4th Grade History GLCE’s Unit Plan
Ann Marie Arseneau
SST 309
Winter, 2013
Ann Marie Arseneau
Unit Plan for Fourth Grade
Social Studies 309
Fourth Grade Unit Plan:
History of Michigan (Beyond Statehood)
Use historical thinking to understand the past
Table of Contents:
Overview, Introduction, Rationale, Time......................................................................................................3
Grade Level Content Expectations (GLCEs) Addressed...........................................................................4
KUDs/I Can Statements......................................................................................................................................... 5-24
A Script for Vocabulary Development.............................................................................................................25-26
Lesson One.................................................................................................................................................................27-32
Lesson Two................................................................................................................................................................33-34
Lesson Three.............................................................................................................................................................35-38
Lesson Four.................................................................................................................................................................39-43
Lesson Five.................................................................................................................................................................44-45
Unit Final Assessment............................................................................................................................................46
Works Cited………………………..............................................................................................................................47
2
Overview/Rationale/Introduction
Overview: This unit will introduce 4th graders to many parts of Michigan History since statehood and specific events since 1837. These topics include: natural
resources and industries; historical and current economic activities; the Auto industry; The Underground Railroad; Protecting natural resources. Students will
learn many facts and make connections to these topics. Students will learn to create a timeline, investigate case studies, analyze ways different factors
influence others, and present various aspects of Michigan’s history.
Rationale:
It is important that students learn many of the different major activities, relationships, life, movements, and past and current natural threats Michigan faced
and still faces today. Students can use the information in the unit to direct their historical thinking to understand the past and how past events can affect the
future.
Introduction:
This unit is about the history of Michigan beyond statehood and focuses on the use of historical thinking to understand the past. This unit will allow students
to participate in whole and small group discussion, read text s, and view videos on many of the events of the past Michigan experienced. Students will engage
in class and group presentations, case studies, timeline creation, webquest, compare and contrast activities, and book researches. Much information will be
organized through the use of a foldable and other visual sources such as drawings, dramas, posters, and presentations.
Time:
Depending on the amount of time that is dedicated to Social Studies daily and the pace of the students and the teacher, this unit could take anywhere from
three to eight weeks of time to complete.
3
Michigan’s Grade Level Content Expectations for this Unit:
4- H3.0.1- Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing,
lumbering, tourism, technology, and research) from statehood to present. (C, E) What happened?
When did it happen?
Who was involved?
How and why
did it happen?
How does it relate to other events or issues in the past, in the present or in the future?
What is its significance?
4- H3.02- Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)
4- H3.03- Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect
the location and growth of Michigan cities. (G, E)
4- H3.04- Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes
region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)
4- H3.05- 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- H3.06- 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)
4- H3.07- Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes
region. (Se8-U4.2.2; 8- U4.3.2; 8-U5.1.5, USHG 7.2.4). (G, C, E)
4- H3.08- Describe past and current threats to Michigan’s natural resources; describe how Michigan worked in the past and continues to work today to protect
its natural resources. (G, C, E)
4- H3.08- Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past
and impact on the future.
4
1. KUDs: The road map:
GLCE and Verb
4-H3.0.7 Use case studies or stories to describe the ideas and actions of individuals
involved in the Underground Railroad in Michigan and in the Great Lakes Region
Knowledge (K)
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Case studies are in- Students will
Students will use a
-Freedom seeker
I can use a
depth studies of a
understand that
story of individuals -Fugitive slave
historical story to
person.
case
involved in the URR catchers
explain some of the
-Freedom seeker:
studies/stories of
within the Great
-Plantation
roles individuals
the thousands of
the Underground
Lakes region and
-Underground
played in creating
escaped slaves who Railroad in
summarize
Railroad
history.
risked their lives
Michigan and in the scenarios and
-Great Lakes
travelling North to
Great Lakes Region situations they
Region
Canada and
provide historical
encountered. This
-Fugitive
personal liberation evidence of what
information will be -Arrest
-Fugitive: a person
happened during
presented to the
-Escape
who has escaped
that time.
class in a speech
-Slavery
from a place or is in
using the resources -Abolitionist
hiding, esp. to avoid
provided.
-Bounty hunter
arrest or
Resources: Friend
-Primary and
persecution
on Freedom River
secondary sources
-Plantation: an
(picture book),
-Liberation
estate which crops
Under the Quilt of
are grown and
Night (picture
cultivated; during
book), The Mitten
the times of
(Spring 2001), Our
slavery, slaves
Michigan Adventure
worked on these
(Chapter 4)
fields and in the
Students can work
homes of their
in a few
owners
collaborative
-Underground
groups and speak
Railroad: a secret
from the URR
network for
persons
helping slaves
perspective they
escape from the
are assigned.
South to the North
and Canada in the
years before the
5
American Civil War
-Great Lakes
Region: the states
and areas
surrounding the
Great Lakes of
Michigan
-Fugitive slave
Catchers: people
who returned
escaped slaves to
their owners in the
United States in the
mid-19th century
-Arrest: to take into
custody; the action
of seizing someone
-Escape: to flee
from confinement
or control
-Slavery: the state
of being a slave; the
practice or system
of owning slaves
-Abolitionist: a
person who favors
the ending of
slavery
-Bounty hunter:
one who pursues a
criminal or seeks
an achievement for
the sake of the
reward
-Primary sources:
original, first-hand
accounts; first
evidence of
something
happening, or being
thought or said
(EX: interviews,
6
magazines, diaries,
sound recordings,
etc.)
-Secondary
sources: created
after primary
sources and often
use or talk about
primary sources
(EX: (if they tell of
an event that
happened a while
ago… history
textbooks,
biographies,
published stories,
movies of historical
events, art, music
recordings)
-Liberation: the act
of gaining equal
rights
GLCE and Verb
Knowledge (K)
Important events in
Michigan’s history;
know how the past
happenings can
affect the future.
-History of the
Arsenal of
Democracy from
1941-1945
-Auto Industry,
auto plants are
converted to the
production of war
4-H3.0.9 Create timelines (using decades after 1930) to sequence and describe
important events in Michigan history; annotate with connections to the past and
impact on the future.
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Create a Michigan
-Sequence
I can create a
understand the
“Arsenal of
-Annotated
timeline of
important events in Democracy”, from
-Auto Industry
important events in
Michigan history
1941-1945,
-Arsenal of
Michigan.
and how they relate timeline of the
Democracy
to the past and
history of events
-Chronological
impact the future.
and demonstrate
order
with connections
-Decades
the impact of the
-Impact
events on the
-Pearl Harbor
future. Half of the
-Women’s rights
class can focus on
-Allies
this aspect.
-Timeline
7
materials, helping
Michigan become
known as the
“Arsenal of
Democracy”,
-December 7, 1941183 Japanese
warplanes attacked
Pearl Harbor, in
Hawaii. The result
was 2,433 deaths,
the destruction of
18 U.S. warships
and 188 airplanes.
The United States
declares war on
Japan and her
allies. With
American men
enlisting in the war
effort, the work
force quickly
diminished.
1942- Women were
being urged to take
advantage of any
technical training
to better prepare
themselves to
replace the men
now in uniform.
Women, both
young and old,
worked at the
shipyards, factories
and munitions
plants across
America. During
the war the women
increased the
workforce by 50
The other class can
focus on a main
event from the each
decade between
the 1930s-present.
-Future
-Sequence
-Tunnel
-Gerald R. Ford
-Mackinaw Bridge
8
percent.
1942- Rosie the
Riveter’s first
mention was in a
song written by
Redd Evans and
John Jacob Loeb.
Women war
workers were paid
only 60 percent of
male wages.
May 29, 1943-The
famous illustrator
Norman Rockwell
created a "Rosie"
image to appear on
the cover of the
Saturday Evening
Post, the Memorial
Day issue.
1944- 16 percent of
all working women
held jobs in war
industries. While
an estimated 18
million women
worked during the
war. Continual
appeals were
issued from
government
sources throughout
the war, with
articles and ads
placed in
magazines to get
women's attention.
