Michigan Social Studies – 4

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O:  Identify physical characteristics on a map or globe (e.g., land, water, mountains).

A:   Describe different purposes of maps.

Understand that the scale on a map helps users determine true distance.

Identify the different features of maps that make them useful for different purposes.

Identify possible uses for maps or models (i.e., navigation, weather forecasting).

Locate different features on a map (e.g., land, water, and mountains).

Recognize that a map or model represents a real place.

Engage with different types of maps

Using Michigan and U.S. maps, students challenge each other by identifying a starting city and directions for another student to reach a destination. The student reading the map should end up at the correct destination by using the map scale and the cardinal and intermediate directions provided. Students also can describe the relative location of the end point to the starting point.

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“Coming To America: The Story Of Immigration” by Betsy Maestro and Susannah Ryan

“Coming to America: The Kids’ Book About Immigration” by David Fassler and Kimberly Danforth

“How Many Days to America?: A Thanksgiving Story” by Eve Bunting and Beth Peck

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

“Walking the Earth: The History of Human Migration” by Tricia Andryszewski

“Black Pioneers: An Untold Story” by William Loren Katz

“If You Traveled on the Underground Railroad” by Ellen Levine and Larry Johnson

“Barefoot: Escape on the Underground Railroad” by Pamela Duncan Edwards and Henry Cole

“The Underground Railroad for Kids: From Slavery to Freedom with 21 Activities” by Mary Kay Carson

“Aunt Harriet’s Underground Railroad in the Sky” by Faith Ringgold

“Sandhill Cranes” (Early Bird Nature Books) by Lynn M. Stone

“Cry of the Sandhill Crane” by Steve Grooms

“Sweet Clara and the Freedom Quilt” by Deborah Hopkinson

“Across the Wide River” by Stephanie Reed

www.sos.state.mi.us/history/museum/explore/…/boygov.html

www.daily-tangents.com/Schoolcraft/History/

www.sos.state.mi.us/history/museum/explore/…undergro.html

www.motopera.org/mg_ed/…/UndergroundRR.html

www.ihrc.umn.edu/research/vitrage/all/im/ihrc1429.html

www.h-net.org/mhcevents/

www.michigan.org

http://www2.census.gov/prod2/decennial documents/1840b-06.pdf

http://www.census.gov/prod/www/abs/decennial/index.htm

http://www.haehnlesanctuary.org/cranefacts.htm

http://www.osblackhistory.com/quiltcodes.php

http://www.legislature.mi.gov/documents/2003-2004/billanalysis/House/pdf/2003-HLA-5491-6.pdf

http://www.daahp.wayne.edu/1800_1849.html

http://www.michigan.gov/documents/MDOT_Map_Legend_76074_7.pdf

http://www.michigan.gov/documents

in populations (e.g., ethnicity, race, religion, language).

O: Identify the results (negative and/or positive) of using tools to modify the environment (e.g., buildings, parking lots, water pipes, railroads, roads, bridges). And describe one way that Ohio’s population has become more diverse over time.

A:  Describe the positive and negative consequences of modifying the environment in Ohio.   And recognize that cultural diversity includes the different ways cultures represent themselves through food, music, art and language.

Understand that the consequences of modifying the environment may be positive for some and negative for others.

Match the consequences – both positive and negative to a given modification (e.g., roads provide faster transportation but destroy animal habitats)

Recognize that modifications to the environment are physical changes to the environment created or caused by human actions.

Engage with representations of people modifying the environment using tools (i.e., shoveling, paving, bulldozing).

Understand that as the population in Ohio and United States increased, so did the number of cultural groups living in the state and country.

Understand that people migrating to Ohio brought unique cultures increasing cultural diversity in the state.

Recognize that cultural diversity includes the different ways cultures represent themselves through food, music, art and language.

Define diversity as the existence of different characteristics within a group.

Use adaptive technologies to engage with examples of multiple languages spoken in Ohio.

“First People” by David C. King

“Wild Turkey, Tame Turkey” by Dorothy Hinshaw Patent and William Munoz

http://www.census.gov/

http://memory.loc.gov/ammem/index.html

http://www.oplin.org/point/

http://www.ohiohistory.org

http://regions.mrdonn.org

http://www.brainpop.com

www.scribblemaps.com

• 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?

