. The social studies curriculum prepares students to
participate in political activities, to serve their communities, and to regulate themselves responsibly.
The Responsible Citizen
● Uses knowledge of the past to construct meaningful understanding of our diverse cultural heritage and inform his/her civic
judgments (Historical Perspective)
● Uses knowledge of spatial patterns on earth to understand processes that shape both the natural environments and the
diverse societies that inhabit them (Geographic Perspective)
● Uses knowledge of American government and politics to make decisions about governing his/her community (Civic
Perspective)
● Uses knowledge of the production, distribution and consumption of goods and services to make personal, career and
societal decisions about the use of scarce resources (Economic Perspective)
● Uses methods of social science investigation to answer questions about society (Inquiry)
● Knows how, when, and where to construct and express reasoned positions on public issues (Public Discourse and Decision
Making)
● Acts constructively to further the public good (Citizen Involvement)
USING SOCIAL STUDIES TO DEVELOP DIGITAL-AGE PROFICIENCIES
The use of technology is critical for responsible citizenship. Citizens must know how to read and comprehend narratives from
a variety of sources, understand and use data effectively, as well as know how to compile and present valid and reliable data.
The development of vocabulary, critical to understanding and communication, is an important component of the social studies
curriculum. Finally writing, especially expository, informational and persuasive writing, is an empowering skill needed by all
citizens. The ability to clearly communicate one’s ideas and reasoned viewpoints is the hallmark of a responsible citizen.
“The current and future health of America’s 21st Century Economy depends directly on how broadly and
deeply Americans reach a new level of literacy—21st Century Literacy—that includes strong academic
skills, thinking, reasoning, teamwork skills, and proficiency in using technology.” —21st Century
Workforce Commission National Alliance of Business
In order to thrive in a digital economy, students will need digital-age proficiencies. These proficiencies include:
● Basic, scientific, technological, financial, economic, and civic literacy
● Visual and information literacy
● Cultural literacy and global awareness
● Adaptability, ability to manage complexity, and self-direction
● Curiosity, creativity, and risk-taking
● Higher order thinking and sound reasoning
● Teaming and collaboration
● Personal and social responsibility
● Interactive communication
● Prioritizing, planning, and managing for results
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● Effective use of real-world tools
● High quality results with real-world application
K-5 Overview
K-5 GradeSpecific
Contexts
Kindergarten
First
Second
Third
Fourth
Myself and Others
Families and
Schools
The Local
Community
Michigan Studies
United States
Studies
Using a familiar context for five and six year olds, kindergartners
learn about the social studies disciplines (history, geography,
civics and government, and economics) through the lens of
“Myself and Others.” Accordingly, each discipline focuses on
developing rudimentary understandings through an integrated
approach to the field.
In first grade, students continue to explore the social studies
disciplines of history, geography, civics and government, and
economics through an integrated approach using the context of
school and families. This is the students’ first introduction to social
institutions as they draw upon knowledge learned in kindergarten to
develop more sophisticated understandings of each discipline.
In second grade, students continue the integrative approach to
social studies through the context of the local community. This the
first time students are introduced to a social environment larger than
their immediate surroundings and they draw upon knowledge
learned in previous grades to develop more sophisticated
understandings to explore the social studies disciplines of history,
geography, civics and government, and economics.
Third grade students explore the social studies disciplines of history,
geography, civics and government, and economics through the
context of Michigan studies. Building on prior social studies
knowledge and applying new concepts of each social studies
discipline to the increasingly complex social environment of their
state, the third grade content expectations help prepare students for
more sophisticated studies of their country and world in later grades.
Using the context of the United States, fourth grade students learn
significant social studies concepts within an increasingly complex
social environment. They examine fundamental concepts in
geography, civics and government, and economics through the
lens of Michigan history and the United States.
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Fifth
Integrated
American
History
The fifth grade social studies content expectations mark a departure
from the social studies approach taken in previous grades. Building
upon the geography, civics and government, and economics
concepts of the United States mastered in fourth grade and
historical inquiry from earlier grades, the fifth grade expectations
begin a more disciplinary-centered approach concentrating on the
early history of the United States. Students begin their study of
American history with American Indian peoples before the arrival of
European explorers and conclude with the adoption of the Bill of
Rights in 1791. Although the content expectations are organized by
historical era, they build upon students’ understandings of the other
social studies disciplines from earlier grades and require students to
apply these concepts within the context of American history.
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Michigan Studies
Grade Three
Third grade students explore the social studies disciplines of history, geography, civics and government,
and economics through the context of Michigan studies. Building on prior social studies knowledge and
applying new concepts of each social studies discipline to the increasingly complex social environment of
their state, the third grade content expectations prepare students for more sophisticated studies of their
country and world in later grades.
History
In third grade, students refine their abilities to think like a historian by identifying the types of questions
that historians ask. Building upon experiences of timeline construction, students sequence early periods
of Michigan history from exploration through attaining statehood. The expectations move students from
examining a variety of simple sources to understanding how historians use both primary and
secondary sources to learn about the past. Students use both types of sources as they explore the
early history of Michigan, providing a rich connection to the English language arts. Through traditional
stories, students learn about the beliefs of American Indians. They compare how American Indians and
settlers interacted with their environment through informational text. The skill of constructing historical
narratives is developed using the context of daily life in the early settlements. The expectations build on
students’ sense of chronology by requiring students to describe causal relationships among events.
These foundational understandings prepare students for more sophisticated writing and analyses as
they prepare to study United States history in subsequent grades.
Geography
Third grade students draw upon prior knowledge to create more complex understandings of geographic
concepts using the context of Michigan. They further develop spatial awareness through the use of more
complex maps of Michigan. Students refine the concept of regions as they explore different ways Michigan
can be divided into regions and learn about the different geographic regions to which Michigan belongs.
Building upon their knowledge of human systems, students investigate current economic activities in
Michigan and explore factors that influence the location of these economic activities. The expectations
also extend the geographic theme of movement as students describe current movements of goods,
people, jobs, or information to, from, or within Michigan, and investigate the reasons for the movements. In
addressing human-environment interactions, the expectations integrate history as students apply their
knowledge of how people adapt to, use, and modify the environment to the more complex social
environment of their state. More sophisticated understandings are also created as students locate different
natural resources in Michigan and analyze the consequences of their use. These foundations prepare
students for a more elaborate understanding of geography as they examine their country and world in
subsequent grades.
Civics and Government
In extending students’ civic perspective beyond the family, neighborhood, and community to the state, the
third grade content expectations prepare students for their role as responsible and informed citizens of
Michigan. Building upon their knowledge of government of the local community, students distinguish the
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roles of state government from local government. Using the context of state government, students examine
the concept of separation of powers by exploring the powers of each branch of state government. By
examining how the state courts function to resolve conflicts, students deepen their understanding of the rule
of law. The idea of representative government is introduced. By focusing on key concepts, such as citizens’
rights and responsibilities, separation of powers, individual rights, rules of law, representative government,
and justice, students are prepared for the roles of citizens in our democratic republic.
Economics
Third grade students refine their understanding of the principles and concepts of economics. Building on
a basic understanding of scarcity and choice, students learn to appreciate the relationships among
scarcity, choice, and opportunity costs in making economic decisions. In addition, students are introduced
to how incentives impact economic decision making. Students explore Michigan’s economy by examining
how natural resources have influenced economic development in the state. An introduction to the
concepts of entrepreneurship, specialization, and interdependence allows students to explore the
relationship of Michigan to the national and global economies. Finally, students use these concepts to
consider the role of new business development in Michigan’s future.
Public Discourse, Decision Making, and Citizen Involvement
Students continue to develop a more sophisticated understanding of public issues and the importance of
citizen action in a democratic republic. Using the context of Michigan, third grade students identify public
policy issues facing citizens in Michigan, use graphic data and other sources to analyze information about
the issue, and evaluate alternative resolutions. By utilizing core democratic values to demonstrate why
people may differ on the resolution of a state issue, students continue to develop competency in
expressing their own opinions relative to these issues and justify their opinions with reasons. This
foundational knowledge is built upon throughout the grades as students develop a greater understanding
of how, when, and where to communicate their positions on public issues with a reasoned argument.
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Unit 1: The Early History of Michigan and The Growth of Michigan
In this unit students use primary and secondary sources of information to explore the early history of
Michigan. They begin by examining the work of historians and the types of questions they ask. Then, they
apply historical thinking skills to a study of American Indians in Michigan, exploration and early settlement.
The unit provides a strong link to geography as students analyze ways in which both American Indians and
settlers used, adapted to, and modified the environment. Through stories and informational text, students
examine Michigan’s past. Civics is naturally integrated as students explore how Michigan became a state.