Such titles as,
“Women, you could
9
hasten victory by
working and save
your man,"
abounded. One of
the many slogans
shouted, "The more
women at work,
the sooner we win."
Women also
became streetcar
drivers, operated
heavy construction
machinery, worked
in lumber and steel
mills, unloaded
freight and much
more.
1945-When the
war ended with the
Allies victorious,
the need for
munitions workers
abruptly ceased.
Women were now
forced to leave
their jobs to seek
others. But the
number of working
women never again
fell to pre-war
levels.
1930s- The Detroit
– Windsor Tunnel
opens to
automobile traffic.
Blue water Bridge
to Sarnia, Ontario
from Port Huron is
completed.
1940s- The auto
10
plants are
converted to the
production of war
materials.
1950s- The
Mackinac Bridge
opened, which
connected the
upper and lower
peninsula of
Michigan for trade
and travel.
1970s- Throwaway
bottles are banned.
Gerald R. Ford of
Grand Rapids
becomes the 38th
President of the
United States.
-Future-time
regarded as still to
come
-Tunnel-an
artificial
underground
passage.
1929 – Beginning
of the Great
Depression
1936 –
Flint sit down
strike against
GM
1957 –
Mackinaw Bridge
completed
1962 –
Governor George
Romney
1974 –
Gerald R. Ford from
Grand Rapids
becomes 38th
President of the US
1984 – Chrysler
introduced new
11
idea...the
minivan
2002
- First female
governor of
Michigan – Jennifer
Granholm
GLCE and Verb
Knowledge (K)
Use primary and
secondary sources
such as stories,
photographs,
diaries, letters,
movies, audio
recording, or
electronic sources
to compare the life
of people in
Michigan at
different time
periods. Some
examples of
comparisons could
be family life,
industries, life at
school, and
recreation.
-Great Lakes
Region:
Midwestern states
in north central
United States
surrounding the
Great Lakes of
Michigan
4-H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare
the life of people in towns and cities in Michigan and in the Great Lakes region during a
variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 19502000)
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Students will
-Great Lakes region I can compare life
understand that we compare a typical
-Artifacts
today with life in
use different ways
school day of a
-Time periods
the past.
to compare life
turn-of-the-century -Primary and
during a variety of
class with today’s
Secondary sources
time periods from
schooling using a
-Recreation
1837 to life today.
foldable.
-Industries
EX: School lighting,
writing utensils,
desks, lunches, etc.
The focus could
also include life
outside of school.
EX: Comparing
home and family
life, business,
sports, rural, urban,
suburban living,
etc.
12
-Artifacts: an object
made by a human
being, typically an
item of cultural or
historical interest
-Time periods: an
amount of time
-Recreation:
activity done for
enjoyment
-Industries:
economic activity
concerned with the
processing of raw
materials and the
production of
goods
GLCE and Verb
Knowledge (K)
Michigan’s major
economic activities
from statehood to
present. Historians
ask what happened,
when did it happen,
where did it
happen, who was
involved, and why
did it happen, to
learn about the
development of
Michigan’s major
economic activities,
including
4-H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s
major economic activities (agriculture, mining, manufacturing, lumbering, tourism,
technology, and research) from statehood to present. What happened, when did it
happen, who was involved, how and why did it happen, how does it relate to other
events or issues in the past, in the present, or in the future, what is its significance?
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Students will
-Investigate
I can use the
understand past
investigate a major -Economic
questions and
and present
economic activity
activities
resources
economic activities from statehood to
-Statehood
historians used to
in Michigan and
present and draw a -Agriculture
understand
their significance.
picture of the
-Mining
Michigan’s past.
differences of that
-Manufacturing
resource during the -Lumbering
time of statehood
-Tourism
and one of the
-Technology
present with
-Research
captions.
-Iron Ore
Resources: Our
-Copper
Michigan Adventure -Iron Mining
(Chapters 6, 7, 10,
13
manufacturing,
tourism,
agriculture,
research and
development,
lumbering, and
mining.
-Investigate: carry
out research or
study to discover
facts or information
-Economic
activities: actions
that involve the
production,
distribution, and
consumption of
goods and services
at all levels within a
society
-Statehood:
standing as an
independent state
-Agriculture: the
science or practice
of farming of crops
and the rearing of
animals
-Mining: the
process or industry
of obtaining coal or
other minerals
from a mine
-Manufacturing:
make something on
a large scale using
machinery
-Lumbering: cut
and prepare forest
timber for
transport and sale
-Tourism: the
11); Michigan
History for Kids
(Spring 2002-Auto
Industry); Michigan
History for Kids
(summer 2002Upper Peninsula);
Michigan History
for Kids (Winter
2002- Iron Mining);
The Mitten (January
2002- Copper); The
Mitten (January
2003- Lumbering);
The Mitten
(February 2002Cereal Industry);
The Mitten (April
2005- Iron Ore)
14
commercial
organization and
operation of
vacations and visits
to places of interest
-Technology: the
application of
scientific
knowledge for
practical purposes
-Research:
investigate a topic
-Iron Ore: an ore
from which iron
can be extracted
(metal)
-Copper: a metal;
found in Michigan;
mined in Michigan
as a major industry
in the early 19th
and 20th centuries
-Iron Mining:
helped to fuel the
industrial boom in
the Midwest during
the decades on the
late 19th century
GLCE and Verb
Knowledge (K)
Historic migrations
might include the
American Indians
migrating to
Michigan,
migration west due
to the opening of
4-H3.0.2 Use primary and secondary sources to explain how migration and
immigration affected and continue to affect the growth of Michigan.
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Students will create -Migration
I can explain how
understand how
a two sided
-Immigration
migration and
migration and
foldable of some of
-American Indians
immigration have
immigration
the different ways
-Erie Canal
affected the growth
affected and
migration and
-Underground
of Michigan.
continue to affect
immigration
Railroad
the growth of
affected and
-Europeans
15
the Erie Canal, the
Underground
Railroad, and the
Great Migration
north to industrial
centers. Major
immigration might
include Europeans,
Asians, and
Africans coming to
Michigan for jobs,
or fleeing famine,
war, or
persecution. The
influx of these
groups of people
meant that
Michigan could
become a state;
new populations
also added new
skills, ideas, labor,
culture and
diversity to our
state.
-Migration: the
movement of
persons from one
country or locality
to another, like
Southern blacks to
the factories in the
North
-Immigration: the
action of coming to
live permanently in
a foreign country
-American Indians:
a member of the
race of people
living in America
when Europeans
Michigan.
continues to affect
the growth of
Michigan. One side
will explain how
migration and
immigration
affected Michigan’s
growth in the past,
and the second will
explain in the
present.
-Asians
-Africans
-Famine
-War
-Persecution
-Diversity
-Labor
-Skills
-Industrialize
16
arrived
-Erie Canal:
connects the
Hudson River at
Albany in eastern
NY with the
Niagara River and
the Great Lakes;
opened in 1825
-Underground
Railroad: a secret
network for
helping slaves
escape from the
South to the North
and Canada in the
years before the
American Civil War
-Europeans: native
people to Europe
-Asians: a native or
inhabitant of Asia
-Africans: those
native to Africa
-Famine: extreme
scarcity of food
-War: a state of
armed conflict
between different
nations or states or
different groups
within a nation or
state
-Persecution: to be
belittled; subjugate
a people
-Diversity: variety
-Labor: work;
manual labor
-Skills: the ability to
do something well;
expertise
17
GLCE and Verb
Knowledge (K)
-Pioneers: peoples
to first explore or
settle in the U.S.