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“Fighting for the Forest” by Gloria Rand and Ted Rand

“Conservation” by Christine Petersen

“Legends Of Light: A Michigan Lighthouse Portfolio” by Ed Wargin

“Lighthouses of Michigan: A Guidebook and Keepsake” by Bruce Roberts and Ray Jones

“Traveler’s Guide to 116 Michigan Lighthouses” by Laurie Penrose, Bill T. Penrose and Ruth Penrose

http://mico2.yolasite.com/michigan

www.michigan.gov/dnr

www.legislature.mi.gov/documents

Identify a source of information as a primary or secondary source.

Identify features of secondary sources (written after the event, author summarizing events, author not present at event, refer to source information, describe primary sources).

Identify features of primary sources (author’s perspective using “I”, “we”; created at the time of the event; eyewitness account).

Engage with primary sources such as photographs, diary entries, or letters.

Engage with a biographical story of a historical figure from Ohio or US history.

Engage with representations of a person/character at three different ages (i.e., child, teenager, adult).

Create historical narratives within the history strand content.

Students use electronic or print resources to research the physical and economic characteristics of the northern, southern and western regions of the United States in the early 1800s. Students search for information on manufacturing, the physical environment, economic development, etc. Students organize the information to complete a regional summary in the form of a chart or narrative for each region. Students can learn about the each of the regions by participating in a gallery walk.

Write their own personal history. Students research, organize and evaluate personal photos, documents and other primary and secondary sources to tell their story. Students can use various media to share their stories (e.g., graphic software, poster display, word processor, presentation tools). This same process can be applied to reconstruct historical narratives of events in Ohio and U.S. History.

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“Giraffe Graphs” by Melissa Stewart

“How to Write a Great Research Paper” by Book Builders and Beverly Chin

“Primary and Secondary Sources (Checkerboard Science Library Straight to the Source)” by John Hamilton

http://www.ohiohistoryday.org.

http://www.loc.gov/teachers/usingprimarysources/guides.html

http://sheg.stanford.edu/

http://serc.carleton.edu/introgeo/gallerywalk/how.html

O:  Sort items from Michigan into groups (e.g., agriculture, industry, natural resources).

A:   Describe how one natural resource from Michigan benefits other states

Book Report Assign each student a fiction or realistic fiction book that takes place in a specific region. As they read the book, students should take notes about any details that have to do with the setting. After reading the book, students should complete a simple book report. There are some book suggestions in “Resources.”

Define industry as the process of converting raw materials into consumer products.

Define agriculture as the process of growing crops and raising livestock for profit.

Recognize land, trees, minerals and water as some of Michigan’s natural resources.

Engage with images of Michigan agriculture, industry and nature

Which of Michigan’s industries do you think would be the most fun to be involved in? Use details from this week’s issue of Studies Weekly as part of your response.

Look on the Internet, check the ads in newspapers and ask your parents about the different industries in your area. Write a good paragraph about one of those industries. Tell what is made, where the industry is located and how that industry impacts your life and the lives of others in your community

“The United States Cookbook: Fabulous Foods and Fascinating Facts From All 50 States” by Joan D’Amico

“My America: A Poetry Atlas of the United States” by Lee Bennett Hopkins and Stephen Alcorn

“How Artists See America: East West South Midwest” by Colleen Carroll

“The Midwest” (Regions of the USA) by Elizabeth Curry

“Regional Wild America—Unique Animals of the Midwest” by Tanya Lee Stone “Welcome to the World of Coyotes” (Welcome to the World Series) by Diane Swanson

“Coyotes” (Our Wild World) by Julia Vogel

“Coyote: North America’s Dog” by Stephen R. Swinburne

“The Barefoot Fisherman: A Fishing Book for Kids” by Paul Amdahl

“Fishing In A Brook: Angling Activities for Kids” (Activities for Kids) by Fran Lee

Midwest

“Bud, Not Buddy” by Christopher Paul Curtis (Michigan)

“Caddie Woodlawn” by Carol Ryrie Brink (Wisconsin)

“The Mimosa Tree” by Vera and Bill Cleaver (Illinois)