Throughout the unit, emphasis is placed on major historical concepts such as chronology, cause and effect,
and point of view.
Students will also combine what they have previously learned about geography, economics, and the early
history of Michigan to explore the growth of Michigan after statehood. The emphasis is on large-scale
developments like the growth of manufacturing and population growth as opposed to specific historical eras
and events. Students explore how natural resources such as fertile soil, trees, and minerals influenced
certain businesses to take root in Michigan. By examining farming and the growth of manufacturing in
Michigan, students further their understanding of ways in which people put natural resources to work. They
also explore how industries led to the growth of towns and cities. Particular focus is placed on the significant
role of the automobile industry in Michigan as a case study of entrepreneurship and role of geography in the
growth of Michigan’s cities and towns. Students then explore push and pull factors of migration that led to
population growth in Michigan and how different cultural groups have created unique regions within the state.
Finally, students examine recent population trends in the state and explain the trends by applying geographic,
economic, and historical concepts.
BENCHMARKS COVERED:
● 3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What
happened? When did it happen? Who was involved? How and why did it happen?)
● 3 – H3.0.2 Explain how historians use primary and secondary sources to answer questions
about the past.
● 3 – H3.0.3 Describe the causal relationships between three events in Michigan’s past (e.g.,
Erie Canal, more people came, statehood).
● 3 – H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway
●
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(Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in
Michigan in order to make generalizations about their beliefs.
3 – H3.0.5 Use informational text and visual data to compare how American Indians and
settlers in the early history of Michigan adapted to, used, and modified their environment.
3 – H3.0.6 Use a variety of sources to describe interactions that occurred between
American Indians and the first European explorers and settlers in Michigan.
3 – H3.0.7 Use a variety of primary and secondary sources to construct a historical
narrative about daily life in the early settlements of Michigan (pre-statehood).
3 - H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals
affected the history of Michigan.
3 – H3.0.9 Describe how Michigan attained statehood.
3 – H3.0.10 Create a timeline to sequence early Michigan history (American Indians,
exploration, settlement, statehood).
17
● 3 – G4.0.4 Use data and current information about the Anishinaabeg and other American
Indians living in Michigan today to describe the cultural aspects of modern American Indian
life; give an example of how another cultural group in Michigan today has preserved and
built upon its cultural heritage.
● 3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons
why they came (push/pull factors). (H)
● 3 – E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic
development (e.g., how waterways and other natural resources have influenced economic
activities such as mining, lumbering, automobile manufacturing, and furniture making). (H,
G)
● 3 – E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to
produce goods and services in Michigan. (H, G)
● 4 – H3.0.5 Use visual data and informational text or primary accounts to compare a major
Michigan economic activity today with that same or a related activity in the past. (E)
● 4 – H3.0.6 Use a variety of primary and secondary sources to construct a historical
narrative about the beginnings of the automobile industry and the labor movement in
Michigan. (G, E)
ADDITIONAL SKILLS
■
■
■
■
■
Cause and Effect
Describing
Point of View/Perspective
Comparing/Contrasting
Generalizing.
ESSENTIAL QUESTIONS:
1
2
How have economics and the early history of Michigan influenced how Michigan grew?
How did people in Michigan work together to meet new challenges as Michigan grew?
ESSENTIAL CONTENT/ UNDERSTANDINGS:
The students will understand how to:
●
●
●
●
●
●
●
●
●
Explain how historians use primary and secondary sources to answer questions about the past .
Compare how American Indians and settlers in the early history of Michigan adapted to, used, and
modified their environment.
Give information about Anishinaabeg and other American Indians living in Michigan today to
describe the cultural aspects of modern American Indian life.
Describe interactions that occurred between American Indians and the first European explorers and
settlers in Michigan.
Describe how Michigan attained statehood.
Analyze how Michigan’s location and natural resources influenced its economic development
Describe how entrepreneurs combine natural, human, and capital resources to produce goods and
services in Michigan.
Describe diverse groups that have come into a region of Michigan and reasons why they came
(push/pull factors).
Give an example of how another cultural group in Michigan today has preserved and built upon its
cultural heritage.
18
THINKING QUESTIONS:
1
2
3
4
How do historians learn about the past?
How did people and events influence the early history of Michigan?
How has Michigan changed over time?
How have Michigan's resources impacted the economy and growth of the state?
TERMINOLOGY
cause and effect
chronology
culture
exploration
human/environment interaction
Michigan
primary sources
secondary sources
settlement
statehood
agriculture
agriculture and manufacturing
auto industry
automobile industry
economic trends
entrepreneur
human/environment interaction
human migration
manufacturing
Michigan
natural resources
population
push/pull factors
TARGETED OUTCOMES:
At the end of this unit students should have the ability to:
● 3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What
happened? When did it happen? Who was involved? How and why did it happen?)
● 3 – H3.0.2 Explain how historians use primary and secondary sources to answer questions
about the past.
● 3 – H3.0.3 Describe the causal relationships between three events in Michigan’s past (e.g.,
●
●
Erie Canal, more people came, statehood).
3 – H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway
(Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in
Michigan in order to make generalizations about their beliefs.
3 – H3.0.5 Use informational text and visual data to compare how American Indians and
settlers in the early history of Michigan adapted to, used, and modified their environment.
19
● 3 – H3.0.6 Use a variety of sources to describe interactions that occurred between
American Indians and the first European explorers and settlers in Michigan.
● 3 – H3.0.7 Use a variety of primary and secondary sources to construct a historical
narrative about daily life in the early settlements of Michigan (pre-statehood).
● 3 - H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals
●
●
●
affected the history of Michigan.
3 – H3.0.9 Describe how Michigan attained statehood.
3 – H3.0.10 Create a timeline to sequence early Michigan history (American Indians,
exploration, settlement, statehood).
3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons
why they came (push/pull factors). (H)
● 3 – G4.0.4 Use data and current information about the Anishinaabeg and other American
Indians living in Michigan today to describe the cultural aspects of modern American Indian
life; give an example of how another cultural group in Michigan today has preserved and
built upon its cultural heritage.
● 3 – E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic
development (e.g., how waterways and other natural resources have influenced economic
activities such as mining, lumbering, automobile manufacturing, and furniture making). (H,
G)
● 3 – E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to
produce goods and services in Michigan. (H, G)
SAMPLE ACTIVITIES AND ASSESSMENTS
Sample Activities-Create a T-chart on chart paper and label one side ‘history.’ Ask students to write other words or phrases
that come to mind when they think about the word ‘history’ on a page in their Michigan journals. Give
students time to think, write, and then have them share ideas in the large group. Record their ideas on the Tchart. Note that possible answers include: the past, long ago, time, old things, etc.
-Create a T-chart on chart paper and label one side ‘history.’ Ask students to write other words or phrases
that come to mind when they think about the word ‘history’ on a page in their Michigan journals. Give
students time to think, write, and then have them share ideas in the large group. Record their ideas on the Tchart. Note that possible answers include: the past, long ago, time, old things, etc.
-Explain that by using artifacts like these, archaeologists have begun to put clues together in order to
understand more about these earliest people in Michigan. Explain that when these early people were living
in Michigan, the climate changed and became warmer. As a result, smaller animals and different kinds of
plants appeared in Michigan. The early humans changed also. They adapted to this new environment. They
began to gather more plants for food, and they learned to make boats and fish. Eventually they began to
farm and grow their own food.
-As a simple way to review the chronology of the unit so far, make four simple signs labeled: American
Indians, The French, The British, and The Americans. Hand the signs to four students and have them
arrange themselves in the correct order showing who controlled Michigan at various times up to
approximately 1800. Then, using the wall time line point out the approximate time periods relating to each of
the four groups.
-Ask students to think about why Michigan might be ideal for the lumber industry. Encourage students to
think about the natural characteristics of Michigan. After eliciting students’ responses, discuss the following
with the class:
20
·
Besides having many white pines, Michigan also had a network of rivers that could be used to float the
pines to sawmills located at ports on the Great Lakes.
·
The fur trade was just about over in Michigan because beavers had become so scarce. Therefore,
people in Michigan needed a new economic activity to take its place.
-As a way of making a local connection to the lesson, guide students in gathering additional information
about a cultural group who came into your region of Michigan. Possible sources of information include your
local historical society, a local museum, your local genealogical society, guest speakers, local ethnic
organizations, and the Internet.
Assessments:
-Have students complete a graphic organizer by identifying push and pull factors that influenced the
movement of people to Michigan.
Objective Assessments: True/False questions, Cloze questioning to determine a quick check of
understanding.
Writing Portfolio: As students are growing as writers, keep a selection of writing samples throughout the
year to determine misconceptions, phonics that need attention, knowledge of sentence structure and monitor
growth as writers.