-Slavery: state of
being a slave;
owning a slave
-Child labor: using
children for
business
-World War I: a war
between many
other countries
form 1914-1918
-Women’s Suffrage:
women’s rights to
vote
-Great Depression:
an economic crisis
during the 1930s
-Labor Unions:
worker groups
joined together to
protect their rights
-World War II: war
fought between
1939-1945 among
many countries as a
result of the
German invasion of
Poland
-Post War: time
after the war ends
-Civil Rights: rights
granted to every
U.S. citizen
4-H3.0.3 Draw upon stories, photos, artifacts, and other primary sources to compare
the life of people in towns and cities in Michigan and in the Great Lakes region during a
variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 19502000)
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Students will be
-Pioneers
I can draw upon
understand the
assigned in groups
-Slavery
primary sources to
different ways of
a time period to
-Child labor
compare the lives
life people had
research the
-World War I
of people in
dating back to 1837 different ways that
-Women’s Suffrage
Michigan and in the
until the present in people lived in the
-Great Depression
Great Lakes region
Michigan and the
Great Lakes region
-Labor Unions
from 1837 to the
Great Lakes region. then and compare
-World War II
present.
it to ways of living
-Post War
now. Students will
-Civil Rights
look at the nation’s -Industrial Growth
happenings that
-Immigrationaffected everyone
Japanese, French,
in the United States Germans, Irish,
including
Dutch, Polish,
inhabitants of the
Italians, Swedish,
GLR.
Finnish
18
-Industrial Growth:
growth of industry
-ImmigrationJapanese, French,
Germans, Irish,
Dutch, Polish,
Italians, Swedish,
Finnish: moving
from previous
country of origin to
new country (e.g.
From Italy to U.S.)
GLCE and Verb
Knowledge (K)
-Three car
companies have
their headquarters
in Michigan;
Chrysler, Ford,
General Motors
-Kellogg’s and Post
cereals are made in
Battle Creek
(Breakfast cereal
capital for the
country)
-Jiffy mixes made in
Chelsea
-Gerber’s baby food
made in Fremont
-Vlassic pickles
made in Imlay City
-Pfizer Company in
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.
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Students will create -Lumbering
I can use resources
understand ways to a foldable of the
-Agriculture
to compare past
compare past
past economic
-Copper/Iron
Michigan economic
economic activities activities in
-Automobiles
activities to the
in Michigan with
Michigan with the
-Breakfast Cereal
economic activities
the economic
economic activities -Michigan Foods
of today.
activities of today.
of today. Past
-Mining
economic activities
include
lumber/logging,
agriculture,
copper/iron
mining, automobile
industry, etc.
The economic
activities of today
include Kellogg and
Post cereals, food
companies such as
Jiffy, Vlassic, Gerber
baby food. Other
companies such as
Pfizer, Grand
Rapids furniture
companies
19
Kalamazoo
-Michigan corn
goes into corn
flakes
-Dow Chemical
Company in
Midland (Brine
wells)
-Grand Rapids
makes wood
furniture; flowing
water from the
Grand River made
the machines work
(Steelcase, Herman
Miller, Haworth),
Alpena’s cement
plant, Dow
Chemical, etc.
Some of the past
activities still exist
today. Students
will address those
same activities in
the foldable such as
how furniture
making still exists,
but how it has
changed.
-Alpena has one of
the world’s largest
cement plants
-Agriculture: the
science or practice
of farming of crops
and the rearing of
animals
-Mining: the
process or industry
of obtaining coal or
other minerals
from a mine
-Manufacturing:
make something on
a large scale using
machinery
-Lumbering: cut
and prepare forest
timber for
-Iron Ore: an ore
20
from which iron
can be extracted
(metal)
-Copper: a metal;
found in Michigan;
mined in Michigan
as a major industry
in the early 19th
and 20th centuries
-Iron Mining:
helped to fuel the
industrial boom in
the Midwest during
the decades on the
late 19th century
GLCE and Verb
Knowledge (K)
-Labor Unions:
representatives of
workers in many
industries in the
USA
-Car companies: car
creators
-Henry Ford:
creator of the
Model T in 1908
- The industry's
power center is
Detroit, Mich.,
where steel and
factory production
techniques were
perfected, while
automakers in
Ohio, Indiana and
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.
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Students will use a
-Labor Unions
I can use a variety
understand the
variety of primary
-Car Companies
of primary and
usefulness of
and secondary
-Henry Ford
secondary sources
primary and
sources to
-Model T
to construct a
secondary sources
construct a
-Detroit, MI
historical narrative.
to aid in the
historical narrative -Assembly lines
construction of a
about the
-World War II
historical narrative automobile and
about the
labor movement in
beginnings of the
Michigan. Students
automobile
will collaborate
industry and the
together in groups
labor movement in to complete this
Michigan.
narrative with the
use of a foldable.
Resources:
Michigan History
for Kids (Spring
2002-Auto Industry
21
New York failed
due to the distance
from vital steel
supplies.
- By the 1920s the
auto industry
created the
American middle
class with
employment, cheap
transportation and
job protection with
unionization.
- enabled workers
to remain in place
while placing parts
on a vehicle as it
went by. This
process greatly
increased the rate
at which vehicles
could be produced;
by 1918 half of all
American cars
were a Ford Model
T
-For World War II,
the mass
production lines
started to produce
tanks, guns, planes,
jeeps to support
the war efforts
GLCE and Verb
Knowledge (K)
-The great lakes
currently face a
& Summer 2003Labor Movement);
The Mitten
(February 2004);
Our Michigan
Adventure- Chapter
8;
barrywebster.com
4-H3.0.8 Describe past and current threats to Michigan’s natural resources; describe
how Michigan worked in the past and continues to work today to protect its natural
resources.
Understand (U)
DOL:
Vocabulary
I Can
Demonstration of
Learning (DO)
Students will
Students will create -Natural Resources I can describe
understand that
a poster in groups
-Protect
threats to the
22
large threat in the
advancement of the
Asian Carp.
Michigan is trying
to prevent this by
putting electric
fences in the rivers
connecting to the
Great Lakes to
divert the carp.
Also, they are
regulating the
transportation of
baitfish.
-The Emerald Ash
Borer threatens the
ash trees in
Michigan.
Currently Michigan
is regulating the
transportation of
hardwood firewood
to protect against
the further spread
of the borer.
-In the past
Michigan’s forests
have been
threatened by both
fire and
inappropriate
timber practices.
To protect the
forests Michigan
raised awareness
for fire safety
(Smokey the Bear),
and they also made
several laws that
regulate
deforestation.
-Natural
our natural
resources are
continually
threatened, and
that we need to
protect them.
with three
examples and
explanations of
threats to
Michigan’s natural
resources and what
Michigan is doing
and has done in the
past to protect
them.
-Threat
-Transportation
-Asian Carp
-Emerald Ash Borer
-Timber
natural resources
here in Michigan
and what we have
done to protect
them.
23
Resourcesmaterials or
substances such as
minerals, forests,
and water that
occur in nature and
can be used for
economic gain
-Protect-aim to
preserve
-Threat-an
expression of
intention to inflict
damage
-Transportation-to
carry or move from
one place to
another
-Asian Carp-a large
invasive fresh
water fish
-Emerald Ash
Borer-a green
beetle native to
Asia, which is
highly destructive
to ash trees
-Timber-wood
prepare for use in
building and
carpentry
24
A Script for Vocabulary Development
For GLCE 4-H3.0.1
4-H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing,
lumbering, tourism, technology, and research) from statehood to present. What happened, when did it happen, who was involved, how and why did it happen,
how does it relate to other events or issues in the past, in the present, or in the future, what is its significance?
Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces the word)
Agriculture:
Teacher-talk (Step One): Show students food items that have already been processed and packaged such as potato chips, crackers, raisins, nut mixes, meat
patties, etc. Where does all of the necessary ingredients for these food items come from? Ask students about where these ingredients are grown and from
what kind of plants, trees, animals, etc. Show students several pictures of different food items such as potatoes, corn, wheat, carrots, celery, grapes, tomatoes,
pumpkins, squash, etc.) Ask students where all of these items are grown. (Step 5) Discuss the major agricultural crops of Michigan and explain that farm
animals being raised for food or work are also part of agriculture. Ask students about their experiences with agriculture. Have you ever been to a farm or have
you seen farmers out plowing fields? Ask if they know how farmers plowed fields before the motor was invented. Include the fact that without agriculture and
the production and selling of food we would all have to raise and grow our own food. Recap with the word agriculture meaning the science, art, or occupation
concerned with cultivating land, raising crops, and feeding, breeding, and raising livestock; farming.
