SST 309 Unit/Vocabulary Plankatieelizabethlee.weebly.com/uploads/1/6/8/7/16870222/...4...

SST 309 Unit/Vocabulary Plan Katie Lee

Winter 2013

2

Unit/Vocabulary Plan SST 309 Lee, Section 02

Michigan History Unit & Vocabulary

Table of Contents

Page 1……………………………………….Title Page

……………………………………….Table of Contents

Page 3-5……………………………………..Overview/Rationale/Introduction

Page 5-9……………………………………..KUD’s & I Can Statements

Page 10-11…………………………………..Assessment Ideas

Page 11-13…………………………………..Sequence of Instruction/Vocabulary Lesson

Page 13-15…………………………………..Resource A

Page 16-17 ………………………………….Resource B

Page 18-19 ………………………………….Resource C

Page 20 ……………………………………..Lesson 2

Page 21-23 ………………………………….Resources Lesson 2

Page 24-27 ………………………………….Lesson 3

Page 27 ……………………………………..Resources Lesson 3

Page 28-29 ………………………………….Lesson 4

Page 29 ……………………………………..Resources Lesson 4

Page 30 ……………………………………..Lesson 5


Page 35-36 ………………………………….Lesson 6


Page 39-40…………………………………..Works Cited

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Michigan History Unit & Vocabulary

2. Overview/Rationale/Introduction

KUD 1: 3-H3.0.1 Identify questions historians ask when studying Michigan history

Overview: This unit will introduce students to questions historians might ask in present day when studying Michigan history. Third

graders will understand questions that are helpful in studying the history of the state. They will also understand that there are questions

that are not relevant in learning the history of Michigan and they will be able to decipher which ones are not important.

Rationale: It is important that students learn basic questions asked when studying Michigan’s history because some are relevant and

some are not. The history of our state is important to each individual living here because it affected the way we now live. Students in

the third grade should be able to learn basic history about Michigan in order to know questions historians might ask.

Introduction: This unit, about questions historians ask when studying Michigan history, will allow students to understand what a

beneficial question is and what is not necessary when learning about the history. Students will engage in large group discussion,

worksheet analysis, and oral assessments that are appropriate for third graders.

KUD 2: 3-H3.0.2 Explain how historians use primary and secondary sources to answer questions about past

Overview: This unit will teach students what primary and secondary sources are and how to use them when answering questions

about the past. Third graders will understand that a primary source is any original document, artifact or relic (diaries, journals,

pictures) and a secondary source is one that is interpreted from a primary source (articles, history textbook, commentaries).

Rationale: It is important that students learn how to use primary and secondary sources because these are how we learn from our past.

Without evidence and proof of events happening, we would not know how to improve our societies or learn from our mistakes.

Teaching third graders how to use these sources will benefit them greatly because they will then understand the importance of the

sources and why they are used which means it is a great time to teach them why historians use them.

Introduction: This unit about how historians use primary and secondary sources will allow students to research primary and

secondary sources of their own, study news articles and artifacts and videos, and understand what each represents. During the lesson

students will engage in activities allowing them to see the importance of these sources and practice teamwork simultaneously.

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KUD 3: 3-H3.0.7 Use primary and secondary sources to construct a historical narrative about daily life in early settlements of

Michigan

Overview: This unit will introduce students to early life of pioneers living in Michigan. This unit will provide examples of what

women and daughters did in the household, husbands and sons, how the land was like and other aspects of daily life. Students will

learn from videos, books, articles and more. Then students will take their new knowledge and construct a poster board and story.

Rationale: It is important that students learn they can use primary and secondary sources to create a narrative because this is how our

daily life today started. Students need to understand where our customs and traditions originated.

Introduction: This unit about making a historical narrative will allow students to work individually and with partners. During the

lesson students will engage in activities that teach them the background information and then work collaboratively to combine

findings.

KUD 4: 3-H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan

Overview: This unit will introduce students to case studies and important events and people in Michigan history. Students will be able

to use information they find to describe how a person and event affected Michigan’s history and will share their findings with me in a

paper.

Rationale: It is important for students to understand that case studies talk about important people or events because the two websites

they will be using are all about case studies and stories.

Introduction: This unit about using case studies and stories to describe how individuals or events changed Michigan history will

allow students to work individually and collaboratively with partners. Each student will be writing their own papers on one even and

individual who had an impact on Michigan’s history, however.