Writing Assessments: With a given prompt, have students demonstrate their understanding through writing
their thoughts.
Observations: While asking students questions or while students are performing tasks, observe them and
their thought process, and enter these observations into written form for each child observed.
Rubrics: When designing an assessment/ activity, think about what you want to learn from the assessment/
activity about your students. Use what you want to learn about the child and what you want the child to be
able to do as guidelines to create a rubric to use as an assessing tool. Students can be assessed anytime
during any activity throughout the day to see if they are learning what you want them to learn.
Summative Assessments: Create a pre and post assessment that covers the literary standards covered in
the unit and determine growth and areas of weakness. This assessment can be made up of multiple choice,
missing information, and open ended questions.
INTERDISCIPLINARY CONNECTIONS
Math:
Number Sense
INTEGRATING CHARACTER EDUCATION
Teamwork/ Safety
Throughout instruction we want our students to construct knowledge of positive character traits
that we believe are important for our students to possess. Listed are a few ideas to integrate
friendship and responsibility into literacy instruction.
21
○
Explicitly teach the meaning of teamwork and safety. Have a class discussion why these
traits are important to possess.
○
Read-a-loud texts or have students read independently passages and decide if characters
are being safe and if not, what is the effect of the lack of safety?
○
Create a teamwork promise in the classroom. Discuss the traits a good teammate has and
decide as a class that everyone will be a team player in the class. Have the whole class sign
the promise.
○
Use read- a-louds to show examples of both traits and have students make connections to
their own lives.
○
Have students talk about times they have exhibited teamwork. Write about their
experiences.
○
As the students work in stations or cooperative groups, remind them of the importance of
teamwork. Walk around and give the students feedback on their ability to work
cooperatively.
Resources
Texts
Social Studies Annotated Bibliography
Writing Across the Curriculum Guides
Social Studies Writing Across the Curriculum
Online Resources
Discovery Education Streaming
MDE Social Studies Resources
Equipment/Manipulative
Chart paper
Globe
Highlighters
Magnifying glasses
Overhead Projector or Document Camera and Projector
Student journal or notebooks
12” X 18” white drawing paper (one per student) or 12” X 18” brown construction paper (one per student)
Student Resource
*Adare, Sierra. Ojibwe. New York: Gareth Stevens Publishing, 2002.
Cherry, Lynne. A River Ran Wild. San Diego: Harcourt Brace, Jovanonich, 1992.
*Deur, Lynne. Nishnawbe: A Story of Indians in Michigan. Spring Lake, Michigan: River Road
Publications, 1981.
Gibson, Karen Bush. The Potawatomi. New York: Bridgestone Books, 2003.
*Great Lakes Artifacts on Line. Logan Museum.
*Great Lakes Clothing Sketches. 23 Nov. 2009
http://www.nativetech.org/clothing/regions/region7.html
22
Howard, Ellen. The Log Cabin Quilt. New York: Holiday House, 1996.
Kalman, Bobbie. Life in an Anishinabe Camp. New York: Crabtree Publishing, 2004.
King, Sandra. Shannon, An Objibway Dancer. We are Still Here: Native Americans today series.
Minneapolis: Lerner Publications, 1993.
Lunge-Larsen, Lise and Preus, Margi. The Legend of the Lady Slipper. Boston, MA: Houghton Mifflin, 1999.
*Madeline La Framboise: Fur Trader. Michigan Department of Natural Resources. Great Lakes, Great Parks,
Great History: Do L.A.P.S. for Michigan. Lansing, MI: Michigan Department of Natural Resources, 1999.
*McCall, Barbara, et al. The Ottawa. New York: Rourke Publishing, 1992.
McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009.
*Nothing Was Wasted. Michigan Department of Natural Resources. Great Lakes, Great Parks, Great History:
Do L.A.P.S. for Michigan. Lansing, MI: Michigan Department of Natural Resources, 1999.
*Panagopulos, Janie Lynn. A Place Called Home. Chelsea, MI: Sleeping Bear Press, 2001.
*“Pioneer Life.” The Mitten. December 2001.
*“Pioneers Settling a State”. Michigan History for Kids. Spring 2004.
*Potawatomi Fables. 23 Nov. 2009
http://members.cruzio.com/~nikan/
*“Sieur de la Salle.” The Mitten. October 2003.
*“Statehood for Michigan.” Michigan History for Kids. Spring 2001.
*“The British.” Michigan History for Kids. Fall 2002.
*“The Great Lakes Fur Trade.” The Mitten. October 2004.
*“The Great Mystery.” Great Lakes, Great Parks, Great History: Do L.A.P.S. for Michigan. Lansing, MI:
Michigan Department of Natural Resources, 1999.
*“The Huron Indians.” The Mitten. September 2002.
*“The Three Fires.” The Mitten. September 2001.
*“The Toledo War.” The Mitten. November 2002.
Van Laan, Nancy. Shingebiss: An Ojibwe Legend. New York: Houghton Mifflin, 1997.
Virtual Tour of Fort Michilimackinac. 24 Nov. 2009
http://vm.mackinacparks.com/
*“Voyageurs of the Great Lakes.” Great Lakes, Great Parks, Great History: Do L.A.P.S. for Michigan.
Lansing, MI: Michigan Department of Natural Resources, 1999.
Waboose, Jan Bourdeau. Morning on the Lake. Tonawanda, NY: Kids Can Press, 1998.
- - -. Skysisters. Tonawanda, NY: Kids Can Press, 2002.
Wargin, Kathy-Jo. The Voyageur’s Paddle. Chelsea,MI: The Sleeping Bear Press, 2007.
*Whelan, Gloria. Night of the Full Moon. New York: Alfred A. Knopf, 1993.
Teacher Resource
*1747 Map of Detroit. 23 November 2009
http://www.gpschools.org/ci/ce/mich/det1749.htm
1802 Map of Michigan. Bay-Journal Website. 23 November 2009
http://bay-journal.com/maps/maps.html
Deur, Lynne. Settling in Michigan. Spring Lake, MI: River Road Publications, 1992.
Egbo, Carol. Supplemental Materials. Teacher-made material. Michigan Citizenship Collaborative
Curriculum, 2009.
Erie Canal Map. 23 November 2009
http://www.eriecanal.org
“Father Jacques Marquette.” The Mitten. October 2002.
“French Michigan”. Michigan History For Kids. Fall 2001.
Hopewell Archeology. Midwest Archeological Center. 23 November 2009
http://www.cr.nps.gov/mwac/hopewell/v4n1/one.htm
Hopewell Mounds. 23November 2009
http://aboutfacts.net/Ancient/Ancient14/mounds2.jpg
How Beaver Got His Tail. 23 November 2009.
http://www.firstpeople.us/FP-HtmlLegends/HowTheBeaverGotHisTail-Ojibwa.html
Illustration of Early Detroit. Clarke Historical Library. Central Michigan University. 23 November 2009
http://clarke.cmich.edu/detroit/history.htm
Images of the Erie Canal. 23 November 2009 http://www.eriecanal.org/images.html
Map of the Northwest Territory. 23 November 2009
http://members.tripod.com/~tutor_me/book/ordinance.htm
Native American Legends. 23November 2009
http://www.firstpeople.us/FP-Html-Legends/Legends-
23
VZ.html
Native American Tribes of Michigan Map and Websites. 23November 2009
http://www.nativelanguages.org/michigan.htm
Nikomis Learning Center. 23 November 2009.
http://www.nokomis.org/
Painting of Lewis Cass. 23 November 2009.
http://www.senate.michigan.gov/Virtualtour/Virtual%20Tour%20Pictures/Portraits/lewis_cass.htm
Paleolithic Spearheads. 23 November 2009.
http://www.historyofscience.com/G2I/timeline/images/biface.jpg
Panagopulos, Janie Lynn. A Place Called Home. Chelsea, MI: Sleeping Bear Press, 2001.
Photos of the Match-e-be-nash-she-wish Band of Pottawatomi Indians of Michigan. 23 November 2009
http://www.mbpi.org/History/photos.asp
“Pioneer Life.” The Mitten. December 2001.
“Pioneers Settling a State”. Michigan History for Kids. Spring 2004.
Settling a State. 23 November 2009
http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/settling/Default.htm
“Statehood for Michigan.” Michigan History for Kids. Spring 2001.
Stevens. T. Mason. 23 November 2009.
http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/settling/images/boygov.gif
“The British.” Michigan History for Kids. Fall 2002.
“The Great Lakes Fur Trade.” The Mitten. October 2004. Michigan History Magazine.