Mining:
Teacher-talk (Step One): When I grill a hamburger, season my food, or pay less than a dollar for an item I have mining to thank. We mine to get coal and coal
can be used to heat food when lit on fire. Salt is used to flavor many foods and is a mined mineral. Pennies are made of copper and Michigan became an
important industry for the mining of copper. (Step 5) Give students time to talk and participate with one another and with the group (Think-Pair-Share)
about what they know about mining and the process. Mining isn’t searching in the woods and picking up the materials and then shipping them off, but is a
much more elaborate and difficult task. It involves digging into the earth for a substance. We are going to learn about the mining industry in Michigan, its
importance, and why it was used. Can anyone tell me reasons as to why mining for copper was and still is important? What are some things we use copper
for? (Ex: WWI need, weapons, coins, pots, pans, construction, etc.)
Show Copper Mining in Michigan video: http://teachertube.com/viewVideo.php?video_id=83858
Lumbering:
Teacher-talk (Step One): Without this industry, we’d all have a lot of trouble with staying warm, we’d have tired legs, and may not have solid ground on which
to walk. I’m very thankful for the lumbering industry because without it I wouldn’t have my home or a wooden chair to sit on. If I need a pencil, how do I
usually get it? How about paper? (Students may answer.) Show students a picture of a wooden chair, wooden home, wood fence, a No.2 pencil, drum sticks,
birdhouses, toothpicks, baseball bats, guitars, golf tees, canoe paddles and oars, wood knife handles, toboggans, log homes, etc. Make sure they understand
that these things are all made of wood and the wood used comes from the lumbering industry. The lumbering company uses wood, a natural resource, to
make all of these things for our convenience. So what does it mean… the whole lumbering idea?
Show Michigan’s Lumbering History video: http://www.youtube.com/watch?v=ShqFL9vWXmY&list=PL64221188009FF84B&index=18
Tourism:
Teacher-talk (Step One): Sometimes I go on vacation or buy souvenirs from a souvenir shop while visiting a different state. I’m on vacation, but I’m also
considered a tourist because I’m visiting somewhere else at a destination I don’t commonly go to. Have you ever gone on vacation anywhere? (Students
25
yes/no) I’d like a few people to share places they’ve been with the class. (Have students share) Write these destinations on the white board, and then project
a few of the places on the screen by searching them on the computer for the class to see. All of these people have been a tourist and experienced tourism and
all at different locations. Discuss with your classmate next to you what you think tourism means after discussing it and places in Michigan you think are good
places for tourism. Have any of you seen tourist ads on billboards or on television? (Students answer) What kind of things do you see and notice? What is
being presented? (Students may answer with beaches, lakes, casinos, restaurants, amusement parks, etc.) Talk about what it means to have tourism and how
tourism can help the economy and the place drawing the tourists to it.
Show a “Pure Michigan” Advertisement from YouTube
Research:
Teacher-talk (Step One): Sometimes I wonder about things like why am I feeling sick, or why Antarctica is so cold. How about all of you, do you all have things
you wonder about too like maybe what you’re going to eat for dinner tonight? (Students answer) Well wondering about something leads to wanting to find
out something and investigating an issue. How many of you have heard of stem cell research or cancer research? Turn to your partner and discuss what kind
of research you know of. (Allow for a quick discussion and come back together as a class after) List the research each pair came up with on the board.
Emerald Ash Borer Research at Michigan State University video:
http://www.youtube.com/watch?v=QGoyrBJSnek
Discuss this video with students as it relates not only to research, but is going on in Michigan.
Agriculture, Mining, Lumbering, Tourism, and Research:
After all of the short discussions about the main ideas and concepts of these vocabulary words, students will use what they have learned to remember what
was taught in the different steps Manzano has created.
Step 2- Building Academic Vocabulary: Write in your own words the meaning of each of the vocabulary words.
Teacher-talk: How would you explain this word to a friend? (Have students either create a foldable to write these words and definitions on or collect ideas
from students after they have written them on a paper and write them on a white board or chart paper.)
Step 3- Building Academic Vocabulary: Draw a picture of something that shows you know the meaning of these words.
Teacher-talk: What is some symbol you can use to remember the meaning and definition of these words? What would work for you? (If using a foldable, have
students draw them on the foldable flap. If you’re discussing as a class, have 5 volunteers draw a sketch on chart paper or the board. If you don’t have time for
all students to sketch a drawing, assign different vocab words in groups.)
Step 4- Building Academic Vocabulary: Do activities that allow students to work with the words.
Teacher-talk: I am going to give each group magazines today. There are articles in each magazine and you need to find which vocabulary words are
represented in these magazines. Look at the picture contexts and look for the contextual clues. (You can also find websites, books, flyers, pamphlets, etc. to
use)
Step 5- Building Academic Vocabulary: Students discuss the new word
Have students share their foldable with their groups or talk as a class with your class chart.
Step 6- Building Academic Vocabulary: Play games with the words they are learning.
The class will all participate as a whole. The room is to be divided into 5 sections. The teacher will label each section with a vocabulary word. The teacher will
say something related to one of the vocabulary words and go to where they believe that relation word matches to a main vocabulary word. Examples of
relational words: Copper, salt (mining) Emerald Ash Borer (research) Beaches, sand dunes, famous bakery (tourism) logs, wood, chainsaws, lathes, white
pines (lumbering) corn, soybean fields, cattle, pig, chicken (agriculture)
Students will move to these locations and will remain active; a fun way to incorporate movement and learning!
26
LESSON PLANS
Lesson Plan 1: Michigan’s Forests and Lumbering--- This unit is designed to be used over a two week time span. Lessons are divided into days to cover all
of the GLCE’s and information into manageable sections.
GLCE
Verbs
Know- What will
Understand- What Do-What will
Vocabulary
I Can
students know
will students
students do to
upon learning this? understand
show they
understand
4 – H3.0.1 Use
Use
Students will know Students will
Students will read
-Deforestation I can give examples
historical inquiry
Draw upon
Michigan had
understand the
“Journey Back to
-Forests of past major
questions to
Compare
forests when it
impact lumbering
Lumberjack Camp”
-Lumbering economic activities
investigate the
became a state in
has had in
and discuss, create
-Green Gold Rush in Michigan, the
development of
1837, the declining Michigan, different a menu to feed a
-Paul Bunyan past ways of living,
Michigan’s major
number of forests
ways of living in
logger (Day 3),
-Logging Industry and the differences
economic activities
still in Michigan,
the Great Lakes
read and discuss
-Big Red Wheel among both.
(agriculture,
why climate is
Region in the past,
an article from
mining,
important to trees, and the impact of
“Michigan History
manufacturing,
how people
Michigan’s major
for Kids”, will
lumbering,
changed the
economic
listen to “Marvin of
tourism,
forests, what
activities.
The Great North
technology, and
Michigan did about
Woods” and write
research) from
deforestation.
a diary entry as a
statehood to
logger; will make
present. (C, E)
models of
4 – H3.0.4 Draw
Overpeck’s Big Red
upon stories,
Wheel; will listen
photos, artifacts,
to stories about
and other primary
Paul Bunyan;
sources to
create their own
compare the life of
legends; create
people in towns
venn diagram
and cities in
comparing the
Michigan and in
logging industry of
the Great Lakes
the past to the
region during a
logging industry of
variety of time
today.
periods from 1837
to the present (e.g.,
1837-1900, 19001950, 1950-2000).
(G)
4 – H3.0.5 Use
visual data and
27
informational text
or primary
accounts to
compare a major
Michigan economic
activity today
(lumbering) with
that same or a
related activity in
the past. (E)
Lesson 1: Sequence of Instruction (including Vocabulary): What will you do? What will they do?