“A Long Way from Chicago” by Richard Peck (Illinois)

West

“Stone Fox” by John R. Gardiner (Wyoming)

“The Money Room” by Eloise Jarvis McGraw (Oregon)

“Julie of the Wolves” by Jean George (Alaska)

“Child of the Owl” by Lawrence Yep (California)

“Bearstone” by Will Hobbs (Colorado)

Southwest

“Rumptydoolers” by Ester Wier (Arizona)

“I’m in Charge of Celebrations” by Byrd Baylor (New Mexico)

“Danger in Quicksand Swamp” by Bill Wallace (Oklahoma)

“Devil Storm” by Theresa Nelson (Texas)

Northeast

“The Sign of the Beaver” by Elizabeth George Speare (Maine)

“The Courage of Sarah Noble” by Alice Dalgliesh (Massachusetts to Connecticut)

“Toliver’s Secret by Esther Wood Brady” (New York/New Jersey)

“One Morning in Maine” by Robert McCloskey (Maine)

“Dicey’s Song” by Cynthia Voigt (Maryland)

Southeast

“The Watsons go to Birmingham” by Christopher Paul Curtis (Alabama) “Graveyard Girl” by Ann Myers (Memphis, Tennessee)

“Weaver’s Daughter” by Kimberly Brubaker Bradley (Appalachian Mountains)

“The Gold Cadillac” by Mildred Taylor (Midwest to Mississippi)

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

http://www.michigan.gov/dnr

http://www.wmich.edu/corekids/Michigan-Geology.htm

http://www.nd.gov/

http://www.travelsd.com/placestogo/

http://www.visitnebraska.gov/index.php?option=com_content&task=view&id=452&Item id=745

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“People and Events of the American Revolution” by Gay Hammerman and Trevor Dupuy

“Give Me Liberty! The Story of the Declaration of Independence” by Russell Freedman

“If You Lived in the Time of the American Revolution” by Kay Moore

“The United States Constitution: What It Says, What It Means” by JusticeLearning.org

“What Is the US Constitution?” by Joanne Randolph

“What Is a Constitution?” by William David Thomas

“America Is Good” by Stephen Anderton Jones

“Nobody Particular: One Woman’s Fight to Save the Bays” by Molly Bang

“Good Citizenship Counts” by Linda D. Hagler

“Being a Good Citizen: A Book About Citizenship” by Small, Mary, Previn, and Stacey

“Good Citizen Sarah” (The Way I Act Books) by Virginia L. Kroll and Nancy Cote

“Much More Social Studies Through Children’s Literature” by Anthony D. Fredericks

“Creating America: A History of the United States” by Jesus Garcia

“D is for Democracy: A Citizen’s Alphabet” by Elissa Grodin and Victor Jahasz

“The U.S. Constitution and You” by Syl Sobel

“The Constitution of the United States” by Christine Taylor-Butler

“If You Were There When They Signed the Constitution” by Elizabeth Levy and Joan Holub

http://www.servenet.org/

http://www.habitat.org/

http://www.volunteermatch.org/

http://www.secondharvest.org/index.html

http://www.idealist.org

http://www.souperbowl.org/

http://memory.loc.gov/ammem/help/constRedir.html

http://www.ushistory.org/declaration/

O:  Identify the purpose of laws (e.g., rights, protection, order).

A:   Identify local, state and national laws that assign responsibilities to citizens (e.g., paying taxes, sitting on juries, issuing licenses).

Understand that laws also assign responsibilities (obligations) to citizens like paying taxes, serving on juries and obtaining licenses.

Understand a few of the benefits provided to citizens by laws such as providing order in daily life (e.g., traffic laws), protecting property (e.g., outlawing theft), providing public education (e.g., school laws), and protecting rights (e.g., freedom of speech).

Understand that the focus is on laws in general, not on distinguishing local from state from national laws.

Engage with classroom rules.