The Ponton Site. Chippewa Nature Center and the Oxbow Archaeologists. 23 Nov. 2009
http://www.chippewanaturecenter.com/Oxbow/ponton_site.htm
Toledo Strip Map. 23 Nov. 2009
http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/settling/toledo.html
Wargin, Kathy-Jo. Legend of the Lady’s Slipper. Chelsea, MI: Sleeping Bear Press, 2003.
Waterford Historical Society. 23 November 2009 http://www.waterfordhistoricalsociety.org/
White Oak Society. 23 November 2009 http://www.whiteoak.org
Further Professional Knowledge
Cleland, Charles E. Rites of Conquest: The History and Culture of Michigan's Native Americans.Ann Arbor:
University of Michigan Press, 1992.
Clifton, James A., George L. Cornell, and James M. McClurken. People of the Three Fires: The Ottawa,
Potawatomi and Ojibway of Michigan. Grand Rapids, MI: Grand Rapids Inter-Tribal Council, 1986.
Dunbar, Willis F. and George S. May. Michigan: A History of the Wolverine State. 3rd rev. ed. Grand Rapids,
MI: W. B. Eerdmans Pub. Co., 1995.
Dunnigan, Brian Leigh. Frontier Metropolis: Picturing Early Detroit, 1701-1838. Detroit: Wayne State
University Press, 2001.
Gilpin, Alec R. The Territory of Michigan, 1805-1837. East Lansing: Michigan State University Press, 1970.
Halsey, John, ed. and Michael Stafford, assoc. ed. Retrieving Michigan's Buried Past: The Archeology of the
Great Lakes State.Bloomfield Hills, MI: Cranbrook Institute of Science, 1999.
Kestenbaum, Justin L., ed. The Making of Michigan, 1820-1860: A Pioneer Anthology. Detroit: Wayne State
University Press, 1990.
24
Unit 2: The Government of Michigan and Public Issues Facing Michigan
Citizens
In this unit students extend their civic perspective from second grade local government to state
government. They begin with an examination of the purposes of government and ways in which the
government of Michigan works to fulfill those purposes. By exploring the concept of representative
government, students learn how the power of government resides with the people. They build upon
their knowledge of local government and community by distinguishing the roles of state
government from local government and explore why state governments are needed. By learning
about the Michigan Constitution, students are introduced to the concept of limited government and
the history of Michigan’s Constitution. An understanding of limited government is further enriched
through an exploration of how the powers of government are separated among the branches in
state government. Students then explore the judicial branch by examining ways courts function to
resolve conflict. Finally, students consider important rights and responsibilities of citizenship
including the responsibility to be informed about public issues.
Then students will examine public issues relating to Michigan. The unit begins with an examination
of the responsibilities of citizenship as students learn that one key civic responsibility is being
informed about matters of public concern. Student explore a variety of public issues in the local
community, identifying various points of view, and applying core democratic values to support their
positions (e.g., “Should a school ban the use of scooters on school grounds?,” or “Should a
community tear down an historic barn in order to build a homeless shelter?”). Next, using a variety
of resources including newspapers and Web sites, students identify current public issues in
Michigan. After analyzing why these are public issues, they pose the policy issues as questions
(e.g., “Should the state of Michigan provide funds for a rapid transit system in metropolitan Detroit?”
or “Should Michigan establish a network of waterways and greenbelts?”). Students then address a
public issue as a class with guidance by the teacher. They gather background information
regarding the origin of the issue. Meeting in small groups students discuss various viewpoints on
the issue and ultimately express a reasoned position on it by writing a short persuasive essay. The
unit concludes with students applying the steps of responsible citizenship by choosing a public
issue in Michigan to investigate and writing a persuasive essay that supports their position on the
issue.
BENCHMARKS COVERED:
●
●
●
●
●
●
●
●
●
3 – C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of
government (e.g., protecting individual rights, promoting the common good, ensuring equal
treatment under the law).
3 – C2.0.1 Describe how Michigan state government reflects the principle of representative
government.
3 – C3.0.1 Distinguish between the roles of state and local government.
3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each.
3 – C3.0.4 Explain how state courts function to resolve conflict.
3 – C3.0.5 Describe the purpose of the Michigan Constitution.
3 – C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and
responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws).
3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)
25
●
●
●
●
●
●
3 – P3.1.1 Identify public issues in Michigan that influence the daily lives of its citizens.
3 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in
Michigan and evaluate alternative resolutions.
3 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on
resolutions to a public policy issue in Michigan.
3 – P3.3.1 Compose a paragraph expressing a position on a public policy issue in Michigan and
justify the position with a reasoned argument.
3 - P4.2.1 Develop and implement an action plan and know how, when, and where to address or
inform others about a public issue.
3 - P4.2.2 Participate in projects to help or inform others.
ADDITIONAL SKILLS COVERED:
■
■
■
■
■
Comparing/Contrasting
Describing
Intellectual Process
Evaluating
Perspectives
ESSENTIAL QUESTIONS:
1
2
How has the government in Michigan responded to the needs of people as Michigan has grown?
How do state and national governments work to solve problems citizens face?
ESSENTIAL CONTENT/ UNDERSTANDINGS:
The students will understand how to:
●
●
●
●
●
●
●
●
Give an example of how Michigan state government fulfills one of the purposes of government.
Identify their state representative and state senator.
Describe the similarities and differences of state and local governments.
Describe the purpose of the Michigan Constitution.
Identify the three branches of state government in Michigan and the powers of each.
Explain the role of the judicial branch of the Michigan government and explore how courts work to
resolve conflict.
Identify rights and responsibilities of citizenship .
Give examples of how conflicts over core democratic values lead people to differ on resolutions to a
public policy issue in Michigan.
THINKING QUESTIONS:
1
2
3
4
5
6
Why do the people in the state of Michigan need a government?
How is our state government organized?
What are some important rights and responsibilities of Michigan citizens?
How do responsible citizens resolve statewide problems?
How do people learn about public issue in our state?
Why do people disagree about the ways to solve problems facing people in Michigan?
26
TERMINOLOGY
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
constitution
executive branch
government
judicial branch
legislative branch
levels of government
limited government
Michigan
public issues
representative government
responsibilities of citizenship
rights of citizens
core democratic values
informed decision
Michigan
point of view
public issue
responsibilities of citizenship
TARGETED OUTCOMES:
At the end of this unit students should have the ability to:
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
3 – C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of
government (e.g., protecting individual rights, promoting the common good, ensuring equal
treatment under the law).
3 – C2.0.1 Describe how Michigan state government reflects the principle of representative
government.
3 – C3.0.1 Distinguish between the roles of state and local government.
3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each.
3 – C3.0.4 Explain how state courts function to resolve conflict.
3 – C3.0.5 Describe the purpose of the Michigan Constitution.
3 – C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and
responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws).
2 – P3.1.1 Identify public issues in the local community that influence the daily lives of its citizens.
3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)
3 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in
Michigan and evaluate alternative resolutions.
3 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on
resolutions to a public policy issue in Michigan.
3 – P3.3.1 Compose a paragraph expressing a position on a public policy issue in Michigan and
justify the position with a reasoned argument.
3 - P4.2.1 Develop and implement an action plan and know how, when, and where to address or
inform others about a public issue.
3 - P4.2.2 Participate in projects to help or inform others.
27
SAMPLE ACTIVITIES AND ASSESSMENTS
Sample Activities-Explain that in a republic, all levels of government, whether they are city governments, state
governments, or
a national government are based on the idea that people hold the power. Pose the following question to
students: When laws are made in our community, do your parents make the laws? Discuss student
responses. Guide students in understanding that it is not practical for all the people in a community to
directly be the government. Therefore, citizens choose a few people to represent them. For example, a city
might be divided into 8 different sections and each section would choose a representative to be on the City
Council.
-Pose the following question: What happens if a representative does not do a good job? Discuss student
responses. Guide students in understanding that if representatives don’t do a good job they people do not
re-elect them again. In this way, people are taking back their power.
-Students could apply a decision-making process as they consider both sides of the public issue
question
including core democratic values that support each position. They use a writing plan to design and
write a
short paragraph expressing their position on the public policy question. Finally, students use a peer
editing
process to edit and revise their persuasive arguments.
- As a culminating activity to the purposes of government, you may wish to ask students to choose and
complete one of the following projects:
·
Create a poster explaining in words and pictures why government is important.
·
Draw a cartoon illustrating a community or state without a government and laws.
·
Write a story describing a community without a government.
○ Find a newspaper article showing how the government of Michigan is fulfilling a purpose of
government and share it with the class.
Assessments:
-Students can be assessed by having them complete a constructed response and use a Word Bank to
complete sentences about the structure of government.
Objective Assessments: True/False questions, Cloze questioning to determine a quick check of
understanding.
Writing Portfolio: As students are growing as writers, keep a selection of writing samples throughout the
year to determine misconceptions, phonics that need attention, knowledge of sentence structure and monitor
growth as writers.
