Michigan Social Studies – 3

Mini-Lesson

O: Use a map and map tools (e.g., legend, alphanumeric grid lines) to locate familiar landmarks, streets and other features.

A: Identify north, south, east and west on the compass rose on a map

Make a map of the classroom, showing items such as desks, doors, bookshelves, etc. Next, have your students add grid.  Use letters on the bottom and numbers along the side lines over the top of their map.

Make a l map of the classroom, showing items such as desks, doors, bookshelves, etc. Next, have your students add grid lines over the top of their map. Remind them to use letters on the bottom and numbers along the side. Ask the group to make a list of items they would like another group to find on their map using the grid lines. Groups will trade maps and find the coordinates of the items.

make a fist with one hand. Explain that the knuckles form a ridge with hills and valleys. Then use a washable marker to draw contour lines around the knuckles. When the students open their fists, they will see how fat topographical maps can represent elevations

Set the maps up at a map center. Have the students rotate through the center and study the different types of maps. During the activity, have the students discuss or answer in writing the following questions: What is the title of the map? Why would someone need to use this map? Is there a compass rose or map key on the map? If there is a map key, what are some of the symbols? Do you think this map is easy to read and helpful? Why or why not?

Pass out blank maps similar to the map on page two of this week’s paper. Review with students what is needed on a map (scale, title, symbols, map key, compass rose). Divide the class into groups of four. Each group gets one blank map per person. Tell students that they are going to have a relay race with their maps. Each student starts his own map by writing the title. After 30 seconds students rotate to another map at their group. You can ring a bell, start music, etc. to facilitate the move. After each move they must add one needed item to the map. It may be a symbol (symbols also need to be noted in the key), the scale, compass rose, etc. Each group will go around twice adding one thing each time to the map in front of them. At the end of two rotations, check each map to make sure it has everything it needs.

“Maps and Globes” by Jack Knowlton

“My Map Book” by Sara Fanelli

“Kirsten and the Chippewa” by Janet Beeler Shaw, et al

“Up North and Down South: Using Map Directions” by Doreen Gonzales

“We Need Directions” by Sarah De Capua

“Mapping Penny’s World” by Loreen Leedy

“The Chippewa” by Christin Ditchfeld

“Where Do I Live?” by Neil Chesanow

“Bridges: Amazing Structures to Design, Build & Test” by Carol A. Johmann

“Bridges” by Etta Kaner and Pat Cupples

“Bridges Are to Cross” by Philemon Sturges and Giles Laroche

“Tunnels, Tracks and Trains” by Joan Hewett

“The Longest Tunnels” by Susan K. Mitchell

“Bridges: Amazing Structures to Design, Build & Test” by Carol A. Johmann, et al. For Teachers

“The Complete Book of Maps & Geography” by School Specialty Publishing

“Northeast Indians: Reproducible Models That Help Students Build Content Area Knowledge and Vocabulary and Learn About the Traditional Life of Native American Peoples” by Donald M. Silver

“Maps and Mapping” (Science Kids) by Deborah Chancellor

“Moose on the Loose” by Kathy-Jo Wargin

“Welcome to the World of Moose” by Diane Swanson

“Michigan’s Upper Peninsula: A Pictorial Guide” by John S. Penrod

“Clever Beatrice: An Upper Peninsula Conte” by Margaret Willey

“Out of the Northwoods: The Many Lives of Paul Bunyan, With More Than 100 Logging Camp Tales” by Michael Edmonds

“Mystery at Round Island Light” by Robert A. Lytle

“Stories from Where We Live—The Great Lakes” by Sara St. Antoine

“The Great Lakes: A Literary Field Guide” by Sara St. Antoine

“Michigan” by Jan Mader

“Mackinac Bridge: The Story of the Five-Mile Poem” by Gloria Whelan

“Bunyan and Banjoes: Michigan Songs & Stories” by Kitty Donohoe “Lake Rhymes: Folk Songs of the Great Lakes Region” by Joann Murdock

http://www.sheppardsoftware.com/

http://www.proteacher.com/redirect.php?goto=1993

http://www.eduref.org/cgi-bin/lessons.cgi/Social_Studies

http://www.sfsocialstudies.com/g1/u2/index.html

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/index.html

http://www.worldtimezone.com/

http://www.infoplease.com/ipa/A0908193.html

http://www.sfsocialstudies.com/g1/u2/index.html

http://www.michigan.gov/documents/hal_mhc_shpo_lightmap_50933_7.pdf

http://www.educationworld.com/a_lesson/lesson/lesson071.shtml

http://www.mynorth.com/My-North/Outdoors/Activity-Locator/

http://toledowar.com/

http://www.mgh.org/uphec/up_info.html

http://www.michigan.gov/documents/hal/lm_census_Mich0008_260504_7.pdf

http://www.isleroyalewolf.org/educ_matls/educ_matl/home.html

http://www.isleroyalewolf.org/educ_matls/educ_matl/home.html

Mini-Lesson

O:  Describe the ways rules are enforced by authority figures at a school (e.g., teacher, counselor, principal, security officer).

A:  Describe the ways laws are enforced by authority figures and government (e.g., establish fines, incarceration).

Describe the roles and responsibilities of leaders in different settings

Engage with a story of an authority figure enforcing a law.

Read about representations of people in the community who have the authority to enforce laws.

Do students feel that raising hands is a fair way to determine something? What are other ways to make sure decisions are fair?