KUD 5: 3-H3.0.10 Create a timeline to sequence early Michigan history

Overview: This unit will introduce students to the series of events that led Michigan to the state it is now. They will learn that the

order of these events and people: American Indians, Etienne Brule, French and Indian War, American Revolutionary War, Northwest

Territory, and Michigan Territory. Third graders will understand the order in which these events happened.

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Rationale: It is important that students learn the basic beginnings of Michigan history because they are the foundation of our state.

We would not have the laws and settlements here now if these events did now occur.

Introduction: This unit, about making a timeline of early Michigan history will allow students to participate individually, with

partners and as a class. Students will read articles online, create a three-quarter book by themselves, create a timeline with a partner,

and share findings to the whole class. Students will demonstrate their learning by placing in order, from oldest to newest, events in

Michigan history.

KUD 6: 3-H3.0.3 Describe the causal relationships between these events in Michigan’s past: Erie Canal and Settlement

Overview: This unit will introduce students to the Erie Canal and its direct relationship; settlement. Third graders will understand that

the Erie Canal was an easy way of transportation and opened many possibilities for people wanting to move.

Rationale: It is important that students learn where the Erie Canal was built and what it is. Students should also realize what

settlement means and how they, themselves have settled somewhere. Students can understand that moving in the 1800’s was more

difficult than it is now so this was a wonderful new means to an end.

Introduction: This unit about the relationship between the Erie Canal and settlement will allow students to participate in both

individual groups, small groups and as a whole class. They will listen to the teacher read trade books, watch a powerpoint presentation

with videos, poems, songs, primary and secondary sources and will see the relationship directly. Students will engage in oral activities,

silent activities and arts and crafts. Students will demonstrate their learning by presenting their findings on the relationship between

the Erie Canal in either a model representation or in a story format.

3. KUD’s: The road map:

GLCE and Verb 3-H3.0.1 Identify questions historians ask when studying Michigan history

Knowledge (K) Understand (U)

DOL: Demonstration of Learning (DO)

Vocabulary I Can

A question is a sentence that looks to

Students will understand

Given 5 blank

spaces and 10

questions to

Questions Historians

I can identify crucial questions historians would ask when studying Michigan history.

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find information or answers. Examples could be: “What happened? When did it happen? Who was involved? How & why did it happen?” Historians ask many questions to understand the history of the State. American Indians were the first to settle in Michigan in 11,000 BCE. New France was defeated in the French & Indian War in 1763 and then the British were defeated in the American Revolutionary War in 1783. Michigan then became part of the Northwest Territory after the Treaty of Paris in 1783. This is why we are currently considered part of the Northwest.

that there are specific questions that are helpful when learning about Michigan history.

choose from,

students will pick

questions related

to historians

studying

Michigan’s

history.

History American Indians Settlement New France French & Indian War American Revolutionary War Erie Canal Northwest Territory

GLCE and Verb 3-H3.0.2 Explain how historians use primary and secondary sources to answer questions about past



Vocabulary I Can

Primary sources are Students will Using 2 examples Primary source I can tell how historians use primary and secondary

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documents recorded during the time of study. Secondary sources are comments or interpretations of primary sources. Historians use these sources to validate any information they have already learned or to expand upon any information they need to learn more about.

understand that primary and secondary sources are used in certain ways to help historians answer questions about the past.

of primary and secondary sources provided, students will explain how historians use these to answer questions about Michigan’s past.

Secondary source Historians Past Validate Information

sources to answer questions about the past.

GLCE and Verb

3-H3.0.7 Use primary and secondary sources to construct a historical narrative about daily life in early settlements of Michigan



Vocabulary I Can

Historical narratives are stories about a past event. Primary sources are documents recorded during the time of study and secondary sources are comments or interpretations of primary sources.

Students will understand that daily life in early settlements of Michigan were all different based on the primary and secondary sources they use.

Given a poster board students will divide it into four sections explaining the 4 main aspects of daily life.

Historical narrative Pioneer Settlement Primary source Secondary source Story

I can create a historical narrative of early settlements in Michigan using both primary and secondary sources.

GLCE and Verb 3-H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan


DOL: Demonstration of

Vocabulary I Can

8


Learning (DO)

Case studies are reports on individual units. Some main individuals were: Etienne Brule - first white explorer; Jacques Marquette - first permanent settlement was led by him; Henry Ford - automobile industry; Ku Klux Klan - white, racist protestants (branch of Christianity).