“Rules of Civility and Decent Behavior” by George Washington

“Shh! We’re Writing the Constitution” by Jean Fritz

“Will You Sign Here, John Hancock?” By Jean Fritz

“American Too” by Alisa Bartone

“Stand Up For Your Rights” by World Book

“The Best Way to Play” by Bill Cosby

“Fair Bears Learn About Justice” by Center For Civic Education

“Farmer Duck” by Martin Waddell

“Madeline’s Rescue” by Ludwig Bemelmans

“Rights and Responsibilities” (Using Your Freedom) by Frances Shuker-Haines

“The Voice of the People—American Democracy in Action” by Betsy and Giulio Maestro

http://www.upperpeninsulaonline.com/

http://bensguide.gpo.gov.3-5/index.html

http://www.archives.gov/exhibits/index.html

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Write a paragraph about personal rights you would like to see included in the Constitution’s Bill of Rights. Include at least three suggestions or ideas and be sure to give reasons for each point. Make sure your suggestions would be fair to every citizen in our state.

Pretend you are a tour guide in the capitol building and are taking a group to visit all three branches of government. Write what you would tell the visitors about what each branch does and why it is important.

Which first amendment freedom do you think is the most important? Why?

Divide your class into five groups and assign each a different first amendment right or freedom discussed in the article. Provide each group with a small poster board. Direct students to read about their right or freedom as a group

“Ohio (Hello USA)” by Dottie Brown

“Social Studies Activities Kids Can’t Resist: 40 Sensational Activities for the Topics You Teach” by Dee Benscoter and Geri Harris

“Liberty” by Lynn Curlee

“The Araboolies of Liberty Street” by Sam Swope

“Finders Keepers” by Will and Nicolas

“Old Henry” by Joan W. Blos

“Oliver Button Is a Sissy” by Tomie dePaola

“Taxation” (Paying for Government) by Charles Hirsch

“Where the Wild Things Are” by Maurice Sendak

“Woodrow For President” by Peter W. Barnes and Cheryl Shaw Barnes

“How U.S. Government Works” by Syl Sobel

“Presidents & U.S. Government” (Audio CD) by Rock ‘N Learn

“How Congress Works: A Look at the Legislative Branch” by Ruth Tenzer Feldman

“U.S. Government: Quick & Easy Internet Activities for the One-Computer Classroom” by Jacqueline B. Glasthal

“Grace for President” by Kelly DiPucchio

“The New Big Book of U.S. Presidents: Fascinating Facts about Each and Every President, Including an American History Timeline” by Todd Davis and Marc Frey

“If I Were President” by Catherine Stier

“So You Want to be President?” Revised and Updated Edition by Judith St. George

“The Soo Locks” by Thomas Manse

“Upbound Downbound” (The Story of the Soo Locks) by Bernie Arbic and Nancy Steinhaus

“The Soo Locks” by Elmer Eckroad

“The Bill of Rights” by Warren Colman

“Our National Anthem” by Stephanie St. Pierre

“Freedom of the Press, Our First Amendment” by Robert Thom

“The Judge” by Harve Zemach

“Good Citizenship” by Grover Cleveland “The Bill of Rights—A User’s Guide” by Linda R. Monk

“Dinner at Aunt Connie’s House by Faith Ringgold

“Addiction” by Bradley Steffens

“A Big Fat Enormous Lie” by Marjorie Weinman Sharmat

“The Big Orange Splot” by Daniel Manus Pinkwater

“Election Connection: The Offcial Nick Guide to Electing the President” by Nickelodeon

“The President’s Work: A Look at the Executive Branch” by Elaine Landau

“If I Ran for President” by Catherine Stier and Lynne Avril

“Voting” by Sarah De Capua

“Class President” by Johanna Hurwitz and Sheila Hamanaka

“Reader’s Theater Scripts Gr. 5” by Sarah Kartchner Clark

“Woodrow for President: A ‘Mice’ Way to Learn About Voting, Campaigns and Elections” (Curriculum Guide) by Peter W. Barnes