“Moose on the Loose” by Kathy-Jo Wargin

“Welcome to the World of Moose” by Diane Swanson

“Michigan’s Upper Peninsula: A Pictorial Guide” by John S. Penrod

“Clever Beatrice: An Upper Peninsula Conte” by Margaret Willey

“Out of the Northwoods: The Many Lives of Paul Bunyan, With More Than 100 Logging Camp Tales” by Michael Edmonds

“Mystery at Round Island Light” by Robert A. Lytle

“Stories from Where We Live—The Great Lakes” by Sara St. Antoine

“The Great Lakes: A Literary Field Guide” by Sara St. Antoine “Michigan” by Jan Mader

“Mackinac Bridge: The Story of the Five-Mile Poem” by Gloria Whelan

“Bunyan and Banjoes: Michigan Songs & Stories” by Kitty Donohoe

“Lake Rhymes: Folk Songs of the Great Lakes Region” by Joann Murdock

“35 Best Books for Teaching U.S. Regions” by Jane Kurtz and Toni Buzzeo

New England

“Junebug” by Alice Mead

“Becoming Felix” by Nancy Hope Wilson

“The Sign of the Beaver” by Elizabeth George Speare

“Fire in the Wind” by Betsy Levin

“Lyddie” by Katherine Paterson

Middle Atlantic

“Falcon’s Egg” by Luli Gray

“Journey to Nowhere” by Mary Jane Auch

“Homecoming” by Cynthia Voigt

“The Cabin Faced West” by Jean Fritz

“The Day It Rained Forever” by Virginia T. Gross

Southeast

“My Louisiana Sky” by Kimberly Willis Holt

“Missing May” by Cynthia Rylant

“Moving Mama to Town” by Ronder Thomas Young

“Roll of Thunder, Hear My Cry” by Mildred D. Taylor

“Charley Skedaddle” by Patricia Beatty

Midwest

“Prairie Songs” by Pam Conrad

“Yolanda’s Genius” by Carol Fenner

“Moose Tracks” by Mary Casanova

“The Watsons Go to Birmingham—1963” by Christopher Paul Curtis

“The Borning Room” by Paul Fleischman

Southwest

“Out of the Dust” by Karen Hesse

“Justin and the Best Biscuits in the World” by Mildred Pitts Walter

“A Sunburned Prayer” by Marc Talbert

“Sing Down the Moon” by Scott O’Dell

“Search for the Shadowman” by Joan Lowery Nixon

Mountain

“Bearstone” by Will Hobbs

“Dragon’s Gate” by Lawrence Yep

“The Great Brain” by John D. Fitzgerald

“The Loner” by Ester Wier

“Walk Two Moons” by Sharon Creech

Pacific

“The Barn” by Avi

“The Ballad of Lucy Whipple” by Karen Cushman

“Yang the Youngest and His Terrible Ear” by Lensey Namioka

“Toughboy and Sister” by Kirkpatrick Hill

“Under the Blood-Red Sun” by Graham Salisbury

Great Lakes

“Mammals of the Great Lakes Region: Revised Edition” by Allen Kurta

“The Legend of the Lady’s Slipper” by Kathy-jo Wargin, Kathy-jo Wargin, and Gijsbert van Frankenhuyzen

“Great Lakes” by Kimberly Valzania

“Stories from Where We Live—the Great Lakes” by Sara St. Antoine and Trudy Nicholson

“Lake Rhymes: Folk Songs of the Great Lakes Region” by Joann Murdock Lee Murdock

http://www.michigan.gov/documents/hal_mhc_shpo_l ightmap_50933_7.pdf

http://www.educationworld.com/a_lesson/lesson/lesson071.shtml

http://www.mynorth.com/My-North/Outdoors/Activity-Locator/

http://toledowar.com/

http://www.mgh.org/uphec/up_info.html

http://www.michigan.gov/documents/hal/lm_census_Mich0008_260504_7.pdf

http://www.isleroyalewolf.org/educ_matls/educ_matl/home.html

http://teqsmart.org/shop/index.php?main_page=popup_image&pID=27&zenid=jtj76g7rl8bcp65o7daui2jju3

http://www.cloudnet.com/~edrbsass/edgeography.htm

http://www.proteacher.org/c/346_Regions_of_United_States.html

http://www.cloudnet.com/~edrbsass/edgeography.htm

Mini-Lesson

O:

A:

“The Voyageur” by Grace Lee Nute

“Voyageurs: A Novel” by Margaret Elphinstone

“Michigan Aircraft Manufacturers” (Images of Aviation) by Robert F. Pauley

“A Place Called Home” by Janie Lynn Panagopoulos, Gijsbert van Frankenhuyzen

“Trees of Michigan and the Upper Great Lakes” by Norman Foster Smith

“Apple Blossoms From Michigan” by Thalia Catherine

“Trouble at Fort Lapointe” (American Girl History Mysteries) by Kathleen Ernst

“Struggle for a Continent: The French and Indian Wars: 1689-1763” by Betsy and Giulio Maestro

“Battles of the French and Indian War” by Diane Smolinski

“The Midwest Fruit and Vegetable Book: Michigan” by James A Fizzell

“Michigan Facts, Food & Fun!” by Judith Bosley

“The Detroit Zoo Celebrating and Saving Wildlife Guidebook” by Amy Parrent

“Songs of the Voyageurs” (Audio CD) by Theodore C. Blegen (Author)

“Mint Farming” (Farmers’ Bulletin No. 1988) by A.F. Sievers and B/W Photographs

“Rendezvous at the Straits: Fur Trade and Military Activities at Fort de Buade and Fort Michilimackinac, 1669-1781” (2 Volume Set) by Timothy J. Kent

http://www.michigan.gov/mde/0,4615,7-140-54504_50206_54518-56336–,00.html

http://www.amtodd.com/flash_content.php

http://www.whiteoak.org/historical-library/fur-trade/

http://www.blueberrycouncil.org/kids-teachers-did-you-know.php

http://www.hal.state.mi.us/mhc/autoshow/l_plates/

Mini-Lesson

O: List the 3 branches of government

A: List the 3 branches of government and tell the function of each.