Students will understand that the ideas or actions of individuals in Michigan history affected our state either positively or negatively.

Given 3 case studies and stories about individuals who have affected Michigan’s history, students will choose one individual or group of individuals and explain their role.

Case study Individuals Etienne Brule Jacques Marquette Henry Ford Ku Klux Klan Protestant

I can explain how the ideas or actions of an individual affected Michigan’s history.

GLCE and Verb 3-H3.0.10 Create a timeline to sequence early Michigan history



Vocabulary I Can

A timeline goes from early happenings to more recent events in left to right order. American Indians were the first to settle in Michigan in 11,000 BCE. 1621: Etienne Brule found Michigan. New France was defeated in the French & Indian War in 1763 and then the British were defeated in the

Students will understand that a timeline can give a visual representation of the events of early Michigan history.

Given a sheet of construction paper, students will draw a timeline of early Michigan history with at least 7 major events.

Timeline American Indians Etienne Brule New France French & Indian War British American Revolutionary War Northwest Territory Treaty of Paris Michigan Territory

I can make a timeline of early events in Michigan history in order from oldest to newest.

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American Revolutionary War in 1783. Michigan then became part of the Northwest Territory after the Treaty of Paris in 1783. This is why we are currently considered part of the Northwest. In 1805 the Michigan Territory was created.

GLCE and Verb 3-H3.0.3 Describe the causal relationships between these events in Michigan’s past: Erie Canal and Settlement



Vocabulary I Can

The Erie Canal was our nation’s first major transportation system. It brought over much trading, more people and more settlements. Settlements have to contain populations of people in order to survive and thrive and with a gateway to more opportunities, settlements grew in Michigan as the Erie Canal became known.

Students will understand that the Erie Canal resulted in more settlements in Michigan.

Using either a model or story, students will describe the relationship between the Erie Canal and settlements in Michigan.

Erie Canal Settlement Trading Transportation

I can explain why the Erie Canal caused more settlements in Michigan.

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4. Assessment ideas:

KUD 1 3-H3.0.1 Identify questions historians ask when studying Michigan history a. After the lessons are finished, students will be given a worksheet with 5 blank spaces and 10

questions. Students will have to pick 5 questions and write them on the blank spaces to show their understanding of identifying

questions historians ask when studying Michigan history.

b. I will grade the students’ work after they turn in their worksheets. I will make 60% of the questions relevant to Michigan history so

the students will have one extra question if they aren’t sure what to pick. Students who pick 100% of the relevant questions historians

might ask will be considered to have “mastered” the material.

KUD 2 3-H3.0.2 Explain how historians use primary and secondary sources to answer questions about past a. After the lessons students will be given three questions that could pertain to how historians use sources to answer questions about

the past. Two of these questions will be False and one will be True. Students will select the best answer. During the lesson I will ask

each student how sources are used.

b. I will collect the worksheet with the True and False questions and grade immediately. If the students got them right, I will know

they understand how the sources are used to answer questions about the past. If they don’t, I will either review with them how they are

used and then assess again or see if it’s the individual student who needs help.

KUD 3 3-H3.0.7 Use primary and secondary sources to construct a historical narrative about daily life in early settlements of Michigan a. After the lessons students will understand the early life of pioneers in Michigan. They will watch videos and hear stories about

Little House on the Prairie which accurately depict daily life in early settlements of Michigan.

b. I will collect poster boards from the students and ensure they filled in each part correctly (formative assessment). Then I will collect

the partner or individual stories of daily life and assess students based on accuracy

KUD 4 3-H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan a. After the lessons students will understand what case studies are and that they can use them to describe information. During the

lessons students will use websites provided and I will walk around and check them and ask if they have any questions about anything

(formative assessment) and then will assess them at the end of the lesson by having them use two case studies on a person and event

with the attached rubric.

b. I will collect papers from students about their case studies and how they affected Michigan history. These will be graded using the

rubric created in the attachments.

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KUD 5 3-H3.0.10 Create a timeline to sequence early Michigan history a. After the lessons students will be given paper to create a timeline with a partner followed with an assessment of matching events to

the order in which they happened.

b During the lessons I will collect each student’s folded+ books of the main Michigan events and grade them and hand them back

immediately so they can use them to show to their partner and use that information. After the lesson and the students share their

timelines, I will collect them followed by the worksheet matching early events in Michigan history.