Writing Assessments: With a given prompt, have students demonstrate their understanding through writing
28
their thoughts.
Observations: While asking students questions or while students are performing tasks, observe them and
their thought process, and enter these observations into written form for each child observed.
Rubrics:
When designing an assessment/ activity, think about what you want to learn from the assessment/ activity
about your students. Use what you want to learn about the child and what you want the child to be able to
do as guidelines to create a rubric to use as an assessing tool. Students can be assessed anytime during
any activity throughout the day to see if they are learning what you want them to learn.
Summative Assessments:
Create a pre and post assessment that covers the literary standards covered in the unit and determine
growth and areas of weakness. This assessment can be made up of multiple choice, missing information,
and open ended questions.
INTERDISCIPLINARY CONNECTIONS
Math:
Expressions and Equations
English Language Arts:
Science Processes and Inquiry
Atmosphere
Chemical Changes
RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text.
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
WST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
WST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
WST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
INTEGRATING CHARACTER EDUCATION
Tolerance
29
Throughout instruction we want our students to construct knowledge of positive character traits
that we believe are important for our students to possess. Listed are a few ideas to integrate
respect into literacy instruction.
○
Explicitly teach the meaning of tolerance. Have a class discussion about why the trait is
important to possess.
○
Use books read aloud, in small groups or independently to decide if characters are tolerant
of one another and their differences.
○
In literature analyze if a character in the book is being tolerant and if not, how tolerance
could help the character.
○
When examining animals and plants in nature, discuss how they need to be tolerant and how
tolerance can help them live.
○
Use literature to show examples of this trait and have students make connections to their
own lives.
○
Have students identify which character from a variety of text is the most tolerant and give
evidence from the text to back their opinions.
○
Use as many teachable moments as possible throughout the day to complement students
for showing tolerance and use their real life examples as a learning experience.
RESOURCES:
Texts
Social Studies Annotated Bibliography
Writing Across the Curriculum Guides
Social Studies Writing Across the Curriculum
Online Resources
Discovery Education Streaming
MDE Social Studies Resources
Equipment/Manipulative
Overhead Projector or Document Camera and Projector
Student Resource
Find a Representative. House of Representatives. 11 March 2010
http://house.michigan.gov/find_a_rep.asp
*The Michigan Senate. Michigan Senate. 11 March 2010
http://www.senate.michigan.gov (Click on Kid’s
Page tab at top).
Welcome to the Michigan Senate. Find Your Senator. Michigan Senate. 11 March 2010
http://www.senate.michigan.gov/SenatorInfo/find-your-senator.htm
Teacher Resource
30
*Constitution of the State of Michigan of 1963. Michigan Legislature. 11 March 2010
http://www.michiganlegislature.org/documents/publications/manual/2001-2002/2001-mm-0070-0115MICon.pdf
*Michigan House of Representatives. 11 March 2010
http://house.michigan.gov/
*Michigan Laws. Michigan Legislature. 11 March 2010
http://www.michiganlegislature.org/
Mock Trials. Available for purchase from the American Bar Association. 11 March 2010
http://www.abanet.org/publiced/mocktrials.html
Welcome to the Michigan Senate. Michigan Senate. 11 March 2010
http://www.senate.michigan.gov
Resources for Further Professional Knowledge
A Citizen’s Guide to State Government. 2003-2004 Michigan Legislature. 11 March 2010
http://www.michiganlegislature.org/documents/publications/citizensguide.pdf
Chapter 2: About State Government. Michigan in Brief website. 11 March 2010
http://www.michiganinbrief.org/edition06/text/intro/chap-2.htm
Student Resource
DiSalvo-Ryan, DyAnne. City Green. New York: Morrow Junior Books, 1994.
McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009.
Teacher Resource
*Create Your Own Notebook on Core Democratic Values. 18 April 2010
http://www.michiganepic.org/coredemocratic/indexb.html
Egbo, Carol. Supplemental Materials (Unit 6). Teacher-made material. Michigan Citizenship Collaborative
Curriculum, 2010
Example of a Water-based Wind Farm. 18 April 2010.
http://www.guardian.co.uk/environment/2009/sep/17/worlds-largest-offshore-wind-farm-dong
Harvest Wind Farm Map and Photo. 18 April 2010.
http://www.wpsci.com/HarvestWindFarm.aspx
Lake Michigan Power Coalition. 18 April 2010.
Michigan Gold: Offshore Winds. 18 April 2010.
gold-offshore-wind/
Offshore Potential. 18 April 2010.
http://www.protectwithpower.org/
http://blogcritics.org/politics/article/michigan-
http://www.landpolicy.msu.edu/
Radial Wind Farm in Lake Michigan. 18 April 2010.
http://www.radialwind.info/offshoreWindFarms.html
The Role of Renewable Energy Data. Energy Kids Website. 18 April 2010.
http://tonto.eia.doe.gov/kids/
West Michigan Residents Give Thumbs Down. 18 April 2010.
http://www.associatedcontent.com/article/2610413/offshore_wind_turbine_farm_in_lake.html?cat=9
Wind Power Map. 18 April 2010.
http://www.aesmichigan.com/mich_wind_map.html
Resources for Further Professional Knowledge
National Alliance for Civic Education. 18 April 2010
http://www.cived.net/
31
Unit 3: The Geography of Michigan
In this unit students use a geographic lens to explore the state of Michigan. The unit focuses around
the five major themes of geography: movement, region, human/environment interaction, location
and place (Mr. Help). Students begin by reviewing geographic concepts learned in second grade
and then explore the concept of “state” using a map of the United States. In studying location,
students use cardinal directions, identify various ways to describe the relative location of Michigan,
and begin to explore how location can influence the development of a state. When studying place,
students identify and describe significant human and physical characteristics of Michigan using a
variety of maps. Through literature, maps, informational text and other resources students also
explore the concept of human/environment interaction as they learn about Michigan’s natural
resources and how people have used, modified, and adapted to them. In studying movement, an
emphasis is placed on the Great Lakes. Using shipping as a launching point, students explore how
and why people, goods, jobs and ideas move within, into and out of Michigan. Finally, students
apply the concept of region to the study of Michigan as they explore different ways Michigan can be
divided into regions as well as the different regions to which Michigan belongs. Through art or
technology students demonstrate their understanding of Michigan’s geography.
BENCHMARKS COVERED:
● 3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of
significant places in the immediate environment.
● 3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
● 3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan
can be divided into regions.
● 3 – G2.0.2 Describe different regions to which Michigan belongs (e.g., Great Lakes Region,
Midwest).
● 3 – G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from,
or within Michigan and explain reasons for the movements. (E)
● 3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
● 3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)
ADDITIONAL SKILLS COVERED:
■
■
Comparing/Contrasting
Describing
.
ESSENTIAL QUESTIONS:
1
How does the geography of Michigan affect the way people live?
ESSENTIAL CONTENT/ UNDERSTANDINGS:
The students will understand how to:
●
Identify a variety of ways to describe the relative location of Michigan.
32
●
●
●
●
Use maps to identify and describe significant natural (physical) characteristics of Michigan including
mountain ranges, sand dune areas, the Great Lakes, inland lakes and important rivers.
Begin analyzing importance of the vegetation and climate of Michigan.
Explain how Michigan can be separated into regions.
Describe the geography of Michigan including: Location, Place, Human/Environment Interaction,
Movement, Regions.
THINKING QUESTIONS:
1
2
How can the five themes of geography be used to describe Michigan?
How have people used, adapted to and modified the environment of Michigan?
TERMINOLOGY:
●
●
●
●
●
●
●
●
●
●
geography
Great Lakes
human/environment interaction
location
Michigan
movement
natural resources
place
region
state
TARGETED OUTCOMES:
At the end of this unit students should have the ability to:
●
3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of
significant places in the immediate environment.
● 3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
● 3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan
can be divided into regions.
● 3 – G2.0.2 Describe different regions to which Michigan belongs (e.g., Great Lakes Region,
Midwest).
● 3 – G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from,
or within Michigan and explain reasons for the movements. (E)
● 3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
● 3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)
SAMPLE ACTIVITIES AND ASSESSMENTS:
Sample Activities:
33
-Read students the book “The Giving Tree” by Shel Silverstein. Make sure to share the illustrations with
students. Discuss the book using the following questions:
○ What natural resource is the book about?
○ Why is the book called “The Giving Tree?”
○ What different uses did the boy find for the tree?
○ What do you think the author is trying to tell us about how humans use natural resources?
○ What do you think the lesson (moral) of the book is?