Mini-Lesson

A:  Ask students to look for primary documents that tell the history of your town or city. Students should then create a puppet of a person who was important in your town or city’s history. Students will then use this puppet to tell the story of your town or city to the class.

Game of Life: Players have to make all kinds of decisions about income and how it is spent.

Payday: Players have a job, pay bills and learn about expenses.

Monopoly: Players buy and sell property and make decisions about how to spend their money.

Allowance: Players earn money and spend it on things they want.

“Kidpreneurs: Young Entrepreneurs with Big Ideas!” by Adam Toren and Matthew Toren

“Entrepreneur Extraordinaire – Grandpa Helps Emily Build A Business” by J.M. Seymour

“Kid Biz: Year Round Money-Making Projects for Young Entrepreneurs” by Bonnie Drew and Noel Drew

“The Everything Kids’ Money Book” (Everything Kids’) by Diane Mayr

“Rock, Brock, and the Savings Shock” by Sheila Bair and Barry Gott

“A Place Called Home” by Janie Lynn Panagopoulos

“Once on This Island” by Gloria Whelan

“Return to the Island” by Gloria Whelan

“Mackinac Passage: Pirate Party” by Robert A. Lytle

“Money and Motivation: An Analysis of Incentives in Industry” by William Foote Whyte

http://www.mackinacparks.com/colonial-michilimackinac/

http://www.econedlink.org/lessons/index.php?lesson=390&page=student

http://www.councilforeconed.org/

http://www2.scholastic.com/browse/collection.jsp?id=455

http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/settling/toledo.html

http://www.toledowar.com/

http://www.mackinacparks.com/Userfiles/File/MAC8360SiteMapCMSummer.pdf

Mini-Lesson

O:

A:

Work with a partner. Read each item below and decide whether the sentence would make it MORE likely for a fire to happen or LESS likely. Write an M or L on the line next to the sentence to show your answer.

______ 1. Lumbermen left stumps and brush in the forest after cutting down trees.

______ 2. Somebody in a car throws a burning cigarette out the window.

______ 3. Farmers clear their farmland by burning it.

______ 4. It’s a cloudy and cool day.

______ 5. It’s a windy, hot day.

______ 6. A big rainstorm comes through, it is windy but there is no lightning.

______ 7. A camper left a campfire to burn out by itself in a pit.

______ 8. The woods are very damp from a week of rain.

______ 9. There has been very little rain for a long period of time.

______ 10. Michigan students learn about how to prevent forest fires.

For Teachers’ Eyes Only

1. M, 2. M, 3. L, 4. L, 5. M, 6. L, 7. M, 8. L, 9. M, 10. L

Make a Paper Canoe

Materials

• brown construction paper or brown paper bag
• pencil
• hole punch
• yarn

Directions

1. Use brown construction paper or a brown paper bag. Cut it into a rectangle and fold in half the long way.
2. Make another fold half way from the first fold line. Repeat on both sides so the paper looks like a W.
3. Making sure the folds are at the bottom of the canoe, draw a canoe shape on the paper.
4. Cut out the shape and punch holes along each end. Use yarn to sew the sides together. Then push the floor of the canoe flat, so it stands up.

Make a Totem

Materials

• brown construction paper
• paper towel tube
• markers
• glue stick
• index card or craft sticks

Directions

1. Wrap a piece of brown construction paper around a paper towel tube. (Don’t attach it yet.) Cut off the edges of the paper so it matches the height of the tube.
2. Unroll the paper and draw four different animal heads on four equal sections. Some American Indian totems would have been animals like an eagle, bear or fox. Decorate and color the totems.
3. Wrap the paper around the tube again. This time, glue the paper to the tube.
4. Draw wings or arms for your animals and attach them to the tube.
5. To help your totem stand up, glue an index card or craft sticks to the bottom.

“Living Our Language: Ojibwe Tales & Oral Histories” (Native Voices) by Anton Treuer

“The Land Looks After Us: A History of American Indian Religion” by Joel W. Martin

“We Are at Home: Pictures of the Ojibwe People” by Bruce White and Gerald Vizenor

“People of the Three Fires: The Ottawa, Potawatomi, and Ojibway of Michigan” by James Clifton, et al

“History of the Ottawa and Chippewa Indians of Michigan” by Andrew J. Blackbird

“Last Standing Woman” (History & Heritage) by Winona LaDuke

“Indian Names in Michigan” by Virgil J. Vogel

“Nishnawbe: A Story of Indians in Michigan” by Lynne Deur and Lori McElrath-Eslick

“Walk In Peace: Legends and Stories of the Michigan Indians” by Simon Otto

“Michigan Indians! A Kid’s Look at Our State’s Chiefs, Tribes, Reservations, Powwows, Lore and More from the Past and the Present” by Carole Marsh

“Michigan Native Peoples” by Marcia Schonberg

“American Nations: Encounters in Indian Country, 1850 to the Present” by Frederick Hoxie, et al

“Our Manoomin, Our Life: The Anishinaabeg Struggle To Protect Wild Rice” by Winona LaDuke

For Teachers

“History Of The Ottawa And Chippewa Indians Of Michigan: A Grammar Of Their Language” by Andrew J. Blackbird