“Woodrow for President: A Tail of Voting, Campaigns, and

http://bensguide.gpo.gov

http://www.sheppardsoftware.com

http://www.usconstitution.net/consttop_pre.html

http://www.lre.usace.army.mil/newsandevents/publications/publications/soolocks-saultste-marie/

http://www.k12.com/events/constitution_day_lessons/

http://www.schoolhouserock.tv/Preamble.html

http://www.foundingfathers.info/

http://www.busybeekidscrafts.com/American-Crafts-For-Kids.html

http://www.soolocks.com/cam.phtml

http://www.starling101.btinternet.co.uk/canals/lckworks.htm#

http://www.michigan.org/Property/Detail.aspx?p=B6455

http://www.billofrightsinstitute.org

http://www.schoolhouserock.tv/Preamble.html

http://www.pbs.org/teachers/classroom/3-5/social-studies/resources/?search=constitution

http://www.rain.org/~karpeles/

http://www.quia.com/cc/67829.html

http://www.quia.com/cc/67717.html

http://projects.edtech.sandi.net/lewis/rock/

http://bensguide.gpo.gov/3-5/index.html

http://memory.loc.gov/ammem/help/constRedir.html

http://www.vocabulary.com/defnition/election

http://bensguide.gpo.gov/6-8/government/federalism2.html

http://www.michigan.gov/mdard

http://www.fsa.usda.gov/FSA/stateoffapp?mystate=mi&area=home&subject=landing&topic=landing

http://www.nass.usda.gov/Statistics_by_State/Michigan/index.asp

http://www.funtrivia.com/trivia-quiz/Geography/Michigan–The-Wolverine-State-106999.html

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“The New 50 Simple Things Kids Can Do to Save the Earth” by Sophie Javna and The EarthWorks Group

“Garbage and Recycling” by Rosie Harlow and Sally Morgan “The Everything Green Classroom Book” (Everything Series) by Tessa Hill

“Stuff!: Reduce, Reuse, Recycle” by Steven Kroll and Steve Cox

“Planet Earth” (Science Kids) by Deborah Chancellor “A Curious Glimpse of Michigan” by Kevin Kammeraad, Stephanie Kammeraad, Ryan Hipp

“Dear President Obama: Letters of Hope from Children Across America” by Bruce Kluger, David Tabatsky, and Linda Ellerbee

“Barack Obama: An American Story” by Roberta Edwards and Ken Call

“Hail to the Chief: The American Presidency” by Don Robb and Alan Witschonke

“Barack Obama: United States President” by Roberta Edwards and Ken Call

“Barack Obama: Son of Promise, Child of Hope” by Nikki Grimes and Bryan Collier “George W. Bush (Rookie Biographies) by Wil Mara

“Thanksgiving in the White House” by Gary Hines and Alexandra Wallner

“Pardon Me. It’s Ham, Not Turkey” by Lisa Suhay, Cindy Huffman, and Pamela Barcita

“President George W. Bush: Our Forty-third President” by Beatrice Gormley

http://www.miseagrant.umich.edu/glep/index.html

http://www.michiganenvironmentaled.org/

http://www.whitehouse.gov/

O:  Describe the function of one of the branches of government (e.g., Congress/legislative makes laws).

A:  Compare two branches of government at the state or federal level

Define the job of the legislative branch is to create laws.

Define the job of the judicial branch is to interprets the laws.

Match the name of the branch with its function.

Engage with a graphic organizer that shows the three branches as part of the same government

Students work in small groups to research a branch of government in Ohio and the United States. They organize information to complete the appropriate section of a color-coded chart showing the responsibilities of all three branches. As each group presents its information, students complete the corresponding section of the chart.

“Who Was Thomas Alva Edison?” by Margaret Frith, John O’Brien, and Nancy Harrison

“The Wizard of Menlo Park: How Thomas Alva Edison Invented the Modern World” by Randall E. Stross

“Making a Law” (True Books) by Sarah De Capua

“How States Make Laws” by Suzanne Levert

“Order in the Court: A Look at the Judicial Branch” by Kathiann M. Kowalski

“The President And the Executive Branch” by Bryon Giddens-White

“Branches of Government” (Government in Action!) by John Hamilton

“What’s the State Judicial Branch?” (First Guide to Government) by Nancy Harris

“What’s the State Legislative Branch?” (First Guide to Government) by Nancy Harris