Lessons: How will you take them
Instructional strategies/Social constructs:
where they need to go? (Step-by-Step
How will they work?
plan)
(AND what will YOU do?)
Pre-test/Anticipatory set: Introduce the topics
by familiarizing with the history and questioning
the students about what they already know
about lumbering. (Follow DAY 1 instructions)
Lessons:
Gradual release
Guided Practice, Independent work
Group work
Read Alouds
Writings
Instructional strategies/Social constructs:
How will they work?
 Writings
 Cooperative activity
 Verbal assessment/checking for
understanding as they go along
Resources needed: What materials and
resources will they need?
(Page #s read, graphic organizers, books, posters,
realia, etc…)
Resources needed: What materials and
resources will they need?
 Journey Back to Lumberjack Camp By:
Janie Panagopoulos
 Online photographs of
 Michigan History Website (article)
 Michigan History for Kids Fall 2004
(also found on google docs; link
attached in lesson)
 Marven of the Great North Woods By:
Kathryn Lasky
 Timber! Michigan’s Forest History
Packet (Online download)
 Paper, pencil
 Paul Bunyan By: Steven Kellogg
 The Bunyans By: Audrey Wood
 “A Trip Through Today’s Sawmill” by
Herman L. Miller and “Bringing the
Forests Back”.
 Chart paper
BACKGROUND INFORMATION
HISTORY: When settlement in Michigan began on a large scale in the nineteenth century, the land was nearly all forested, with only occasional clearing
maintained by Native Americans to provide edge habitat for animals used for food. Three changes in the forestlands have occurred since then:
28
1. Harvesting of virgin forests. This phase lasted from about the 1830’s to the turn of the century, but it took the incentive of offering public land for sale to get
the process started. It took only about seventy years to deplete timber resources. As a result of both harvesting and fire (which claimed about 2 million acres),
the entire state was cleared, leaving a devastated eroding landscape. Little was done to replant at this time.
2. Re-growth of the cleared land, including replanting and dedication of large land areas to permanent forest reserves. Land in the southern part of the Lower
Peninsula became fertile farms. Attempts at farming the poorer soil of the northern lower and Upper Peninsula were often abandoned, and land reverted to
the state for unpaid taxes. From 1923 to 1928, the state emphasized the retention of lands for public purposes and set aside land for state or national forests.
From 1930 to 1938 over 2.2 million acres reverted to the state or federal government. Starting around 1940, it was recognized that even though the state
owned over 4.5 million acres of land, the majority was a long distance from population centers in the southern one-third of the state. Purchase programs were
started to acquire marginal agricultural land in southern Michigan.
3. Management of forests for multiple uses, coupled with the conversion of rural lands surrounding forests into more intensely developed uses. Passage of the
Multiple-use/Sustained Yield Act in 1960 resulted in the preparation of multiple-use plans, creating zones for particular uses and providing guidelines to
insure compatibility between uses.
From PUBLIC LANDS AND FORESTRY TRENDS, MSPO, July, 1995
FORESTS TODAY: Forests provide the foundation for many activities in Michigan. They supply timber for the wood products industries, habitat for plants and
animals, and settings for recreation and tourism. In addition, they help stabilize soils, cleanse air, and circulate water.
In Michigan 18.5 million acres of land are forested, with 11 million acres of that in private holdings. Seven-and-a-half million acres are held by the public (i.e.,
state and federal government). The objectives of these owners (private and public) differ. Public ownership goals include sustaining the forest for future
generations, providing employment, and maintaining forests for recreation. Private, non-industrial owners’ different goals include use for recreation, but not
necessarily harvesting timber. Industrial owners, however, are concerned with adequacy of supply for their manufacturing facilities.
Other issues in forestland use in Michigan include the migration of people from city to rural areas. This has led to fragmentation. In the southern part of
Michigan, farmland has been developed for rural homes; some of this land is then left to re-grow timber, but in very small tracts. As more people are moving
into or near forested areas in the north (note increase in second homes), they bring their high expectations of city services – fire protection, sewer, utilities.
Logging methods such as clear cutting may be in sharp contrast with new landowners’ desires for forest use.
Contemporary issues will greatly influence our utilization of forest resources in the 21st century. Concerns range from fragmentation, to acid rain, to the
under-use of timber resources. Resolution of the issues regarding forestland use will bring about new management direction for both public and private
forests.
From THE GREAT LAKES ECONOMY: Looking North and South Prepared by the Federal Reserve Bank of Chicago and the Great Lakes Commission
This is a planned out day-to-day plan that can be adjusted to the time schedule a class has. It can be used for a more in depth and detailed structure to align
with the GLCE’s. This has been adapted from a Sturgis Public School online unit plan. (Citation credit at end of unit)
29
Day 1: Michigan Forests
 What do you already know about Michigan forests and lumbering?
 Read Aloud first chapter of “Journey Back to Lumberjack Camp” by Janie Panagopoulos.

Forests in Michigan Packet that addresses the following questions:
o Did Michigan have forests when it became a state in 1837?
o Are there still many forests in Michigan?
o Why is climate important to trees?
o How did people change the forests?
o What did Michigan do about the deforestation?
Timber! Michigan’s Forest Heritage Packet
http://www.metroparks.com/uploads/file/Mobile%20L
earning%20Center/Timber!%20Michigan's%20Forest%
20Heritage.pdf
Day 2: The “Green Gold Rush”
 Read Aloud Chapters 2 and 3 of “Journey Back to Lumberjack Camp” by Janie Panagopoulos.
 Present the information from Michigan History Website regarding the Green Gold Rush.
(http://www.michigan-history.org/greengold/GGEducatorNotes.html)
 Class Discussion on the following questions:
• What was the “Green Gold Rush”?
• When did it happen?
• Who was involved in the “Green Gold Rush”?
• Why did it happen in Michigan?
• Does the “Green Gold Rush” remind you of anything else that is happening in the world?
• Why is it important for us to learn about the “Green Gold Rush”?
Day 3: Early Lumber Camps
 Read Aloud Chapter 4 of “Journey Back to Lumberjack Camp” by Janie Panagopoulos.
 Hand out, ’Jack Jaw paper with definitions, discuss
 Give students blank copy of ‘Jack Jaw to record any lingo they hear in future chapters.
 Students read, “Camp Kids” from “Michigan History For Kids” Fall 2004.
https://docs.google.com/viewer?a=v&q=cache:6lhmpYDa8aMJ:scope.oakland.k12.mi.us/docs/SS/Michigan%2520History%2520for%2520Kids/
MHK%2520Logs%2520to%2520Lumber%25203.pdf+michigan+history+for+kids+fall+2004+citation&hl=en&gl=us&pid=bl&srcid=ADGEEShG9
30


DmquALT0cSUOlkhmotzm5pWk7KyP6BBRZXhs1Jgptfw6mFU6YexvnaDt1wPxM93p1MnWTbMueJx8HzfnynOzCeuqMzQxpJaoozm8beUqJDalKTc
kE7O96KNkLKbEo3urj7x&sig=AHIEtbS--a31WbiHXVT-gcY2pyv0PlIqWg
Together read, “Cooking In A Logging Camp”. Do you think it would have been easy to enforce the “No Talking” Rule? Why or why not?
Students create a menu for breakfast, lunch, and dinner. The supplies will be listed to the right of the paper.
Day 4: A Day in a Lumberjack Camp
 Read Chapter 5 of “Journey Back to Lumberjack Camp” by Janie Panagopoulos.
 Students record new ‘Jack Jaw while teacher is reading
 Share, “Faces of the Forest” p. 10-11 about people working in Michigan’s forests.
 Follow along in reading books and listen to “Marven of the Great North Woods” By: Kathryn Lasky
ONLINE READ ALOUD: http://www.youtube.com/watch?v=xusyrsMo2Ss ; part 2: http://www.youtube.com/watch?v=-_3bQ-GgkNw
 Write a diary entry pretending that you work in a logging camp. Write about the experiences of your day. Organize your diary entry from the
beginning of the day to the end of the day. Try to use some ‘Jack Jaw.