“Going Back to Central: On the Road in Search of the Past in Michigan’s Upper Peninsula” by Lon L. Emerick

“Hollowed Ground: Copper Mining and Community Building on Lake Superior, 1840-1990” by Larry D. Lankton

“Michigan Copper Mining Mines History Collecting GPS Locations” by James Radtke

“Calumet Copper and People: History of a Michigan Mining Community, 1864-1970” by Arthur W Thurner

“Mine Towns: Buildings for Workers in Michigan’s Copper Country” by Alison K. Hoagland

“Early American Indian Recipes and Remedies” (Cooking) by Duane R. Lund

“Native Harvests: American Indian Wild Foods and Recipes” by E. Barrie Kavasch

“Michigan American Indians: A Kid’s Look at Our State’s Chiefs, Tribes, Reservations, Powwows, Lore and More from the Past and the Present” (Carole Marsh State Books) by Carole Marsh

“The Ojibwe of Michigan, Wisconsin, Minnesota, and North Dakota” by Janet Palazzo-Craig

“Michigan Native Peoples” by Marcia Schonberg

“American Indian Arts & Cultures” by Ellen Kronowitz

http://www.wildernet.com/pages/area.cfm?areaID=0910&CU_ID=1

http://www.manoomin.com/

http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/lumber/

http://www.baymills.org/

http://www.gtb.nsn.us/

http://www.hannahville.com/

www.nhbpi.com

http://www.ojibwa.com/

www.lrboi.com

http://www.ltbbodawa-nsn.gov/

http://www.pokagon.com/

http://www.sagchip.org/

www.saulttribe.com

www.mbpi.org

http://www.mrsjonesroom.com/themes/farm.html

http://www.native-languages.org/metis.htm

http://www.metismuseum.ca/main.php

http://www.artspace-arc.org/node/131

http://sitemaker.umich.edu/dhsp/files/douglass_houghton_from_bentley.jpg

http://www.enchantedlearning.com/crafts/indian/

Mini-Lesson

O:

A:

“Detroit Then and Now” by Cheri Y. Gay

“Historic Photos of Detroit” by Mary J. Wallace

“Legends of Le Détroit” by James Valentine Campbell, Marie Caroline Watson Hamlin

“Michigan” (From Sea to Shining Sea) by Elizabeth M., Ph.D. Johnson

“World of Water” (Rocks, Minerals, and Resources) by Rona Arato

“The Michigan Counting Book” by Kathy-jo Wargin and Michael Monroe

“Legends of le Détroit” by Isabella Stewart

“Antoine De La Mothe Cadillac: French Settlements at Detroit and Louisiana” by Anders Knudsen

“Great Lakes” (Rookie Read-About Geography) by Kimberly Valzania

“The Day the Great Lakes Drained Away” by Charles Ferguson Barker

“The Great Lakes: A Literary Field Guide” by Sara St. Antoine

“Michigan, the Great Lakes State: An Illustrated History” by George S. May and Joellen Vinyard

“Under Michigan: The Story of Michigan’s Rocks and Fossils” by Charles Ferguson Barker

“Water” (True Books: Natural Resources) by Christin Ditchfield

“What Are Natural Resources?” by Bruce Larkin

“Earth’s Resources” by Sue Barraclough

“Earth’s Natural Resources” (Planet Earth) by Amy Bauman and Suzy Gazlay

http://www.worldatlas.com/webimage/testmaps/glkoutline.htm

http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/mining/copper.html

http://www.michigan.gov/dnr/0,1607,7-153-54463_19268_20778—,00.html

http://www.hal.state.mi.us/mhc/lakes-land/ http://freeology.com/graphicorgs/page7.php

http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/1900-75/erlyagri/crops.html

http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/mining/extractv.html

Mini-Lesson

Mini-Lesson

O:

A:

Make up an Information Scavenger Hunt to answer questions about Michigan history. Groups of 3-4 students may work together. Have them brainstorm 5 questions to be answered. Encourage the students to use a combination of questions whose answers can be found in Michigan Studies Weekly and answers that require research. Ask the groups to trade questions and do research in the library, using classroom materials (including Studies Weekly) or on the Internet to “hunt” for the answers.

Agree or Disagree: The ideas and actions of individuals affected the history of Michigan.

“Drummer Boys of the Civil War” by Sandra A. Kendall

“Li’l Dan, the Drummer Boy: A Civil War Story” Romare Bearden, Maya Angelou, Henry Louis Gates Jr.

“Behind Rebel Lines: The Incredible Story of Emma Edmonds, Civil War Spy” by Seymour Reit

“I’ll Pass For Your Comrade: Women Soldiers in the Civil War” by Anita Silvey

“Frank Thompson: Her Civil War Story” by Bryna Stevens

“Who Was Harriet Tubman?” by Yona Zeldis McDonough

“Harriet Tubman: Conductor on the Underground Railroad” by Ann Petry

“Moses: When Harriet Tubman Led Her People to Freedom” by Carole Boston Weatherford

“Freedom Train: The Story of Harriet Tubman” by Dorothy Sterling

“River and Stream” by April Pulley Sayre

“Life in a River” (Ecosystems in Action) by Valerie Rapp

“Adventure To the Pioneer Prairie!” by Carole Marsh

“Kids in Pioneer Times” by Lisa A. Wroble

“Betsy’s River Adventure: The Journey Westward” by Veda Boyd Jones

“Harriet Tubman: Follow the North Star” by Violet Findley

“A Civil War Drummer Boy: The Diary of William Bircher, 1861-1865” by William Bircher, et al