KUD 6 3-H3.0.3 Describe the causal relationships between these events in Michigan’s past: Erie Canal and Settlement a. During the lessons students will be given a sheet of lined paper to write down their reasoning for the relationship between

the Erie Canal and settlement. Then after the lessons I will have the students present their models or stories they created about the

relationships to the class and turn them in.

b. I will collect the papers after about three minutes and read them over while the students are working on their models; this

is a formative assessment. Then at the end of the lesson I will assess them on their model or story they created by how well it

depicts the relationship of the Erie Canal and settlement (if they drew people, homes, stores, etc. near the river or built homes on their

model).

5. Sequence of Instruction: Lesson 1 - Vocabulary Lesson

Lessons: How will you

take them where they

need to go?

(Step-by-Step plan)

Instructional

strategies/Social

constructs: How will they

work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #’s read, graphic organizers, books, posters, realia, etc…)

3-H3.0.1 Identify

questions historians ask

when studying

Michigan history

Pre-test/Anticipatory

set: Multiple question

starters will be on the

board for students to

get used to (Who?

Instructional

strategies/Social

constructs: Students will be

in whole group discussion

while I introduce questions

from most basic to specific

to Michigan history.

Students will work together

in deciding what questions

Resources needed:

Trade book: Schonberg, M. (2003). Michigan History.

Paper/Pencil/markers/chart paper, etc.

Worksheets (Resource B)

Michigan History Time

http://www.michigan.gov/kids/0,4600,7-247-46688---,00.html

http://www.barnesandnoble.com/c/marcia-schonberg

http://www.michigan.gov/kids/0,4600,7-247-46688---,00.html

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What? When? Where?

Why? How?), then

basic questions about

life (Who is that? What

time is it? When is

dinner? Where do you

live? Why are we here?

How are you?), and

questions about

Michigan’s history

(Who was the first to

settle in Michigan?

What did they land on?

When did the American

Indians find Michigan?

Where did the first

settlers land? Why did

they come to Michigan?

How did they find

Michigan?)

Lesson:

Direct Instruction:

1. Teacher will

introduce the tree

different types of

questions by writing

them all on the board or

having them cut out and

taping them to the

board (according to the

script on A & B). The

are helpful and which are

not in studying history.

Cooperative activity

Large group

Formative

assessment/checking

for understanding as

they go along

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teacher will give other

examples and ask

students if they have

any examples of

question starters, basic

questions about

everyday life or about

Michigan history to be

more specific.

2. Teacher will read a

trade book to show

students some history

about Michigan and

will ask questions

throughout the books so

students get an

understanding of what

is an acceptable

question when studying

Michigan history.

6. Resource Attachments

Resource A: A Script for Vocabulary Development

Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces word)

Questions:

Teacher-talk (Step One): Show students the 6 types of questions on the board. If you need to know a certain answer, what question

would you ask? If you need to know where something is, how is a proper way of asking it? (Students may answer). Show students 6

types of questions about everyday life on the board. Ask them if they can think of any others (students may answer). Then ask students

if they know any history about Michigan. They may or may not, so if they don’t then put some questions up on the board that deal

with history. This will get them thinking about the history of Michigan. Ask students if they have any confusion and if they understand

every question up on the board. Allow students to answer any questions they feel as though they know. Make sure they know the

14


difference between basic questions and specific questions pertaining to the history of Michigan for this is the whole purpose of this

lesson.

American Indians:

Teacher-talk (Step One): We now live in Michigan but who was the first to live here? Who came here way before any of us ever did?

(Allow student answers). Students will probably think the Pilgrims were the first to come to Michigan because of false teachings and

Thanksgiving but assure them that it was the American Indians who were the first to discover Michigan. Ask them if they know what

year they first found it. If they don’t know, tell them it’s ok because it was long before you or any of your close relatives were born.

The American Indian’s first settled into Michigan in 11,000 BCE. (Show pictures of American Indians). Some of the students may

have some Indian in them, ask them if they know their heritage and have them share with their neighbors for about 30 seconds.

Show a video on traditional American Indian’s http://www.youtube.com/watch?v=RqapXCjcmr8

Step 2 - Building Academic Vocabulary: Write your own meaning for “Questions”

Teacher-talk: We have learned a lot about questions and specific questions today. How could you explain to your parents what you

have learned? Perhaps carry on a conversation with them and ask insightful questions. (Ask random students and write their answers

on the white board).

Step 3 - Building Academic Vocabulary: Draw a picture of one of the questions in action

(Students will be given a sheet of blank paper and will be asked to draw out either a scene of a question being asked or anything to

express that they know the question is the most important part and it is clearly shown throughout the drawing.