-Tell students that like each of the fifty states in the United States, Michigan is a region. It has its own
government and also other characteristics that distinguish it from other states. Explain that Michigan can be
subdivided into smaller regions also. Have students work in pairs and give each pair a copy of a worksheet
labeled Dividing Michigan Into Regions.Tell students to work with their partner to try and find at least two
different ways to divide Michigan into regions. Before beginning, provide students with desktop maps of
Michigan or a large wall map for them to use in deciding how to divide Michigan into regions. Also encourage
students to consider human and natural (physical) characteristics such as rivers, cities, highways,
vegetation, population, etc. when dividing Michigan into regions. Explain that they should make lines on the
outline maps to show the regions and then describe why they divided Michigan in this way.
-Have students construct questions that geographers might ask about Michigan based on the themes of
geography explored in this unit: Location, Place, Human/Environment Interaction, Movement, Regions. They
then use the questions to design a presentation (e.g., poster display, dramatization, newscast, PowerPoint)
that answers the questions about the geography of Michigan. The presentation or visual aid used in the
presentation may serve as a performance assessment.
Assessments:
-Have students select three questions related to the geography of Michigan and answer them on their own.
Objective Assessments: True/False questions, Cloze questioning to determine a quick check of
understanding.
Writing Portfolio: As students are growing as writers, keep a selection of writing samples throughout the
year to determine misconceptions, phonics that need attention, knowledge of sentence structure and monitor
growth as writers.
Writing Assessments: With a given prompt, have students demonstrate their understanding through writing
their thoughts.
Observations: While asking students questions or while students are performing tasks, observe them and
their thought process, and enter these observations into written form for each child observed.
Rubrics: When designing an assessment/ activity, think about what you want to learn from the assessment/
activity about your students. Use what you want to learn about the child and what you want the child to be
able to do as guidelines to create a rubric to use as an assessing tool. Students can be assessed anytime
during any activity throughout the day to see if they are learning what you want them to learn.
Summative Assessments: Create a pre and post assessment that covers the literary standards covered in
the unit and determine growth and areas of weakness. This assessment can be made up of multiple choice,
missing information, and open ended questions.
34
INTERDISCIPLINARY CONNECTIONS:
Math:
Ratios and Proportional Relationships
English Language Arts:
Science Processes and Inquiry
Energy Waves
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from
prior knowledge or opinions.
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
WST.6-8.1 Write arguments focused on discipline-specific content.
WST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
WST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
WST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
WST.6-8.1d Establish and maintain a formal style.
WST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
WST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
WST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
WST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
INTEGRATING CHARACTER EDUCATION:
Compassion/ Feelings
Throughout instruction we want our students to construct knowledge of positive character traits
that we believe are important for our students to possess. Listed are a few ideas to integrate
caring and self control into literacy instruction. Teach the terms separately.
○
Explicitly teach the meaning of compassion and how compassion relates to a person’s
feelings. Have a class discussion why these traits are important to possess.
35
○
Use read- a-louds and independently read passages to decide if characters are acting with
compassion and talk about why it is important to have.
○
Have students make connections to their own lives.
○
Have students talk about times they exhibited these traits. Write about it.
○
Write friendly letters to someone the class feels is very compassionate.
○
Determine how a story would change if a character showed more or less compassion.
○
Use as many teachable moments as possible throughout the day to complement students
for showing good character traits.
○
Have class discussions about feelings.
RESOURCES:
Texts
Social Studies Annotated Bibliography
Writing Across the Curriculum Guides
Social Studies Writing Across the Curriculum
Online Resources
Discovery Education Streaming
MDE Social Studies Resources
Equipment/Manipulative
Overhead Projector or Document Camera and Projector
Student Resource
*Appleford, Annie. M is for Mitten. Chelsea, MI: Sleeping Bear Press, 1999.
Bergel, Colin and Koenig, Mark. Mail by the Pail. Detroit, MI: Wayne State University Press, 2001.
*Blank Midwest Region map. 10 July 2009
http://www.teachervision.fen.com/tv/printables/scottforesman/SSMAP024.pdf
Blank Outline Map of Michigan. 10 July 2009
http://geography.about.com/library/blank/blxusmi.htm
*Bower, Gary. I’m a Michigan Kid. May 2005. Storybook Meadow Publishers, 2005.
Cherry, Lynne. A River Ran Wild. San Diego: Harcourt Brace, Jovanonich, 1992.
Dunes Photo Tour. 10 July 2009
http://www.leelanau.com/dunes/tour/
*Geisel, Theodor Seuss. The Lorax. New York: Random House, 1971.
Geisert, Bonnie and Arthur. Desert Town. New York: Houghton Mifflin, 2001.
- - -. Mountain Town. New York: Houghton Mifflin, 2000.
- - -. Prairie Town. New York: Houghton Mifflin, 1998.
- - -. River Town. New York: Houghton Mifflin, 1999.
*Gibbons, Gail. The Great St. Lawrence Seaway. New York: Harper Collins, 1992.
36
*Great Lakes Info Page. Great Lakes Kids Website. 10 July 2009
http://www.on.ec.gc.ca/greatlakeskids/glk-glinfo-e.html
*Great Lakes Kids. 10 July 2009
http://www.on.ec.gc.ca/community/greatlakeskids/glk-home-e.html
*How the Great Lakes Formed. Great Lakes Kids Website. 10 July 2009.
http://www.on.ec.gc.ca/greatlakeskids/great-lakes-movie-1-e.html
Kellogg, Steven. Paul Bunyan. New York: HarperCollins, 1985.
Lewis, Anne Margaret. Hidden Michigan. Traverse City, MI: Mackinac Island Press, 2006.
Lewis, Anne Margaret. Lighthouse Fireflies. Traverse City, Michigan: Mackinac Island Press, 2005.
Lewis, Ann Margaret. Sleeping Bear, the Legend. Traverse City, MI: Mackinac Island Press, 2007.
*MacGill-Callahan, Sheila. And Still the Turtle Watched. New York: Dial Books, 1991.
Map of Michigan Lighthouses. 10 July 2009
http://www.michigan.gov/documents/hal_mhc_shpo_lightmap_50933_7.pdf
McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009.
McLerran, Alice. Roxaboxen. New York: Lothrop, Lee and Shepard, 1991.
Michigan Maps. Michigan Advantage.org. 10 July 2009
http://www.michiganadvantage.org/Reference/Maps/Default.aspx
*Michigan Webcams. 10 July 2009
http://www.leonardsworlds.com/states/michigan.htm
● Sault Ste. Marie:
http://www.saultwebcam.com/
●
Detroit:
http://www.earthcam.com/usa/michigan/detroit/dsc/
●
Mackinac Bridge:
●
Copper Harbor:
http://www.mackinacbridge.org/
http://www.aviewfromthefield.com/livecam.html
Michigan’s State Symbols. 10 July 2009
http://www.michigan.gov/documents/mhc_mhm_statesymbols2002_47909_7.pdf
Munsch, Robert. Lighthouse, A Story of Remembrance. New York: Cartwheel Books, 2003.
Photographs of the J.W. Westcott. 10 July 2009
http://www.boatnerd.com/pictures/special/westcott/mailpailsouthdown.htm
Photographs of Tahquemenon Falls. 10 July 2009
http://www.exploringthenorth.com/tahqua/tahqua.html
*Rodgers, Denise. Great Lakes Rhythm & Rhyme. Spring Lake, MI: River Road Publications, 2003.
Seeing the Light: Michigan Lighthouses. 10 July 2009
http://www.terrypepper.com/lights/state_michigan.htm
Silverstein, Shel. The Giving Tree. New York: Harper and Row, 1964.
Sleeping Bear Dunes Kids Site. 10 July 2009
http://www.nps.gov/slbe/forkids/index.htm
*Van Allsburg, Chris. Just a Dream. New York: Houghton Mifflin, 1990.
Wargin, Kathy-Jo. Legend of Sleeping Bear. Chelsea, Michigan: Sleeping Bear Press, 1998.
*- - -. The Edmund Fitzgerald: The Song of the Bell. Chelsea, MI: Sleeping Bear Press, 2003.
Whelan, Gloria. Mackinac Bridge: The Story of the Five Mile Poem. Chelsea, Michigan: Sleeping Bear Press,
2006.
37
Unit 4: The Economy of Michigan
In this unit students explore the principles and concepts of economics through the lens of Michigan
today. Students use what they have learned in the previous unit about Michigan’s natural resources
to explore how natural, human and capital resources combine to influence the types of businesses
in our state today. Student then focus on the economic principles of scarcity, choice, and
opportunity costs. Using a simulation model, students experience the impact of scarcity on their
choices and the opportunity costs that result. In doing so, students are also introduced to the
concept of incentives. They learn that people respond to incentives in predictable ways. Students
then apply these principles to business decisions. After identifying Michigan’s current economic
activities, students explain the reasons for their location. Using fruit as an example, students are
introduced to how geography affects specialization and interdependence. The concept of
interdependence exposes students to Michigan’s connection with the national and global
economies. Finally, students explore the role of government with respect to goods, services, and
incentives.