“Life in a Longhouse Village” (Native Nations of North America) by Bobbie Kalman

For Teachers

“Great Civil War Projects You Can Build Yourself” (Build It Yourself series) by Maxine Anderson

http://pathways.thinkport.org/secrets/secret_quilt.cfm

http://www.uni.edu/gai/Lesson_plans/FreedomQuilt.htm

http://www.sojournertruth.org/

http://www.harriettubman.com/memoriam2.html

Mini-Lesson

O:

A:

“The Uniting States: The Story of Statehood for the Fifty United States. Volume Two: Louisiana to Ohio” by Benjamin F. Shearer

“Michigan Statehood: 1835, 1836, or 1837” by Clark F Norton

“PRAIRIE PASSAGE: The Illinois & Michigan Canal Corridor” by Edward Ranney and Emily J Harris

“Life And Times Of Stevens Thomson Mason, The Boy Governor Of Michigan” by Lawton T. Hemans

“Across the Wide River” by Stephanie Reed

“Pioneer Life from A to Z” (Alphabasics) by Bobbie Kalman

“Pioneer Days: Discover the Past with Fun Projects, Games, Activities, and Recipes” (American Kids in History Series) by David C. King

“Pioneer Crafts” (Kids Can Do It) by Barbara Greenwood and Heather Collins

“History of the Democratic Party Organization in the Northwest, 1824-1840” by Homer Jeptha Webster

http://www.atozteacherstuff.com/Themes/Pioneers/

www.historyteacher.net/

www.proteacher.com/090023.shtml

http://quod.lib.umich.edu/m/micounty/

Mini-Lesson

B:   Address the difference between primary and secondary resources.

O:  Write a paragraph comparing primary and secondary resources.

A:  Ask students to look for primary documents that tell the history of your town or city. Students should then create a puppet of a person who was important in your town or city’s history. Students will then use this puppet to tell the story of your town or city to the class.

Game of Life: Players have to make all kinds of decisions about income and how it is spent.

Payday: Players have a job, pay bills and learn about expenses.

Monopoly: Players buy and sell property and make decisions about how to spend their money.

Allowance: Players earn money and spend it on things they want.

Mini-Lesson

O:

A:

“Lewis and Clark and Transportation for a New Nation” by Bentley Boyd

“The Story of the Erie Canal” by R. Conrad Stein and Keith Neely

“What Difference Could a Waterway Make? and Other Questions About the Erie Canal” by Susan Aller

“The Erie Canal” by Martha E. Kendall

“Erie Canal: Canoeing America’s Great Waterway” by Peter Lourie

“Kalamazoo Michigan” by David Kohrman

“Kreepy Klowns of Kalamazoo” (Michigan Chillers) by Johnathan Rand

“Rites Of Conquest: History and Culture Of Michigan’s American Indians” by Charles E. Cleland

“Sawmills & Sleigh Bells: Stories of Mid-Michigan Settlers” by Linda R. Peckham

“I Lived in Those Times: Five Generations of a Michigan Pioneer Family” by James Ford

“Pioneer Collections” by Pioneer Society of the State of Michigan

“Woman of the Green Glade” by Virginia M. Soetebier

“Casper and Catherine Move to America: An Immigrant Family’s Adventures, 1849-1850” by Brian Hasler

“The Long Way West” by Hershell H. Nixon

http://www.thirteen.org/edonline/ntti/resources/lessons/h_erie_canal/index.html

http://www.eriecanal.org/links.html

http://www.proteacher.com/cgi-bin/outsidesite.cgi?www.eduplace.com/ss/hmss/8/unit/act4.1.html&original=http://www.proteacher.com/090134.shtml&title=TheErieCanal

www.nationalgeographic.com/railroad/

www.nku.edu/~undergroundrr/lessonplans/

Mini-Lesson

O:  Place a series of three personal events in chronological order.

A:  Place a sequence of events or dates on a timeline.

Mini-Lesson

Mini-Lesson

O:  Describe the ways rules are enforced by authority figures at a school (e.g., teacher, counselor, principal, security officer).

A:  Describe the ways laws are enforced by authority figures and government (e.g., establish fines, incarceration).

Describe the roles and responsibilities of leaders in different settings

Engage with a story of an authority figure enforcing a law.

Read about representations of people in the community who have the authority to enforce laws.

Use magazines, files, pamphlets and other resources to make a collage of pictures that show services provided by the government. You may have some students do a collage for state government and others do a collage for local government.

Try this American Indian game for four players. You will need markers, three craft sticks and a pencil and paper. On each craft stick, color one side red and the other side yellow. On one of the sticks, draw a snake on the red side. Divide into two teams. Each player on a team takes turns throwing all three sticks. The score depends on how your three sticks fall. Use the list here to figure out your score. The team that gets to 30 points first, wins! snake side up = add 2 extra points 2 yellow and 1 red side up = 0 points 2 red and 1 yellow side up =1 point 3 yellow sides up = 2 points 3 red sides up = 3 points

This activity may be used to assess students’ understanding of representative government. Give students a task, such as planning a class picnic or reward party. Split the class into 3 groups that will be in charge of different parts of the event. They need to try to listen to everyone’s opinions on what they would like to do at the event—what kinds of food, games, etc. Then they should make decisions and develop a final plan. You, as governor, can approve or veto any part of their plan. The object is for the students to see how difficult it is to listen to and please all the “citizens” they are representing and understand that the “governor” can still say no to something, even after all their work!