Settlement:

Teacher-talk (Step One): Yesterday we talked about questions and American Indians and how those are both crucial parts of learning

about the history of Michigan. Today, we are going to talk about how historians can use questions we have identified to learn about

Michigan’s history involving settlement. Did American Indian’s “settle” in Michigan? (Allow student discussion). If they are not sure,

ask them how the American Indian’s got here and what that is called. Then ask them who else has settled in the Michigan area? Do

they know any other facts? Or have any of them ever had to move someplace else and settle down. This might be a little more personal

and informative if a student experienced it firsthand.

Step 2 - Building Academic Vocabulary: Write your own meaning for “Settlement”

Teacher-talk: We have been talking about settlements and how the American Indians were the first to settle in Michigan. Can you

write in your own words a definition of the word “settlement”?

(Ask a few students to give their definition and add to the white board).

http://www.youtube.com/watch?v=RqapXCjcmr8

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Step 3 - Building Academic Vocabulary: Draw a picture of one of the questions in action

(Students will use the back of their blank sheets of paper to draw their picture of settlement on it. The teacher will collect these and pin

them to the wall so students can see everyone’s.

Step 4 - Building Academic Vocabulary Do activities that allow students to work with words they are learning

Teacher-talk: I am going to give you quite a few examples today of relevant questions historians might ask when studying our state’s

history. I am also going to add up there, at random, questions that are not relevant to the history of Michigan. You will work by

yourself to decipher which of the questions are relevant to the history of Michigan.

Step 5 - Do activities that allow students to work with words

Step 6 - Building Academic Vocabulary - Play games relevant questions they are learning

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Resource B Questions to Use to Illustrate Relevant/Purposeful Questions Historians Ask

Question Starters 1. Who?

2. What?

3. When?

4. Where?

5. Why?

6. How?

Basic Questions 1. Who are you?

2. What is for dinner?

3. When will we be there?

4. Where are we going?

5. Why are we here?

6. How are you?

17


Specific questions about Michigan history 1. Who was the first to settle in Michigan?

2. What did they travel in?

3. When did the American Indians find Michigan?

4. Where did the first settlers land?

5. Why did they come to Michigan?

6. How did they find Michigan?

18


Resource C Worksheet Name__________________________________

Date____________________

Directions: Use the 10 questions below and pick 5 of the most relevant to historians studying

Michigan history. There are more than 5 correct answers but only choose 5.

1. Who were the first settlers in Michigan? 6. Who is the President of the United States?

2. What did the first settlers travel in? 7. When did the American Indians settle in Michigan?

3. Why did anyone come to Michigan? 8. How did they find Michigan?

4. When was the Constitution written? 9. Where ocean is on the East side of the United States?

5. Why is Michigan considered part of the Northwest Territory? 10. How many states are there?

1.__________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________

3. _________________________________________________________________________________________________________

4. _________________________________________________________________________________________________________

5. _________________________________________________________________________________________________________

19


Resource C Worksheet Answer Sheet Name_Katie Lee______________________

Date_4/22/2013_______________

Directions: Use the 10 questions below and pick 5 of the most relevant to historians studying

Michigan history. There are more than 5 correct answers but only choose 5.

1. Who were the first settlers in Michigan? 6. Who is the President of the United States?

2. What did the first settlers travel in? 7. When did the American Indians settle in Michigan?

3. Why did anyone come to Michigan? 8. How did they find Michigan?

4. When was the Constitution written? 9. Where ocean is on the East side of the United States?

5. Why is Michigan considered part of the Northwest Territory? 10. How many states are there?

1.__________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________

3. _________________________________________________________________________________________________________

4. _________________________________________________________________________________________________________

5. _________________________________________________________________________________________________________

Who were the first settlers in Michigan?

What did the first settlers travel in?

Why is Michigan considered part of the Northwest Territory

When did the American Indians settle in Michigan?

How did they find Michigan?

20


Lesson 2

Lessons: How will you take

them where they need to go?

(Step-by-Step plan)

Instructional strategies/Social


work?


Resources needed: What materials and resources will they

need?


3-H3.0.2 Explain how historians

use primary and secondary sources

to answer questions about past

Pre-test/Anticipatory set: Introduce students to

Lesson:

Direct Instruction:

1. Teacher will


constructs: Students will

participate in small groups

deciphering the importance of

primary and secondary sources.