BENCHMARKS COVERED:
●
●
G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g.,
corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism,
research and development (e.g., Automation Alley, life sciences corridor, university communities),
and explain the factors influencing the location of these economic activities. (E)
3 – C3.0.2 Identify goods and services provided by the state government and describe how they
are funded (e.g., taxes, fees, fines).
3 – E1.0.1 Explain how scarcity, opportunity costs, and choices affect what is produced and
consumed in Michigan.
3 – E1.0.2 Identify incentives (e.g., sales, tax breaks) that influence economic decisions people
make in Michigan.
3 – E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to produce
goods and services in Michigan. (H, G)
3 – E1.0.5 Explain the role of business development in Michigan’s economic future.
3 – E2.0.1 Using a Michigan example, describe how specialization leads to increased
interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are
sold in Michigan).
3 – E3.0.1 Identify products produced in other countries and consumed by people in Michigan.
●
ADDITIONAL SKILLS COVERED:
■
■
Cause and Effect
Describing
●
●
●
●
●
●
ESSENTIAL QUESTIONS:
1
How have the geography and economy of Michigan shaped our past?
ESSENTIAL CONTENT/ UNDERSTANDINGS:
The students will understand how to:
■ Describe how entrepreneurs combine natural, human, and capital resources to produce goods
38
■
■
■
■
■
and services in Michigan.
Apply the concepts to economic choices made in the state of Michigan by looking at how
businesses and industries are affected by scarcity, choice and incentives.
Demonstrate their knowledge of the economic activity in Michigan to answer the question: “Why
is this economic activity located here?”
Identify products produced in other countries and consumed by people in Michigan.
Explain the role of business development in Michigan’s economic future Michigan.
Identify goods and services provided by the state government and describe how they are funded.
THINKING QUESTIONS:
1
2
3
What do people consider in deciding what to produce and consume in Michigan?
How do scarcity and choice affect what is produced and consumed in Michigan?
How is Michigan part of the national and global economies?
TERMINOLOGY
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
capital resources
choice
economic activities
economic development
economics
entrepreneurship
human resources
incentives
interdependence
location
Michigan
natural resources
productive resources
role of government
scarcity
specialization
trade
TARGETED OUTCOMES:
At the end of this unit students should have the ability to:
●
●
●
●
G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g.,
corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism,
research and development (e.g., Automation Alley, life sciences corridor, university communities),
and explain the factors influencing the location of these economic activities. (E)
3 – C3.0.2 Identify goods and services provided by the state government and describe how they
are funded (e.g., taxes, fees, fines).
3 – E1.0.1 Explain how scarcity, opportunity costs, and choices affect what is produced and
consumed in Michigan.
3 – E1.0.2 Identify incentives (e.g., sales, tax breaks) that influence economic decisions people
39
●
●
●
●
make in Michigan.
3 – E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to produce
goods and services in Michigan. (H, G)
3 – E1.0.5 Explain the role of business development in Michigan’s economic future.
3 – E2.0.1 Using a Michigan example, describe how specialization leads to increased
interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are
sold in Michigan).
3 – E3.0.1 Identify products produced in other countries and consumed by people in Michigan.
SAMPLE ACTIVITIES AND ASSESSMENTS
Sample Activities-Teach a lesson beginning with a scenario showing how scarcity results from the tension between limited
resources and unlimited wants. Students then participate in a simulation involving economic decisions,
choice, and opportunity costs. During the simulation, incentives such as sales are introduced. Students
then apply these concepts to economic choices made in the state of Michigan by looking at how
businesses and industries are affected by scarcity, choice and incentives.
-Have a lesson where students continue to explore the concepts of scarcity, choice, and productive
resources as they examine different types of economic activities in Michigan. They begin by identifying
goods and services produced in their own local communities. Next, they explore a wide variety of
Michigan products by playing a simple game and then categorizing the Michigan products according to
economic activities such as manufacturing, agriculture, and mining. Next they take a brief look at service
industries and tourism as well as research and development. Throughout the lesson, they use their
knowledge of Michigan’s physical and human geography to answer the question: “Why is this economic
activity located here?”
-Connect back to second grade and brainstorm reasons that people specialize (e.g., they have a special
skill or talent, availability of productive resources, etc.). They examine how specialization results in trade
with others as they complete a graphic organizer depicting the relationship among specialization, trade,
and interdependence. Using the book, Pancakes, Pancakes! by Eric Carle, students create an
interdependence web to ‘see’ interdependence, or how we rely on others to meet our needs and wants.
Then expand their thinking as they consider how states and countries also specialize and are
interdependent through an exploration of Michigan imports and exports.
Assessments:
-As an assessment students could create a poster describing two important economic activities of
Michigan, examples of their related products and factors influencing the location of these economic
activities.
Objective Assessments: True/False questions, Cloze questioning to determine a quick check of
understanding.
Writing Portfolio: As students are growing as writers, keep a selection of writing samples throughout the
year to determine misconceptions, phonics that need attention, knowledge of sentence structure and
monitor growth as writers.
Writing Assessments: With a given prompt, have students demonstrate their understanding through
writing their thoughts.
Observations: While asking students questions or while students are performing tasks, observe them
40
and their thought process, and enter these observations into written form for each child observed.
Rubrics: When designing an assessment/ activity, think about what you want to learn from the
assessment/ activity about your students. Use what you want to learn about the child and what you want
the child to be able to do as guidelines to create a rubric to use as an assessing tool. Students can be
assessed anytime during any activity throughout the day to see if they are learning what you want them to
learn.
Summative Assessments: Create a pre and post assessment that covers the literary standards covered
in the unit and determine growth and areas of weakness. This assessment can be made up of multiple
choice, missing information, and open ended questions.
INTERDISCIPLINARY CONNECTIONS
Math:
Geometry
English Language Arts:
Science Processes and Inquiry
Cell Functions
Growth and Development
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
WH.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
WH.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
WH.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
WH.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas
and concepts.
WH.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
WH.6-8.2e Establish and maintain a formal style and objective tone.
WH.6-8.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented.
41
WH.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WH.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
WH.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
INTEGRATING CHARACTER EDUCATION
Bully Awareness and Prevention
Throughout instruction we want our students to construct knowledge of positive character traits
that we believe are important for our students to possess. When looking at who bullies are,
discuss the importance of justice and showing integrity to prevent bullying and help others who
are bullied.
○
Explicitly teach the meaning of integrity and justice.
○
Use texts that are about bullies. Talk about what makes a person a bully and how to be
the best person you can be.
○
Discuss historical American figures and discuss what character traits they possess of the
ones already covered in the school year.
○
Use read- a-louds to analyze if a character in the book is showing justice to others and
integrity to ones’ self. If not, talk about the effect of the character’s behavior.
○
Use read- a-louds to show examples of both traits and have students make connections to
their own lives. Discuss how bullying has affected their lives. Talk about how we can
stop bullying.
○
Have students talk about times they exhibited justice and responsibility. Make a class
book.
○
Brainstorm as a class why justice is important.
○
Use as many teachable moments as possible throughout the day to complement students
for showing integrity and demonstrating justice and use their real life examples as a
learning experience.
○
Talk about how justice is an important part of being an American.
○
Examine how justice and responsibility have placed a key role in our past.
○
Make an anti-bullying chain. Every time a student helps instead of hurts, have them write
out what they did that made a difference and add it to a paper chain in the classroom.
42
RESOURCES:
Texts
Social Studies Annotated Bibliography
Writing Across the Curriculum Guides
Social Studies Writing Across the Curriculum
Online Resources
Discovery Education Streaming
MDE Social Studies Resources
Equipment/Manipulative
Overhead Projector or Document Camera and Projector
Student Resource
Carle, Eric. Pancakes, Pancakes! New York, NY: Scholastic, Inc. 1990.
*Commodity Fact Cards. Michigan Farm Bureau. 22 September 2009
http://www.michfb.com/education/students/aginfo
El Nabli, Dina. Henry Ford. Time for Kids Biographies. NY: Harper Collins, 2008.
Lemonade Stand. Simulation Game. 22 September 2009
http://www.ae4rv.com/games/lemonade.htm
McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009.
*Produce Grown in Michigan Commodity List. Michigan Department of Agriculture. 22
September 2009 (See Link at the bottom of this section!)
Wind Energy Animation. 22 September 2009
http://www.managenergy.net/kidscorner/en/u11/wind.html#
_____________________________
* Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are
included here to provide meaningful options for teachers.