“Wolf Dog of the Woodland Indians” by Margaret Zehmer Searcy and Hazel Brough

“Eastern Woodlands Indians” by Mir Tamim Ansary

“Woodland Indians” by C. Keith Wilbur

“Travels with MAX: How a Bill Becomes a Law” by Nancy Ann Van Wie

“Making a Law” by Sarah De Capua

“How a Bill Becomes a Law” by Tracie Egan

“Government: How Local, State, And Federal Government Works” by Mark D. Friedman

“Local Government” by Ernestine Giesecke

“Government in the United States: National, State, and Local” by James Wilford Garner

“The Edmund Fitzgerald: Song of the Bell” by Kathy-Jo Wargin and Gijsbert van Frankenhuyzen

“The Great Lakes: A Literary Field Guide” by Sara St. Antoine “Shipwreck” by Richard Platt

http://www.lib.umich.edu/govdocs/mich.html

http://nativeamericans.mrdonn.org/woodland.html

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2. Fold the square in half diagonally. Then do the same thing on the opposite side to make a quarter triangle. Unfold the shape so you have a square again. Turn the square so the one corner is pointing to the top of your desk or table. Write the name of the branch of government and two sentences that describe the branch on the two triangles at the top. Make sure to use complete sentences and correct spelling, punctuation and grammar.

3. Use art materials to make a three-dimensional or “pop-up” representation of the branch of government.

4. Cut along the fold between the bottom two triangles to the center of the square. Overlap the cut pieces and staple or glue the paper to hold it together. Glue your pop-up on the base, but be sure you can still read your sentences.

5. Display the three sections of the trior

How important it is for attorneys to be well prepared for a trial. They must gather statements from witnesses, examine and cross-examine witnesses, and try to show that their side is right

ama made by your group.

“What’s the State Judicial Branch?” by Nancy Harris

“America: A Patriotic Primer” by Lynne Cheney and Robin Preiss Glasser

“What’s the State Legislative Branch?” by Nancy Harris

“The Supreme Court” by Christine Taylor-Butler

“The Supreme Court” by Patricia Ryon Quiri

“Michigan Yesterday & Today” by Robert W. Domm

“History of Motown” by Virginia Aronson

“David: A Motown Legend” by David Fields and William Evans

“Little Stevie Wonder” by Quincy Troupe and Lisa Cohen For Teachers

“Rock USA and the American Way! A Freedom Handbook” by Edna Cucksey Stephens

“Our Supreme Court: A History with 14 Activities” by Richard Panchyk, et al.

www.instructorweb.com/lesson/governmentbranches.asp

alton.k12.mo.us/warren/3branch.html 

www.matrix.msu.edu/~abj/motorcity.php

www.steviewonder.net/

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As a class, research the amount of money that the state receives in taxes each year and how much is spent on various services. Make a bar graph that shows the top 5 amounts of money spent by the state and label which services receive that money.

Tell students to imagine that a friend is planning to come from another country to visit them and asks why the citizens in Michigan pay sales tax on items that they buy. Have the students write a letter to the visiting friend to explain why Michigan citizens pay taxes and what goods and services are paid for with the tax money. Encourage students to use appropriate vocabulary—services, public goods, revenue, etc.

Go to the Michigan Department of Agriculture website (www.michigan.gov/mda) and investigate which crops Michigan grows more of than any other state. As a class, make a chart or graph showing these foods. Have students work in small groups to research why these crops grow so well in Michigan and make a list of foods that are made from these crops.

Copy the list of services below or write it on the board. Ask students to turn a sheet of unlined paper to landscape orientation and fold the paper in half from top to bottom. Have them label one side “Paid for Privately” and the other “Paid for by the Government.” Students should write each service from the list under the correct label. Some of the items on the list may get most of their funding from the government, while private donations cover a smaller part. Have students count those as “Paid for by the Government.”

libraries

schools

roads

grocery stores

clothing stores

restaurants

state parks

the capitol building

professional baseball stadium

amusement parks

Design Your Own U.S. Symbol: Use the color chart below and design your own symbol to represent our country and its people. On the lines, describe what the symbol stands for and why you chose the colors you used.

blue Peace and justice

red Bravery and courage

white Purity and faith

yellow Honor and loyalty

black Grief and sorrow

orange Strength and endurance green Hope

“The Great Seal of the United States” by Terri Degezelle

“The Lincoln Memorial” by Kristin L. Nelson

“Historic Monuments: The Lincoln Memorial” by Julie Hargrove

“The Story of the Statue of Liberty” by Betsy and Giulio Maestro

“L Is for Liberty” by Wendy Cheyette Lewison and Laura Freeman Hines

“Uncle Sam & Old Glory: Symbols of America” by Jean M. Delno

“Uncle Sam” by Anastasia Suen “The Liberty Bell” by Lloyd G. Douglas

“Our Liberty Bell” by Henry Jonas Magaziner

“The Washington Monument” by Brent Ashabranner

“The Washington Monument” by Kristin L. Nelson

“Connor The Carver Carves Michigan’s Symbols” by Gary Elzerman

“The Mystic Symbol: Mark of the Michigan Mound Builders” by Henriette Mertz

“National Park Service” by Barry MacKintosh

“The United States Postal Service” by Cheryl Weant McAfee

“Government Services” by Ann-Marie Kishel

“Taxes, Taxes: Where The Money Goes” by Nancy Loewen “Paying Taxes” by Sarah De Capua

http://bensguide.gpo.gov/fles/Ben_Activity_webversion.pdf

http://www.baldeagleinfo.com/

www.loc.gov/rr/program/bib/ourdocs/Constitution.html

www.epa.gov/superfund/kids/alphabet/a.htm

http://www.econedlink.org/lessons/index.php?lesson=EM370&page=teacher

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Write a good paragraph to describe at least three of the rights you have in our Michigan constitution. Tell why these particular rights are important to you.