Day 5: Big Wheels
 Read Chapter 6 of “Journey Back to Lumberjack Camp” by Janie Panagopoulos.
 Read and compare the two articles, “Big Red Wheels Change Logging” (http://www.outdoorexplorersclub.com/pdf/BigRedWheelsHP7.pdf) and
“The Big Wheels”(http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/lumber/bigwheel.html) using a Venn diagram.
 Share pictures of Hartwick Pines State Park and explain the parks significance.
 Partners will make models of Overpack’s Big Red Wheel using tinker toys. (2 wheels, 1 connector, 1 short red stick, 1 long orange stick, 12 inches
of red yarn)
Day 6: Paul Bunyan
 Read Chapter 7 of “Journey Back to Lumberjack Camp” by Janie Panagopoulos.
 Explain that loggers often told stories while working at the logging camps to help pass the time.
 Students will partner read, “Our Biggest Legend” from “Michigan History for Kids” Fall 2004.
 Complete the 5 W’s and H organizer.
 Read aloud, “Paul Bunyan”, by Steven Kellogg. Discuss the silliness of the stories and how the legends often explained something about the United
States. OR SHOW THIS FREE ONLINE VIDEO: (http://vimeo.com/6276120) Start video @ 2:30 mark.
 Start rough draft of an original Paul Bunyan legend.
Day 7: Paul Bunyan continued
 Read Chapter 8 of “Journey Back to Lumberjack Camp” by Janie Panagopoulos.
 Read aloud, “The Bunyans” by Audrey Wood. Was this book similar to the book “Paul Bunyan” by Steven Kellogg?
 Students will continue to write their legend on notebook paper and then type their final copies on the computer. They will illustrate one picture to
go with the story. The legend and the illustration will be displayed, side-by-side, in the hallway.
Day 8 & 9:



Lumbering Today & Lumberjack Day
Read Chapter 9 of “Journey Back to Lumberjack Camp” by Janie Panagopoulos.
What do we know about the logging industry in the late 1800’s? Make a list on chart paper.
Students read, “A Trip Through Today’s Sawmill” by Herman L. Miller and “Bringing the Forests Back”.
31


Working in partners, students will complete a Venn diagram comparing the logging industry of the past to the logging industry of today.
The teacher will then take suggestions from students to complete a class Venn diagram.
32
LESSON Plan 2: Timeline Lesson with Foldables
GLCE
Verbs
Know- What will
students know
upon learning this?
4- H3.0.6 Use a
variety of primary
and secondary
sources to
construct a
historical narrative
about the
beginnings of the
automobile
Use
Construct
Students will know
how to use a
variety of sources
to create their
narrative foldable
on Michigan’s
motor
cities/beginnings
of the automobile.
Understand- What
will students
understand
Students will
understand the
economic increase
of labor in
Michigan’s motor
cities.
Do-What will
students do to
show they
understand
As a group,
students will
collect data and
create a narrative
of the automobile
industry in
Michigan. They
will highlight this
information
through a foldable.
Resources:
Michigan History
for Kids (Spring
2002-Auto
Industry &
Summer 2003Labor Movement);
The Mitten
(February 2004);
Our Michigan
AdventureChapter 8;
barrywebster.com
Lesson 2: Sequence of Instruction (including Vocabulary): What will you do? What will they do?
Lessons: How will you take them
Instructional strategies/Social constructs:
where they need to go? (Step-by-Step
How will they work?
plan)
(AND what will YOU do?)
Pre-test/Anticipatory set:
As a class we will begin by talking about what
we know about the beginnings of the automobile
industry and what we would like to know. We
will talk about any experiences students may
have had such as going to Detroit or to a
automobile museum such as the Gilmore Car
Instructional strategies/Social constructs:
How will they work?
 Writings (on foldable)
 Cooperative activity (Share their
findings)
 Verbal assessment/checking for
understanding as they go along
Vocabulary
I Can
-Economic
increase
-Labor Unions
-Car Companies
-Henry Ford
-Model T
-Detroit, MI
-Assembly lines
-World War II
I can use a variety
of sources to
construct a
historical narrative
about the
beginnings of the
automobile.
Resources needed: What materials and
resources will they need?
(Page #s read, graphic organizers, books, posters,
realia, etc…)
Resources needed: What materials and
resources will they need?
 Michigan History for Kids (Spring 2002Auto Industry & Summer 2003- Labor
Movement); The Mitten (February
2004); Our Michigan AdventureChapter 8; barrywebster.com
33
Museum in Hickory Corners, MI.
Lessons:
Gradual release
Independent work
Independent Readings (Using the listed
resources)
Writings through a foldable

Foldable paper
34
LESSON Plan 3: Early Michigan Transportation Industry ---The lesson plan will provide students with a clear and precise understanding about early
transportation network. Students will learn about the geography of Michigan and all the important early industries that helped boost or shape what Michigan
is today. Without the success of the early industries, Michigan wouldn’t have been able to be as successful and important for industries to follow. More
importantly early transportation in Michigan played a significant role in the development of Michigan both economically and contributed to the auto industry.
GLCE
Verbs
Know- What will
students know
upon learning this?
Understand- What
will students
understand
Use historical
thinking to
understand the
past.
4 – H3.0.1 Use
historical inquiry
questions to
investigate the
development of
Michigan’s major
economic activities
(agriculture,
mining,
manufacturing,
lumbering,
tourism,
technology, and
research) from
statehood to
present. (C, E)
What happened?
When did it
happen?
Who was involved?
How and why did it
happen?
How does it relate
to other events or
issues in the past,
in the present, or
in the future?
What is its
significance?
Use
Investigate
Compare
Construct
Students will know
the many ways
transportation was
created in
Michigan, the early
industries that
boosted economic
prosperity, and the
contribution of
early
transportation that
contributed to the
auto industry.
Students will
understand how
Michigan’s major
economic activities
have played a big
role in the
economy (past and
present), different
ways of
transportation in
Michigan in the
past, and the
differences of the
past compared to
the present.
Do-What will
students do to
show they
understand
Students will
create a carriage
company
advertisement,
map railway
systems, write
stories about the
railroad.
Vocabulary
I Can
-Transportation
network
-Erie Canal
-Detroit City
Railway
-Auto Industry
-Labor Unions
-Car Companies
-Henry Ford
-Model T
-Detroit, MI
-Assembly lines
-World War II
I can use historical
accounts and
information to
describe the past
modes of
transportation and
major economic
activities that
played a big role in
Michigan’s
economy (past and
present).
35
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
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)
Lesson 3: Sequence of Instruction (including Vocabulary): What will you do? What will they do?
Lessons: How will you take them
Instructional strategies/Social constructs:
where they need to go? (Step-by-Step
How will they work?
plan)
(AND what will YOU do?)
Pre-test/Anticipatory set: Today we are going
to learn more about an early industry in
Michigan that helped all of the previous
industries we already learned about;
Transportation. Carriages, Railroads, and
Steamboats were an important part of
Michigan’s early industries that helped to create
a strong economy. These forms of
transportation allowed for us to ship items, such
as food for consumption, lumber for building,
and materials for everyday use. We will have a
Instructional strategies/Social constructs:
How will they work?
 Writings
 Cooperative activity
 Verbal assessment/checking for
understanding as they go along
Resources needed: What materials and
resources will they need?
(Page #s read, graphic organizers, books, posters,
realia, etc…)
Resources needed: What materials and
resources will they need ?
 Large outlined map of Michigan
 Black fine point pens/markers
 Crayons/colored pencils/pencils
 A key for the map
 Paper; lined, construction, and plain
36
class discussion about what we have already
learned for the “hook.”