“Travels with MAX: How a Bill Becomes a Law” by Nancy Ann Van Wie “How a Bill Becomes a Law” (Government in Action!) by John Hamilton

http://www.congressforkids.net/index.htm bensguide.gpo.gov/3-5/government/branches.html

www.congressforkids.net/Constitution_threebranches.htm

http://www.cccoe.net/govern/

http://www.schoolhouserock.tv/Bill.html

http://government.mrdonn.org/how-a-bill-becomes-a-law.html

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“Auction” by Jan Andrews

“A Bargain for Frances” by Russel Hoban

“Benjamin Franklin: Printer, Inventor, Statesman” by David Adler

“Big Annie of Calumet: A True Story of the Industrial Revolution” by Jerry Stanley

“The Big Green Pocketbook” by Candice Ransom “Blueberries for Sal” by Robert McCloskey

“Brave Irene” by William Steig

“The Buck Book” by Anne Akers Johnson

“Building A House” by Byron Barton

“Building Machines and What They Do” by Derek Radford

“Bunny Money” by Rosemary Wells

“Busiest Busy Town Ever” by Richard Scarry

“Busy, Busy Town” by Richard Scarry

“A Chair for My Mother” by Vera B. Williams

“Charlie Needs a Cloak” by Tomie de Paola

“Consumer’s Guide for Kids” by Joy Wilt

“Daddies at Work” by Eve Merriam

“The Days of the Cave People” by Francoise Lebrun

“The Dream Jar” by Bonnie Pryor

“Eskimo Boy: Life in an Inupiaq Eskimo Village” by Russ Kendall

“Florence and Eric Take the Cake” by Jocelyn Wild

“For Rent” by Charles E. Martin “General Store” by Rachel Field

“Getting It Right the Second Time” by Michael Gershman

“The Giving Tree” by Shel Silverstein

“The Goat in the Rug” by Charles L. Blood

“Good Lemonade” by Frank Asche

“Great-Grandma Tells of Threshing Day” by Verda Cross

“How Green Are You?” by David Bellamy

“How Much Is A Million?” by David M. Schwartz

“How Much is That Guinea Pig?” by Joanne Rocklin

“I Wish I’d Thought of That!” by Jeff Rovin

“If You Lived in Colonial Times” by Ann McGovern

“If You Made a Million” by David M. Schwartz

“Investment Biker” by Jim Rogers

“Lights on the River” by Jane Resh Thomas

“Little Nino’s Pizzeria” by Karen Barbour

“Madam C. J. Walker! Self- Made Millionaire” by Patricia and Fredrick McKissack, Jr.

“Me, Myself, and I” by Lee Bennett Hopkins

“Miss Nelson Has a Field Day” by Harry Allard

“Money” by Joe Cribb

“The Money Book and Bank: A Smart Kid’s Guide to Savvy Saving and Spending” by Elain Wyatt

“Money Doesn’t Grow on Trees” by Neale S. Godfrey

“Money, Money, Money” by Laura Dargie and John Parsons Michigan Studies Weekly Teacher Supplement 23

“My First Green Book” by Angela Wilkes

“On the Other Side of the River” by Joanne Oppenheim

“The Painter Who Loved Chickens” by Oliver Dunrea

“Pancakes for Breakfast” by Tomie de Paola

“The Paperboy” by Dav Pilkey

“A Penny Saved” by Neale S. Godfrey

“The Pumpkinville Mystery” by Bruce B. Cole

“Rosie’s Birthday Gift” by Marietta D. Moskin

“Something for Sara” by Sandra Nieger

“Something Special for Me” by Vera B. Williams

“Stepping Through History/Money” by Peggy Burns

“Where Does This Come From?” by H. I. Peeples

“Why Money Was Invented” by Neale S. Godfrey

http://www.michigan.gov/documents/Social_Studies_Trade_Books_42259_7.pdf

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“The Berenstain Bears and Too Much TV” by Stan and Jan Berenstain

“Boston Tea Party, Rebellion in the Colonies” by James E. Knight

“Family Farm” by Thomas Locker

“Fur Trappers and Traders: The Indians, the Pilgrims and the Beaver” by Beatrice Siegal