I’ve Got Rights, Too – This activity will help you assess whether students understand the lessons on rights for U.S. citizens. Have students fold a long piece of paper into 6 sections. They should label the top “John’s Rights,” substituting their own names. In each section, students should make a drawing of a right they have as a citizen in the United States. They should label and describe what they draw. These six rights should include: right to go to school, right to vote, freedom of speech, freedom of religion, right to own property, and freedom to meet (assemble).

“Taking Care of Mango: A Story About Responsibility” by Cindy Leaney and Peter Wilks

“Following the Rules: Learning About Respect” by Regina Burch

“We Live Here Too!: Kids Talk About Good Citizenship” by Nancy Loewen

“Mrs Honey’s Tree” (Life Skills and Responsibility) by Pam Adams and Toni Goffe

“What Are Citizens’ Basic Rights?” (My American Government) by William David Thomas

“Rights and Values” (Citizens and Their Governments) by Patricia Hynes

“The Bill of Rights” by Christine Taylor-Butler

“Don’t Forget!: A Responsibility Story” by Anastasia Suen and Jeff Ebbeler

“Mammoths and Mastodons: Titans of the Ice Age” by Cheryl Bardoe

“Mammoths, Mastodons and Man” by Robert Silverberg

“When Mammoths Walked the Earth” by Caroline Arnold and Laurie Caple

“The Civil Rights Movement for Kids: A History with 21 Activities” by Mary C. Turck

“A Kids’ Guide to America’s Bill of Rights: Curfews, Censorship, and the 100-Pound Giant” by Kathleen Krull and Anna Divito

http://www.enchantedlearning.com/subjects/mammals/mammoth/

http://school.discoveryeducation.com/schooladventures/woollymammoth/migramap.html

http://bensguide.gpo.gov/3-5/citizenship/responsibilities.html

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“Indian Names and History of The Sault Ste. Marie Canal” (pub. 1889) by Dwight H. Kelton

“Sault Ste. Marie: City by the Rapids” by Francis M. Heath

“Soo-Scenes in and about Sault Ste Marie Michigan in 1887” by Chase Osborn

“Paul Bunyan 20th Anniversary Edition” (Reading rainbow book) by Steven Kellogg

“Paul Bunyan: My Story” (Step into Reading) by David L. Harrison and John Kanzler

“A Distant Thunder: Michigan in the Civil War” by Richard Bak

“Michigan and the Civil War: Anthology” by Michigan Historical Center

“Finance For Kidz: Consumption & Production” by Prakash L. Dheeriya Ph. D.

“The Power Pop-Up Book: Our Planet’s Energy Resources: Production, Consumption, Conservation and Innovation” by Claudio Vita-Finzi and Phil Jacobs

“Legends of Paul Bunyan” by Harold W. Felton, Richard Bennett, and James Stevens

“Paul Bunyan” by Carol Ottolenghi

“Assembly Lines” by Ian MacDonald

“Model T: How Henry Ford Built a Legend” by David Weitzman

“Henry Ford and the Assembly Line” (Unlocking the Secrets of Science) by John Bankston

http://www.saultstemarie.org/

http://www.americasaves.org/

http://www.buymichigannow.com/

http://www.buymichfirst.com/

http://www.eyewitnesstohistory.com/ford.htm

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Dates of your trip:

Where you will go in Michigan:

Direction you will travel from where you live:

Necessary Services (Things you need like a hotel and food.):

Optional Services (Things you want to do for fun.):

Make a Sample Business Plan – Work with a partner to come up with an idea for a new business. Then work together to fill in this sample business plan.

Supply and Demand Activity – Have the students remove three items from their desks. The items might include pencils, markers or books. Then have each student put a price tag on the items. Next, the class should walk around and look at the items “for sale.” (Explain that students will not actually be buying and selling their school supplies.)

As students walk around, have them write down some of the items and their prices. For example, there could be two blue markers for sale. One might cost $0.25, while the other marker has a price of $0.75. Ask, Which one would you rather buy?

On the other hand, if there is only one student is selling a purple marker and it costs $2.00, you might be willing to pay that price. Why? Because when the supply of something is low, the price is usually high. When there is not a lot of something, consumers are willing to pay more to get it.

Ask the students to write in their journals about this activity. Have them think about a product that is expensive. Is the supply of that product low or high? Each student should be able to write about the connection between supply and demand and the cost of goods.

“The Gulls of the Edmund Fitzgerald” by Tres Seymour

“The Edmund Fitzgerald: Lost With All Hands: A True Story for Young Readers” by Robert Hertel

“29 Missing: The True and Tragic Story of the Disappearance of the SS Edmund Fitzgerald” by Andrew Kantar

“Great Lakes Shipwrecks and Survivals” by William Ratigan

“Starting Your Own Business” (Real World Math) by Cecilia Minden

“Finance For Kidz: Starting A Business” by Prakash L. Dheeriya Ph. D.

“Starting Young: Getting a Jump on Getting Ahead in Business” by Joe Mellin

“What Color Is Your Piggy Bank?: Entrepreneurial Ideas for Self-Starting Kids” by Adelia Cellini Linecker

“The Young Entrepreneur’s Guide to Starting and Running a Business” by Steve Mariotti

“Comix Economix” (Chester the Crab’s Comics with Content Series) by Bentley Boyd

“Finance For Kids: Opportunity Costs” by Prakash L. Dheeriya Ph.D.