Each group will be given the

same 2 primary sources and 2

secondary sources. They will

share their findings with the

class on a poster board and

explain their reasoning.

Resources needed:

Poster board

Markers

Colored pencils

Which is True? (Attachment A)

Pictures of Primary & Secondary Sources (Attachment B)

Primary Sources for Kids:

http://www.socialstudiescentral.com/content/primary-

sources

How historians use primary & secondary sources

http://wiki.answers.com/Q/How_do_historians

use_primary_and_secondary_sources

http://www.socialstudiescentral.com/content/primary-sources


http://wiki.answers.com/Q/How_do_historians_use_primary_and_secondary_sources

http://wiki.answers.com/Q/How_do_historians_use_primary_and_secondary_sources

21



Resource A: Worksheet

Name: ______________________

Date: _______________________

Which one is True? Directions: Circle the one True answer about how historians use

Primary & Secondary sources to answer questions about the past.

True or False: Primary and Secondary sources show what

happens in the future.

True or False: Primary and Secondary sources help find out what

really happened in the past.

True or False: Primary and Secondary sources are not reliable.

22


Resource A: Worksheet Answer Sheet

Name: Katie Lee_____________

Date: _4/22/2013_____________

Which one is True? Directions: Circle the correct answers about how historians use

Primary & Secondary sources to answer questions about the past.

True or False: Primary and Secondary sources show what

happens in the future.

True or False: Primary and Secondary sources help find out what

really happened in the past.

True or False: Primary and Secondary sources are not reliable.

23


Resource B: Artifacts (Primary & Secondary Sources)

Primary Source Secondary Sources

French & Indian War

(1763)

American Revolutionary War

Treaty of Paris: Michigan became part of

Northwest Territory

24


Lesson 3



(Step-by-Step plan)



work?



need?


3-H3.0.7 Use primary and

secondary sources to construct a

historical narrative about daily

life in early settlements of

Michigan

Pre-test/Anticipatory set:

Lesson:

Introduce students to how early

pioneers lived in Michigan.

Students will have a basic

understanding of pioneers and

early settlements in Michigan.

Direct Instruction:

Teacher will read over this

lesson plan written by Calhoun

ISD Department of Curriculum

called “Third Grade Settling

Michigan Lesson 2 Settlers - A

Look at their Lives”:

1. “Read the class chapters 6, 8,

and 10 from Laura Ingalls

Wilder's Little House on the

Prairie, which describes the

Ingalls' family life, home, and

Mary's and Laura's chores.

OR

Show Little House on the

Prairie Season One Pilot.


constructs:

KWL for what pioneer

life was like in early

settlements of

Michigan; individual

work

Then after the lesson

students will share their

findings with partners

Teamwork on the letter

Resources needed:

Poster boards

Blank paper for letters

Colored pencils

Wilder, L. (1962). Little House on the Prairie (ch. 6, 8 &

10)

Little House on the Prairie Part One - Pilot

http://www.youtube.com/watch?v=i69XFQkRetA&

feature=PlayList&p=DAB7AD0385D2E04A&index=0

Article: The Mitten - Pioneer Life by Michigan History

Magazine

Primary Sources for Kids:

http://www.socialstudiescentral.com/content/primary-

sources

KWL chart (Attachment A)

http://www.youtube.com/watch?v=i69XFQkRetA&feature=PlayList&p=DAB7AD0385D2E04A&index=0

http://www.youtube.com/watch?v=i69XFQkRetA&feature=PlayList&p=DAB7AD0385D2E04A&index=0



25


2. Pioneers are the first

settlers. Lead a discussion

about the aspects of the

movie(book):

a. Describe their

travel

problems.

(Very hard

with muddy,

rocky trails-no

bridges)

b. Why did they

choose to

move west?

(Promise of

free/cheap

land)

c. How did the

first settlers

adapt to, use

and modify the

natural

resources in

Michigan?

(Trees to make

plank roads

and cabins;

Water for

watering

crops,

cooking,

washing and

daily chores;

26


Wildlife to eat;

etc.)

d. If possible,

discuss the

Native

American

relationship

from the pilot

3. Share The Mitten

Article “Pioneer Life”

(included)

e. Make sure you

discuss the use

of trees in

Michigan. (We

had many

more trees

than the

Ingalls’ did in

Minnesota).