Lessons:
Gradual release
Guided Practice, Independent work
Group work
Advertisement Creation
Presentation of work
Map Creation
Background Notes (Rural Michigan: 1865-1900. In Michigan Department of Natural Resources)
(http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/ruralmi/index.html)
(Internet Site: http://www.michigan.gov/dnr)
During the 19th century, the agriculture, mining, and lumbering industries needed raw and finished materials to be shipped to buyers and sellers. The
beginning of the Transportation system was very weak and difficult. Most of the early communities in Michigan were along the shores of the Great Lakes.
Steamboats allowed for items to be shipped along the waterways. Sailing ships were not nearly as useful as steel-hulled steamers, which were able to ship iron
ore, copper, and lumber. The Soo Locks were opened in 1855. The railroad system in Michigan allowed for more reliable transportation because the
waterways freeze, can flood, and dry up. Railroads were constructed to transport rail cars through tunnels and over rivers. The carriage and wagon industry
was developed because of the success of the Lumbering industry. Michigan’s carriage and wagon industry was ranked among the largest with nearly 125
companies. Overall, Steamboats, Railroads, and Carriages were main Transportation systems in Michigan.
[Some important dates: In 1825, The Erie Canal opens bringing settlers to Michigan. In 1838, The Detroit and Pontiac RR starts operating a train between
Detroit and Birmingham. Horses pull the train until a locomotive arrives in August 1839. In 1847, A horse-drawn bus route runs along Detroit’s East Jefferson
Avenue. In 1855, the Soo Locks were completed and opened. In 1863,The Detroit City Railway Company is established. It uses horse buses placed on rails. In
1922,The Detroit Department of Street Railways begins operating all city street railways. ]
Objective
Students will learn about the different early forms of transportation in Michigan. The students will learn about the major factories, ports, and routes. Students
will place these important places on a map and learn how and why these transportation networks were established. They will be able to learn all about the
carriage company, locate the railroad system, and the steamboat transit system. Students will use their creativity to create stories and drawings to represent
characteristics about the forms of transportation.
Evaluation
The students will be able to explain the importance of the transportation system as it pertained to agriculture, mining, and lumbering both in writing, orally,
and through the arts. Transportation terminology will be given during the open class discussion. Students will create a map that represents the railroads,
steamboat ports, and the main cities for carriage making. The students will use the key vocabulary terms learned to create their own stories and
advertisements. Students will make a story about life as a railroad and steamboat worker, they will create their own advertisement for the carriage company.
Rationale
The lesson plan will provide students with a clear and precise understanding about early transportation network. Students will learn about the geography of
Michigan and all the important early industries that helped boost or shape what Michigan is today. Without the success of the early industries, Michigan
wouldn’t have been able to be as successful and important for industries to follow. More importantly early transportation in Michigan played a significant role
in the development of Michigan both economically and contributed to the auto industry.
37
Procedure
1. Students will all be put into groups and given a large blank outlined map. Tell them they will be creating a map with Railroad systems, major
Steamboat or shipping routes and ports, and the major Carriage and Wagon industries.
2. Over the course of the three days the students will enter the different forms of transportation. Each day they will begin their activities with mapping
out the places on the map with writing utensils while creating a key to reference.
3. With the writing utensils the students will put the places on the map. Each places put on the map, the students will need to color coordinate and make
a key so the map can easily be read. Students will receive information about each form to be able to map all places.
4. After students have completed the activity, the students will show the class the way they went about creating their maps. Each group will go about
creating their maps differently. Ask the students explain to the class to the class why they chose to create their map they way they did. (Different
pictures, symbols, colors, etc.)
5. Have the students put away their maps, and explain that they will be writing a story about life as a railroad, carriage, or steamboat worker. Provide
the students with vocabulary terms, pictures, and books. The students will be required to create a story as a worker of one of the forms of
transportation and include a drawing of what their life looks like.
6. Students will create their stories with pictures and they teacher will ask a few students to share the stories they wrote with the entire class.
7. After sharing with the class, the teacher will hang up all the stories with pictures around the room to display.
8. For the last part of the activity, the students will create their own carriage company advertisement. The teacher would have already provided
examples, for the students of advertisements that were documented from the 1800’s.
9. Students will be told that they are going to create their own advertisement, based on the information they learned about the carriage companies in
Michigan. They will need to provide a picture of a carriage, the price, a name of their own for the carriage, color and style options, and the company’s
label on the ad.
10. Upon completion of their advertisements, students will “sell” their product to the classroom. The students will share all the elements of their
advertisement with the classroom, and show the pictures. The students will walk around each student’s desk and look over all the ads. In the end, the
teacher will also display the advertisements throughout the classroom.
38
LESSON Plan 4: Agriculture Webquest--- This lesson is important to the students understanding of the first major industry in Michigan, and the impact it
had on the industries to follow. Students will also learn more about the natural resources of Michigan and the different way of life from 1837 and onward.
GLCE
Verbs
Know- What will
Understand- What Do-What will
Vocabulary
I Can
students know
will students
students do to
upon learning this? understand
show they
understand
4 – H3.0.1 Use
Describe
Students will know Students will
Students will be
-Rural land
I can describe how
historical inquiry
Use
how farms
understand
evaluated by
-Industry
natural resources
questions to
Draw upon
developed
different forms of
completing a
-Pioneers
and industries
investigate the
Compare
geographically
mechanization
worksheet that
-Child labor
have affected and
development of
along
used to increase
accompanies the
-World War I
still affect the
Michigan’s major
transportation
farm production
assigned webquest. -Industrial Growth growth of Michigan
economic activities
routes, family life
and how the
This worksheet
-Roads, rails, and
cities as well as
(agriculture,
on the farm, and
natural resources
will ask questions
waterways
what life was like
mining,
how all members
helped industries.
related to the
-Iron
in Michigan in
manufacturing,
contributed to the
(e.g. Great Lakes,
content in the
-Steel
comparison to
lumbering,
success of the
Rivers, etc.)
webquest, and will -Carriage makers
today.
tourism,
farm; students will
focus on areas of
technology, and
also know about
importance of the
research) from
different
lesson that is
statehood to
manufacturing in
important for
present. (C, E)
Michigan.
students to
What happened?
understand.
When did it
happen?
Who was involved?
How and why did it
happen?
How does it relate
to other events or
issues in the past,
in the present, or
in the future?
What is its
significance?
4—H3.0.3
Describe how the
relationship
between the
location of natural
39
resources and the
location of
industries (after
1837) affected and
continues to affect
the location and
growth of Michigan
cities.
4 – H3.0.4 Draw
upon stories,
photos, artifacts,
and other primary
sources to
compare the life of
people in towns
and cities in
Michigan and in
the Great Lakes
region during a
variety of time
periods from 1837
to the present (e.g.,
1837-1900, 19001950, 1950-2000).
(G)
Lesson 4: Sequence of Instruction (including Vocabulary): What will you do? What will they do?
Lessons: How
Instructional strategies/Social constructs: How will they work?
will you take
(AND what will YOU do?)
them where
they need to
go? (Step-byStep plan)
Pre-test/Anticipatory
Instructional strategies/Social constructs: How will they work?
set: Today we are going
Students will receive “Rural Michigan” worksheet and are instructed to explore the “Rural
to take a look into the
Michigan” webquest in the computer lab. URL:
foundation of our
http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/ruralmi/index.html
society, farming.
The website is divided into sections, “Home on the Farm”, “The Heyday of the Horse”, and “Rural
Farming is responsible
Michigan Gallery Home Page”
for the cereal you eat for
Resources needed: What
materials and resources
will they need?
(Page #s read, graphic
organizers, books, posters,
realia, etc…)
Resources needed: What
materials and resources will
they need ?
 Webquest
worksheet for each
class member
 Computers with
40
breakfast, the bread you
make your sandwiches
with for lunch, and the
vegetables your parents
make you eat for dinner.
Start the class off with a
discussion about
industries and
companies they know of
in Michigan and natural
resources they believe
helped early settlers or
people that lived in
Michigan way before
their time.