“What Is Supply and Demand?” (Economics in Action) by Gare Thompson

“Lemons And Lemonade: A Book about Supply And Demand” by Nancy Loewen and Brian Jensen

“Supply and Demand” (First Facts) by Adil and Janeen R.

“The Young Zillionaire’s Guide to Supply and Demand” (Be a Zillionaire) by David Seidman

“Prices Go Up, Prices Go Down: The Laws of Supply and Demand” (Money Power) by David A. Adler

“What is Scarcity of Resources?” (Economics in Action) by Jessica Cohn

“Scarcity” (First Facts) by Adil and Janeen R.

“Great Lakes Shipwrecks: A Photographic Odyssey” by Gary Gentile

“Ice Water Museum: Forgotten Great Lakes Shipwrecks” by Wes Oleszewski

“Ghost Ships, Gales and Forgotten Tales: True Adventures on the Great Lakes” by Wes Oleszewski

http://www.knowyourships.com/titles/

http://www2.scholastic.com/browse/collection.jsp?id=455

http://showkidsthemoney.com/

http://web.sba.gov/sbtn/sbat/index.cfm?Tool=4

http://www.boatnerd.com/

http://www.themint.org/kids/entrepreneur-challenge.html

Mini-Lesson

The five Great Lakes include Erie, Huron, Michigan, Ontario and Superior. These lakes form the largest fresh water area on Earth, covering more than 94,000 square miles. Technically, the Great Lakes are owned by the eight states that touch them, along with two provinces in Canada. However, these bodies of fresh water make up 90 percent of our whole country’s drinking water.

The problem is that over the last few decades, the lakes have been polluted by pesticides from farms and chemicals from factories. In fact, over 300 pollutants have been found in the water of the Great Lakes. This has led to closed beaches and harm to wildlife. So, whose responsibility is it to protect this valuable natural resource? Should it be up to the eight states that “own” the lakes? Or should it be the responsibility of every state, since the Great Lakes water is used all over the country?

Make your decision and support it with information you have learned.

So, now you know a little about the Great Lakes concerns. What do you think? Take a look at the two examples below. Then take your own stand on this public policy issue.

Possible ideas to help inform others about the issue

• Make posters or fliers containing facts about the issue.
• Design and wear a T-shirt to inspire others to care about the issue.
• Organize a group to clean up the beaches and shores.
• Make a petition and have people sign it to pledge their support for the issue.
• Contact your local government officials and convince them to get involved with the issue.
• Raise money for an environmental agency that helps to keep the Great Lakes pollution free.

“Be Good to Eddie Lee” by Virginia Fleming

“A Day’s Work” by Eve Bunting

“Kirsten Learns a Lesson: A School Story” (American Girls Collection) by Janet Beeler Shaw and Renee Graef

“Going to School in Pioneer Times” (Blue Earth Books: Going to School in History) by Kerry A. Graves

“Pioneer Days: Discover the Past with Fun Projects, Games, Activities, and Recipes” (American Kids in History Series) by David C. King

“School Days” (Little House Chapter Book) by Laura Ingalls Wilder and Renee Graef

“Hana in the Time of the Tulips” by Deborah Noyes and Bagram Ibatoulline

For Teachers

“Learning From Charts and Graphs: Lessons in History, Civics, Geography, and Economics” by Jean Shafer

“Liberty and Justice for All–A First Look at Core Democratic Values” by Shirley Neitzel Illustrated by Carolyn R. Stich

“Cheboygan as a Nineteenth Century Lumber Area” by Lloyd M. Atwood

“Tall Timber: A Pictorial History of Logging in the Upper Midwest” by Tom Bacig and Fred Thompson

“Lore of the Lumber Camps. Songs of the Michigan Lumberjacks” by Earl Clifton Beck

“Calked Boots and Cant Hooks” by George A. Corrigan

“Lumberjack: Inside an Era in the Upper Peninsula of Michigan” by William S. Crowe

“White Pine Days on the Taquamenon” by William Davenport Hulbert

“Deep Woods Frontier: A History of Logging in Northern Michigan” by Theodore J. Karamanski,

“Crisis on the Grand: The Log Jam of 1883” by Ronald E. Kuiper

“Hendrik’s Diary” by Martin H. Martinson

“Michigan’s White Pine Era, 1840-1900” by Rolland Harper Maybee

“Paul Bunyan of the Great Lakes” by Stan Newton

“When Pine Was King” by Lewis Charles Reimann

“Daylight in the Swamp” by Robert W. Wells

For Teachers

“I Married a Logger: Life in Michigan’s Tall Timber” by Julie Anderson

“Logs and Lumber: The Development of the Lumber Industry in Michigan’s Lower Peninsula, 1837-1870” by Barbara E. Benson

“A Century with Connor Timber: Connor Forest Industries, 1872-1972” by Connor, Mary Roddis

“Lumber Camp Life in Michigan: An Autobiographical Account” by Jacob and Rex Dye

“Lumberjack Lingo” by L.G. Sorden

“The Wooden River” by Nancy Stone

“Newaygo White Pine Heritage: A Pictorial History of the Lumbering Era along the Muskegon River in Newaygo County, 1837-1899” by Robert I. Thompson

“Muskegon County Log Marks” by Lewis Torrent

http://www.aoc.gov/cc/art/nsh/marquette.cfm

www.nifi.org/

http://michigan.gov/dnr/0,1607,7-153-54463_18670_27147—,00.html

http://www.michigan-history.org/coredemocratic.html

http://www.michiganinbrief.org

pbskids.org/speakout/

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