4. Thinking about

pioneers and their

lifestyles, have students

illustrate the following

on a large paper folded

into four sections: Home,

Natural Resources in the

surrounding area,

Mom/daughter role, and

Father/son role.

5. Add pioneers to your

Michigan timeline.

(1800)

27


6. Students will (work in

partners or individually)

write a letter or diary entry

depicting a day in the life of

a pioneer.”


Resource A

KWL

What I Know What I Want to

Know

What I Learned

28


Lesson 4



(Step-by-Step plan)



work?



need?


3-H3.0.8 Use case studies or

stories to describe how the ideas

or actions of individuals affected

the history of Michigan

Pre-test/Anticipatory set: Introduce students to case

studies. Students should

understand that case studies are

written about people or events.

This will help them when using

the examples I give them by

deciphering how to use that

information to perform the

activity correctly.

Lesson:

Direct Instruction:

Teacher will use information

from websites provided to teach

students about how certain

people affected Michigan

history or how an event

affected the way we are now.

1. Teacher will teach students

about case studies.

2. Teacher will show on

overhead both websites and

how to navigate them.


constructs:

Snowball strategy to

see what different

people know about

important events and

people in affecting

Michigan history

Resources needed:

Paper for each student for snowball strategy

Michigan Famous People

http://www.e-referencedesk.com/resources/state-famous-

people/michigan.html

Michigan History Timeline

http://www.e-referencedesk.com/resources/state-history-

timeline/michigan.html Computer lab

Grading Rubric (Resource A)

http://www.e-referencedesk.com/resources/state-famous-people/michigan.html

http://www.e-referencedesk.com/resources/state-famous-people/michigan.html

http://www.e-referencedesk.com/resources/state-history-timeline/michigan.html


29


3. Students will explore the

websites for themselves.

4. Teacher will select three of

the most critical events and

people in Michigan’s history

and students will select one of

each and investigate further

about them and explain their

role in a few paragraphs.

5. Papers will be turned in at

end of lesson and will be

graded based on the attached

grading rubric (Attachment A).


Resource A

Case Study Rubric

Category 3 2 1

Accurate information and

dates

All accurate information Some accurate information No accurate information

Use of case studies Uses one of each provided

by teacher

Uses one provided by

teacher

Uses none provided by

teacher

Grammar No grammatical errors Little grammatical errors Many grammatical errors

30


Lesson 5



(Step-by-Step plan)



work?



need?


3-H3.0.10 Create a timeline to

sequence early Michigan history

Pre-test/Anticipatory set: Introduce students to

Lesson:

Direct Instruction:

Teacher will


constructs: Students will have

the opportunity to work

individually when gathering

information and creating their

three-quarter books, with a

partner when creating their

timeline (Think-Pair-Share),

and come together as a class to

share their timelines.

Students will be assessed

during the lesson

Formative: Grade three-

quarter books

Formative: Grade

partner timelines based

on accuracy of events

Summative: Assess

knowledge through matching test

Resources needed:

Construction paper

Mitchell, J. (1987). Michigan. An Illustrated History for

Children.

Matching Worksheet (Attachment A)

Timeline rubric (Attachment B)

Example of folded book (Attachment C)

31



Resource A: Name: _____________________________

Date: ________________________

Michigan Events Matching

Directions: Place the events in the correct order by connecting the number with

the event with lines.

1 British defeated in American Revolutionary War

2 Etienne Brule found Michigan

3 Michigan Territory created

4 American Indians settled in Michigan

5 New France defeated in French & Indian War

6 Michigan became part of Northwest Territory

32


Resource A: Name: Katie Lee_____________________

Date: 4/22/2013________________

Michigan Events Matching Answer Sheet

Directions: Place the events in the correct order by connecting the number with

the event with lines.

1 British defeated in American Revolutionary War

2 Etienne Brule found Michigan

3 Michigan Territory created

4 American Indians settled in Michigan

5 New France defeated in French & Indian War

6 Michigan became part of Northwest Territory

33


Resource B: Name: _____________________________

Date: ________________________

Timeline Rubric

Category 3 2 1

Sequence of Content Events are placed in

proper order

Most of the

events are placed in

proper order

Most events are

incorrectly placed on

the timeline.

Accuracy of Content Facts are accurate for

all events reported on

the timeline.

Facts are accurate for

most of the

events reported on

the timeline.

Facts are often

inaccurate for events

reported on the

timeline.

Dates An accurate,

complete date has

been included for

each event.

An accurate date has

been included for

almost every event.