Teacher Resource
Economic and Geography Lessons. Montgomery County Public Schools, Maryland. 22 September 2009
http://www.montgomeryschoolsmd.org/curriculum/socialstd/files/lessons/econ-geogbooks/Pancakes.html
*Automation Alley. 22 September 2009
http://www.automationalley.com/autoalley/Automation+Alley
*Children in the Marketplace-Lesson Plans in Economics for Grades 3 and 4. EconomicsAmerica
Program, National Council on Economic Education, 1992. pp. 33-44.
*Econedlink Online Lessons and Publications. National Council on Economics Education Website. 22
September 2009
http://www.nationalcouncil.org
*Economic Education Web. 22 September 2009
http://ecedweb.unomaha.edu/K-12/home.cfm
*Economics Lessons. 22 September 2009
http://www.econedlink.org
*Economics Posters. 22 September 2009
http://www.kidseconposters.com
*Economics Websites. 22 September 2009
http://www.emints.org
EcovElectric. 22 September 2009
http://www.ecovelectric.com/index.html
Egbo, Carol. Supplemental Materials (Unit 2, Lesson 1).Teacher-made material. Michigan Citizenship
43
Collaborative Curriculum, 2009.
Export Directory. Michigan Department of Agriculture. International Markets. 13 September
2009.
http://www.mdainternational.com/
*Flowers, Barbara, Bonnie Meszaros, and Mary C. Suiter. Economics and Children’s Literature. Ballwin,
MO: SPEC Publishers, Inc, 1993. (Also see 1994 supplement). This is a resource manual containing 45
lesson plans on children’s fiction and nonfiction books in grades 1-3 and 4-6. Each lesson teaches
language arts concepts.
Harvest Wind Farm Map and Photo. 22 September 2009
http://www.wpsci.com/HarvestWindFarm.aspx
44
Michigan Grade Level Content Expectations
History
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
Standard
History of Michigan (Through Statehood)
X
3– H3.0.1 Identify questions historians ask in
examining the past in Michigan (e.g.,What
happened? When did it happen? Who was
involved? How and why did it happen?)
X
3 – H3.0.2 Explain how historians use primary and
secondary sources to answer questions about the
past.
X
3 – H3.0.3Describe the causal relationships
between three events in Michigan’s past (e.g.,
Erie Canal, more people came, statehood).
3 – H3.0.4 Draw upon traditional stories of
American Indians (e.g.,Anishinaabeg - Ojibway
(Chippewa), Odawa (Ottawa), Potawatomi;
Menominee; Huron Indians) who lived in Michigan
in order to make generalizations about their beliefs.
X
3 – H3.0.5 Use informational text and visual data to
compare how American Indians and settlers in the
early history of Michigan adapted to, used, and
modified their environment.
X
3 – H3.0.6 Use a variety of sources to describe
interactions that occurred between American
Indians and the first European explorers and
settlers in Michigan.
X
3 – H3.0.7 Use a variety of primary and secondary
sources to construct a historical narrative about
daily life in the early settlements of Michigan (prestatehood).
X
3 - H3.0.8 Use case studies or stories to describe
how the ideas or actions of individuals affected the
history of Michigan.
X
X
3 – H3.0.9 Describe how Michigan attained
statehood.
X
3 – H3.0.10 Create a timeline to sequence early
Michigan history (American Indians, exploration,
settlement, statehood).
45
Geography
Standard
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
The World in Spatial Terms
3 – G1.0.1
X
3 – G1.0.1 Use cardinal directions (north,
south, east, west) to describe the relative
location of significant places in the immediate
environment.
X
3 – G1.0.2 Use thematic maps to identify and
describe the physical and human characteristics
of Michigan.
Places and Regions
3 – G2.0.1
////
////
X
Human Systems
////
////
////
////
X
3 – G4.0.1 Describe major kinds of economic
activity in Michigan today, such as agriculture
(e.g., corn, cherries, dairy), manufacturing (e.g.,
automobiles, wood products), services and
tourism, research and development
(e.g.,Automation Alley, life sciences corridor,
university communities), and explain the factors
influencing the location of these economic
activities. (E)
X
3 – G4.0.2
////
X
3 – G2.0.1 Use a variety of visual materials
and data sources to describe ways in which
Michigan can be divided into regions.
3 – G2.0.2Describe different regions to which
Michigan belongs (e.g., Great Lakes Region,
Midwest).
3 – G4.0.1
////
3 – G4.0.2 Describe diverse groups that have
come into a region of Michigan and reasons
why they came (push/pull factors). (H)
X
3 – G4.0.3 Describe some of the current
movements of goods, people, jobs or information
to, from, or within Michigan and explain reasons
for the movements. (E)
X
3 – G4.0.4 Use data and current information
about the Anishinaabeg and other American
Indians living in Michigan today to describe the
cultural aspects of modern American Indian life;
give an example of how another cultural group in
46
Michigan today has preserved and built upon its
cultural heritage.
Environment and Society
////
3 – G5.0.1 Locate natural resources in Michigan
and explain the consequences of their use.
3 – G5.0.2 Describe how people adapt to, use,
and modify the natural resources of Michigan. (H)
47
////
////
X
X
X
X
////
Civics and Government
Standard
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
////
////
////
////
////
////
Purposes of Government
X
3 – C1.0.1 Give an example of how Michigan
state government fulfills one of the purposes of
government (e.g. protecting individual rights,
promoting the common good, ensuring equal
treatment under the law).
Values and Principles of American Government
////
X
3 – C2.0.1 Describe how Michigan state
government reflects the principle of representative
government.
Structure and Functions of Government
////
////
3 – C3.0.1 Distinguish between the roles of state
and local government.
X
3 – C3.0.2 Identify goods and services provided
by the state government and describe how they are
funded (e.g., taxes, fees, fines).
X
3 – C3.0.3
Identify the three branches of state
government in Michigan and the powers of each.
X
3 – C3.0.4 Explain how state courts
function to
resolve conflict.
X
3 – C3.0.5 Describe the purpose of the Michigan
Constitution.
X
////
Roles of the Citizen in American Democracy
3 – C5.0.1
////
////
X
3 – C5.0.1 Identify rights (e.g., freedom
of speech, freedom of religion, right to
own property) and responsibilities of
citizenship (e.g., respecting the rights
of others, voting, obeying laws).
48
Economics
Standard
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
Market Economy
X
3 – E1.0.1Explain how scarcity, opportunity
costs, and choices affect what is produced
and consumed in Michigan.
X
3 – E1.0.2 Identify incentives (e.g., sales,
tax breaks) that influence economic
decisions people make in Michigan.
3 – E1.0.3 Analyze how Michigan’s location
and natural resources influenced its
economic development (e.g., how waterways
and other natural resources have influenced
economic activities such as mining,
lumbering, automobile manufacturing, and
furniture making). (H, G)
X
3 – E1.0.4 Describe how entrepreneurs
combine natural, human, and capital
resources to produce goods and services in
Michigan. (H, G)
X
X
X
3 – E1.0.5 Explain the role of business
development in Michigan’s economic future.
National Economy
////
////
////
////
X
3 – E2.0.1 Using a Michigan example,
describe how specialization leads to
increased interdependence (cherries grown in
Michigan are sold in Florida; oranges grown in
Florida are sold in Michigan).
International Economy
////
////
////
////
X
3 – E3.0.1 Identify products produced in other
countries and consumed by people in Michigan.
49
Public Discourse, Decision Making, and Citizen Involvement
Standard
Unit 1
Unit 2
Unit 3
Unit 4
////
////
////
////
////
////
////
////
Identifying and Analyzing Issues
3 – P3.1.1 Identify public issues in Michigan that
influence the daily lives of its citizens.
X
3 – P3.1.2 Use graphic data and other sources
to analyze information about a public issue in
Michigan and evaluate alternative resolutions.
X
3 – P3.1.3 Give examples of how conflicts over
core democratic values lead people to differ on
resolutions to a public policy issue in Michigan.
X
Persuasive Communication about a Public
Issue
////
////
X
3 – P3.3.1 Compose a paragraph expressing
a position on a public policy issue in Michigan
and justify the position with a reasoned
argument.
Citizen Involvement
////
////
X
3 – P4.2.1 Develop and implement an action
plan and know how, when, and where to
address or inform others about a public
issue.
X
3– P4.2.2 Participate in projects to help or inform
others.
50
References:
Michigan Association of Intermediate School Administrators
http://gomaisa-public.rubiconatlas.org/Atlas/Browse/View/Default
Michigan Department of Education
http://mi.gov/mde/0,4615,7-140-28753_38684_28761---,00.html
Oakland Schools
http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/Default
51