Lessons:
Webquest
Background Notes:
Wrap-Up:
Now that we have a general idea of the background of farm life, and the connection it has to society
as a whole, we will have a class discussion about what we found out in our webquest together and
have a short verbal assessment.

internet access for
each student or
group of students
Pencil/Pen for
filling out
worksheet
The development of Michigan has been centered around an agricultural background. By the end of the 19th century, Michigan was still largely a rural state,
with 60% of the state's population living in rural areas. Michigan agriculture was essential to developing industries in Michigan, as it provided a source of food
for developing communities. In this lesson, students will take an informative journey through a webquest that covers many aspects of early agriculture in
Michigan. They will also investigate the manufacturing aspect and different major economic activities in Michigan.
Objective:
By completing this webquest and answering questions related to the content, students will gain an understanding of how farms developed geographically
along transportation routes. In addition, students will learn about family life on the farm, and how all members in a family unit contributed to the success of
the farm. Students will also understand different forms of mechanization used to increase farm production. Students will also see communities that developed
around agricultural areas worked together for each other's benefit.
Evaluation:
Students will be evaluated by completing a worksheet that accompanies the assigned webquest. This worksheet will ask questions related to the content in the
webquest, and will focus on areas of importance of the lesson that is important for students to understand.
41
Agriculture Webquest (Lesson 4) WORKSHEET
1.) Click on “Fairs and Towns” and write down where farmers took their products.
2.) How were the communities set up?
3.) How were people who served in the Civil War treated?
4.) What event showcased farm products and livestock in MI? When and where did this start?
5.) Where does the Goddess of Agriculture still appear today?
6.) Click on “Home on the Farm” and explain the different jobs of men and women.
7.) Why do you think each rural town had a general store?
8.) Where was the Champion Church made and by who?
9.) What artifacts from a Michigan farm home are showcased on this page?
10.) Click on “The Heyday of the Horse” and state what farmers looked to do between 1850-1920.
11.) What increased farm production?
12.) What are three of the cash crops mentioned?
13.) What new equipment was invented?
14.) Why did farmers need heavy draft horses?
42
15.) What is a “threshing ring”?
16.) What machine/invention do you think is the most creative or useful and why?
17.) In comparison with the technology back then for farming to today, what differences do you see? Explain at least 3.
18.) Find “The first People to 1900” link and click on it. On the floor plan map, click on “Farm and Factory” and then “Factory.”
19.) Read the introduction and pick one of the five links to summarize about the growth of manufacturing in Michigan. Summary should highlight key
points.
20.) Click on “Iron and Steel” and explain how this natural resource was helpful in the growth of manufacturing. (What was made from it?)
21.) Click on “Roads, Rails and Waterways” and explain why the Great Lakes were used for.
43
LESSON Plan 5: Case Studies of the URR in Michigan--- This lesson is important to describe the ideas and actions of individuals involved in the URR in
Michigan and the GLR. Students will use the URR as a means for relating explanations on how migration and immigration affected the growth of Michigan.
GLCE
Verbs
Know- What will
Understand- What Do-What will
Vocabulary
I Can
students know
will students
students do to
upon learning this? understand
show they
understand
4-H3.0.7 Use case
Use
Students will know Students will
Students will be
-Freedom seeker
I can use a
studies or stories
Describe
in depth about the
understand the
evaluated by a
-Fugitive slave
historical case
to describe the
Explain
individual with
ideas and actions
presentation of
catchers
studies and stories
ideas and actions
their particular
of individuals
their findings
-Plantation
to learn about the
of individuals
case study and will involved in the
through a short
-Underground
past and how
involved in the
also have a good
URR in Michigan
presentation to the Railroad
migration and
Underground
sense of other
and how these case class. Each group
-Great Lakes
immigration
Railroad in
individuals that are studies/stories
will be assigned an Region
affected the growth
Michigan and in
presented by other provide historical
URR case study to
-Fugitive
of Michigan.
the Great Lakes
groups.
evidence of what
research. Each
-Arrest
Region
-Migration: the
happened during
group will present
-Escape
movement of
that time.
their assigned
-Slavery
persons from one
person of interest
-Abolitionist
4-H3.0.2 Use
country or locality
on a poster board
-Bounty hunter
primary and
to another, like
that will later be
-Primary and
secondary sources
Southern blacks to
hung in the
secondary sources
to explain how
the factories in the
classroom as a
-Liberation
migration and
North; also moving
visual while
-Migration
immigration
to escape to
working on the
-Imigration
affected and
freedom, which in
history unit.
continue to affect
turn affects the
the growth of
growth of
Michigan.
Michigan.
Lesson 5: Sequence of Instruction (including Vocabulary): What will you do? What will they do?
Lessons: How
Instructional strategies/Social constructs: How will they work?
will you take
(AND what will YOU do?)
them where
they need to
go? (Step-byStep plan)
Pre-test/Anticipatory
Instructional strategies/Social constructs: How will they work?
set: The class will start
Students will be divided into groups and each group will focus on an assigned case study. Together
with a discussion about
the students will work to make a poster to present to the class about the individual involved in the
Resources needed: What
materials and resources
will they need?
(Page #s read, graphic
organizers, books, posters,
realia, etc…)
Resources needed: What
materials and resources will
they need ?
44
we know about the URR
and what we think it is.
The teacher will discuss
questions from The
Mitten Spring 2001
issue. The document is
also found online as a
teacher supplement by
googling The Mitten
Spring 2001 issue.
Lessons: The lesson for
this unit is investigating
case studies in groups
and presenting.
Group collaboration;
research; presentation
of information
URR. Students’ work will be posted on the walls in the classroom for the remainder of the history
unit.


Case Studies to
work with
Poster paper
45
Unit Final Assessment
The final assessment for this unit is a vocabulary assessment. This will reflect on all of the vocabulary the children learned throughout the lessons. The
children will have already heard these words and hopefully have a good understanding of them, but this assessment will help verify that.
Instructional strategy: Gradual Release
Resources: Construction paper and markers
Hook: The children will review over the words they have seen in the unit and refresh their memories. The teacher could help the students do this through
flash cards, or writing words on a board, and showing pictures with words.
Assessment: The teacher will introduce the children to the word with a small piece of information or background from when it was previously learned. The
teacher will have the children use the word in a sentence. The children will team up and determine whether the presented sentence is FACT or FICTION. All
children will create their own definition after the answer has been identified and will write it on their own foldable. The children will be assessed on this by
the quality of their foldable and the definitions aligning well with the vocabulary words.
46
Citation Page
Kellogg, S. (1987). Paul Bunyan, a tall tale. New York, NY: Mulberry Books.
Lasky, K. Marven of the Great North Woods. (pp. 1-48). San Diego: Houghton Mifflin Harcourt, 2002.
Michigan Department of Natural Resources. (n.d.). Michigan department of natural resources1865-1900. Retrieved from
http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/ruralmi/index.html
Panagopoulos, J. (1993). Journey Back to Lumberjack Camp: A dream-quest adventure. (pp. 1-176). Spring Lake, Michigan: River Road Publications.
Sturgis Public Schools. (n.d.). Michigan Forests and Lumbering Unit. Retrieved from
https://docs.google.com/viewer?a=v&q=cache:QAXnOT0WvAUJ:www.sturgisps.org/cms/lib01/MI01000489/Centricity/Domain/443/Michigan_For
ests_and_Lumbering_Unit.doc read chapter 5 of journey back to lumberjack
camp&hl=en&gl=us&pid=bl&srcid=ADGEESiGYwFjpXOJO5QONB3ckrMmsHgCiLJK1x67HSXincBaJt2b9o1w_8c6AH1midh3pMY_RilptEi9YCTdjETwbrY
H2CUaJ9k0kx5j0z5oSctOfUPbwoRPneIXRc0Q92s15kEnBTyP&sig=AHIEtbQ7lrbwS75yO8IjO3hxLaG4-tK2Dw
Wood, A. (1996). The Bunyans. (pp. 1-32). New York: Blue Sky Press/Scholastic Inc.
47