Dates are inaccurate

or missing for several

events.

Mechanics Punctuation, spelling

and capitalization

were checked by

another student and

are correct

throughout.

Punctuation, spelling,

and capitalization are

mostly correct, but

were not checked by

another student.

There are many

punctuation, spelling,

and capitalization

errors.

(Rubric taken from Readwritething.org)

34


Resource C:

Folded Book Example

35


Lesson 6



(Step-by-Step plan)



work?



need?


3-H3.0.3 Describe the causal

relationships between these events

in Michigan’s past: Erie Canal and

Settlement

Pre-test/Anticipatory set: Introduce to students what the

Erie Canal is and why it is

important to our society. (Show

attached powerpoint). Ask what

settlement means to them and if

they know why and how the

two are connected. Multiple

trade books will be brought in,

poems will be shown, and

songs will be played.

Lesson:

Direct Instruction:

1. Teacher will begin lesson by

explaining what the Erie Canal

is and what settlement is.

2. Teacher will show videos,

poems, and play songs for

students to learn more about the

Erie Canal and stories of people

who traveled along it.

(Attachment A).

3. Teacher will read trade

books to students so they will


constructs:

Students will use a

KWL strategy

(Attachment B) to write

down that they already

know about the

relationship between

the Erie Canal and

settlement, what they

want to know and then

what they learned while

performing the

activities.

They will also create

either a model of the

Erie Canal with

settlement near it or

write a short story by

themselves to show

their understanding of

the causal relationship

between the two.

Resources needed:

Modeling clay for students who decide to create a small

replica

Blank and construction paper for those who want to create a

story book

Markers

Colored pencils

Harness, C. (1999). Amazing Impossible Erie Canal.

Spier, P. (2009). The Erie Canal.

Stacy, D. (2007). Erie Canal Cousins.

Mitchell, J. (1987). Michigan. An Illustrated History for

Children.

Attachment A

Attachment B

36


understand people traveled the

Erie Canal to settle in different

areas and that it was a major

improvement in transportation.

Guided Practice:

4A. Teacher will provide time

for students to look through

trade books themselves so they

understand connections.

4B. Students will use their

newfound knowledge to create

a model or story about the

relationship between the Erie

Canal and settlement.

Independent Practice:

5. Teacher will

37



Resource A: Erie Canal & Settlement Powerpoint

38


Resource B:

KWL

What I Know What I Want to

Know

What I Learned

39


7. Citation Page - APA format

Works Cited

Erie canal cousins. (n.d.). Retrieved from http://www.amazon.com/Erie-Canal-Cousins-Dorothy-Stacy/dp/0979294703

Michigan famous people. (2011). Retrieved from http://www.e-referencedesk.com/resources/state-famous-people/michigan.html

Michigan history timeline. (2011). Retrieved from http://www.e-referencedesk.com/resources/state-history-timeline/michigan.html

Michigan history. (n.d.). Retrieved from

http://www.barnesandnoble.com/listing/2688071686064?r=1&cm_mmca2=pla&cm_mmc=GooglePLA-_-Book-_-

Q000000633-_-2688071686064

Native american heritage - michigan. (n.d.). Retrieved from http://www.youtube.com/watch?v=RqapXCjcmr8

Pioneer life. (2001, December). The Mitten: A Publication of Michigan history magazine, Retrieved from

http://scope.oakland.k12.mi.us/docs/SS/MI Mitten Resources/Pioneer Life.pdf

The erie canal. (n.d.). Retrieved from http://www.amazon.com/The-Erie-Canal-Peter-Spier/dp/1615398783

Timeline rubric. (2004). Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-timeline2.pdf

Wilder, L. (1962). Little house on the prairie. HarperCollins. Retrieved from http://www.target.com/p/little-house-on-the-prairie-

revised-hardcover/-/A-12850440?ref=tgt_adv_XSG10001&AFID=Google_PLA_df&LNM|12850440&CPNG

http://www.amazon.com/Erie-Canal-Cousins-Dorothy-Stacy/dp/0979294703


http://www.youtube.com/watch?v=RqapXCjcmr8

http://www.amazon.com/The-Erie-Canal-Peter-Spier/dp/1615398783

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=NoCPNG&ci_src=14110944&ci_sku=12850440&kpid=12850440&LID=PA&ci_src=17588969&ci_sku=12850440

What is a primary source?. (n.d.). Retrieved from http://www.princeton.edu/~refdesk/primary2.html

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