“The Great Migration: An American Story” Paintings by Jacob Lawrence

“The Lemonade War” by David Page

“Make Four Million Dollars” By Next Thursday by Stephen Manes

“Night of a Thousand Pizzas” by Ann Hodgman

“Oil Spills” by Madelyn Klein Anderson

“The Sea-Breeze Hotel” by Marcia Vaughan and Patricia Mullins

“The Toothpaste Millionaire” by Jean Merrill

http://www.econ-fun.com/sample_lessons.htm

http://www.csun.edu/~hcedu013/plans.html

http://school.discoveryeducation.com/lessonplans/programs/kidsandcash/

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“Arthur’s Funny Money” by Marc Brown

“Arthur’s Pet Business” by Marc Brown

“Bananas From Manolo to Margie” by George Ancona

“The Berenstain Bears Get the Gimmies” by Stan and Jan Berenstain

“Big City Port” by Betsy Maestro and Ellen Del Vecchio

“Buffalo Hunt” by Russell Freedman

“Cesar Chavez” by Ruth Franchere

“Department Store” by Gail Gibbons

“The Doorbell Rang” by Pat Hutchins

“Etta Can Get It” by Phyliss Adams

“Frank and Ernest” by Alexandra Day

“Frannie’s Fruits” by Leslie Kimmelman

“Freckle Juice” by Judy Blume

“From Graphite to Pencil” by Ali Mitgutsch

“Hammers, Nails, Planks, and Paint” by Thomas Campbell Jackson

“How to Make an Apple Pie and See the World” by Marjorie Priceman “The Ice House” by Candace Christiansen

“King Midas and the Golden Touch” by Kathryn Hewitt

“The Lorax” by Dr. Seuss “Mike Mulligan and His Steam Shovel” by Virginia Lee Burton

“Mr. Bear’s Chair” by Thomas Graham

“Music, Music for Everyone” by Vera B. Williams

“A New Coat for Anna” by Harriet Ziefert and Anita Lobel

“Night Markets: Bringing Food to a City” by Joshua Horwitz

“A Peddler’s Dream” by Janice Shefelman

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

http://www.col-ed.org/cur/sst/sst184.txt

http://www.buddyproject.org/lessons/info.asp?id=168

http://www.mcrel.org/lesson-plans/economics/econlessons.asp

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Write a good paragraph about the difference between public and private goods. Explain how taxes are involved in public goods. Use lots of details from Michigan Studies Weekly and try to use some vocabulary words you learned this week. Check your writing for correct spelling, punctuation and grammar.

“Alexander, Who Used to Be Rich Last Sunday” by Judith Viorst

“The Berenstain Bears and Mama’s New Job” by Stan and Jan Berenstain

“Chicken Sunday” by Patricia Polacco

“City Trucks” by Robert Quackenbush “Eddie, Incorporated” by Physllis Reynolds Naylor

“Fire Fighters” by Ray Broekel

“Follow an Ice-Cream Cone Around the World” by Neale S. Godfrey

“General Store” by Rachel Field

“The Go Around Dollar” by Barbara Johnston Ada

“Henry Reed’s Babysitting Service” by Keith Robertson

“How a Book is Made” by Aliki “How the Second Grade Got $8,205.50 to Visit the Statue of Liberty” by Nathan Zimelman

“Make Way for Ducklings” by Robert McCloskey

“Market!” by Ted Lewin “My Mother Lost Her Job Today” by Judy Delton

“New Road!” by Gail Gibbons

“Paddle-to-the-Sea” by Holling C. Holling

“The Paper Crane” by Molly Bank

“The Richest Kids in Town” by Pat Kehret

“School Days” by B.G. Hennessey

“The Trading Game” by Alfred Slote

“Uncle Jed’s Barbershop” by Margaree King Mitchell

http://pbskids.org/cyberchase/quest/launch.html

http://whystudyeconomics.ac.uk/lecturers/games/

http://www.italladdsup.org/

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“Big Annie of Calumet: A True Story of the American Revolution” by Jerry Stanley

“The Big Green Pocketbook” by Candice Ransom

“Brave Irene” by William Steig

“Charlie Needs a Cloak” by Tomie de Paola

“Consumer’s Guide for Kids” by Joy Wilt

“Good Lemonade” by Frank Asche

“How Green Are You?” by David Bellamy

“How Much Is A Million?” by David M. Schwartz

“If You Made A Million” by David M. Schwartz

http://data.bls.gov/map/servlet/map.servlet.MapToolServlet?survey=la

civics & government and economics units.