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Fourth Grade History UnitChelsea Chritz

SST 309-Section 2

Winter 2014

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Table of Contents

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

KUDs- GLCE 4—H3.0.1 .……………………………………………………………………………………………..... Page 4

KUDs- GLCE 4—H3.0.2 .……………………………………………………………………………………………….. Page 7

KUDs- GLCE 4—H3.0.3 .………………………………………………………………………………………….…... Page 9

KUDs- GLCE 4—H3.0.4 .……………………………………………………………………………………………... Page 15

KUDs- GLCE 4—H3.0.5 .……………………………………………………………………………………………... Page 16

KUDs- GLCE 4—H3.0.9 .……………………………………………………………………………………………... Page 18

Assessment Ideas ………………………………………………………………………………………………….…… Page 20

Vocabulary Lesson………………………………………………………………………………………………….….. Page 22

Lesson Plan: GLCE 4—H3.0.1 …………………………………………………………………………….………. Page 27

Lesson Plan: GLCE 4—H3.0.2 …………………………………………………………………………….………. Page 29

Lesson Plan: GLCE 4—H3.0.3 …………………………………………………………………………….………. Page 31

Lesson Plan: GLCE 4—H3.0.4 ……………………………………………………………………………….……. Page 32

Lesson Plan: GLCE 4—H3.0.5 ……………………………………………………………………………,………. Page 33

Lesson Plan: GLCE 4—H3.0.9 ……………………………………………………………………………,………. Page 34

Unit Resources and Materials Needed…………………………………………………………………….....Page 35

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Overview/Introduction:

The primary focus for fourth grade History is for students to use historical thinking to understand the past. These standards can be completed throughout the year as students learn more about the industries and natural resources Michigan has to offer. The end result of these standards is for students to understand how migration and immigration affected and continue to affect the growth of Michigan, describe how the relationship between the location of natural resources and the location of industries affected and continues to affect the location and growth of Michigan cities, and describe past and current threats to Michigan’s natural resources. Students will also learn how sequence and describe important events from Michigan’s history.

Teacher Reflection/Rationale on this Unit:

This unit, “History of Michigan (Beyond Statehood)”, prepares students to understand how Michigan’s major economic activities have changed over time, explain how the movement of people effects Michigan’s growth, and compare how industries and natural resources have changed from when they were first invented to the present-day. This unit is designed to help students investigate Michigan’s history and learn how it became what it is now. This unit will have an emphasis on using a variety of primary and secondary sources to construct a historical narrative. This unit will help students build essential skills so they can continue on to learn the Unites States history and world history. It will also help build understanding of Social Studies and help students make better decisions regarding Michigan in the future.

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GLCE 4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present. (C, E)• What happened?• When did it happen?• Who was involved?• How and why did it happen?• How does it relate to other events or issues in the past, in the present, or in the future?• What is its significance?Verbs: Use, Investigate (Skill)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Economic Activity: actions that involve the production, distribution, and consumption of goods and services at all levels within a society.

Statehood: the status or condition of being a state.

Timeline: a linear representation of important events in the order in which they occurred.

Agriculture: the science, art, or occupation concerned with cultivating land,

Students will understand that Michigan’s major economic activities change overtime.

Students will write a journal that will include “now” and “then” statements of Michigan’s major economic activities.

Economic ActivityAgricultureMiningManufacturingLumberingTourismTechnologyResearchStatehoodAnnotated Timeline

I can ask questions to find out more about Michigan’s major economic activities over time.

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raising crops, and feeding, breeding, and raising livestock; farming.

Mining: the act, process, or industry of removing ores, coal, etc.

Manufacturing: the making of goods or merchandises by manual labor or by machinery, especially on a large scale.

Lumbering: the trade or business of cutting and preparing lumber.

Tourism: the activity or practice of touring, especially for pleasure.

Technology: the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science.

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Research: hard-working and orderly analysis or investigation into a subject in order to discover or revise facts, theories, applications, etc.

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GLCE 4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)Verbs: Use (Skill), Explain (Knowledge)

Knowledge (K)

Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Primary Source: document or physical object which was written or created during the time under study.Secondary Source: sources that interpret and analyze primary sources.Migration: to move from one country or place to live or work in another.Immigration: the action of coming to live permanently in a foreign place.Affect: To have an effect on or to make a difference to something.

Students will

Students will understand that migration and immigration have affected the growth of Michigan in the past, present, and future.

Students will find a primary or secondary source that they will create a short research paper from explaining how migration and immigration affected and continues to affect the growth of Michigan’s population.

Primary SourceSecondary SourceMigrationImmigrationAffect

I can use different sources to explain how the movement of people effects Michigan’s growth.

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need to be able to research Michigan and its history with migration and immigration. With knowing this information, they will be able to explain how it affects Michigan’s growth.

Hundreds of thousands of migrants moved south and immigrants from southern and eastern Europe moved to Detroit. It quickly became the fourth largest city in the country.

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GLCE 4–H3.0.3 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect the location and growth of Michigan cities. (G,E)Verb: Describe (Skill)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Natural Resources:The Great Lakes provide Michigan residents with drinking water, agricultural irrigation and a fishing industry, and serves as a shipping channel for goods moving in and out of the state. Recreationally, the lakes provide beaches, dunes, boating and fishing.(Ontario, Erie, Huron, Superior and Michigan)

The Lake Superior region yielded large amounts of iron ore.

In addition to sand’s recreational value, it is also used for construction and industrial purposes.One of the world’s largest salt accumulations occurs in Michigan. The thickest salt bed, known as theSalina Formation, underlies most of Michigan’s Lower

Students will understand that the location of natural resources and the location of industries have an effect on the growth of cities.

Students will research an assigned city in Michigan and explain in a journal what industries or natural resources causes that city to be heavily populated.

RelationshipNatural Resources IndustriesCityGreat LakesLake OntarioLake ErieLake HuronLake SuperiorLake MichiganInland LakesInland RiversTimberlandIron Ore

I can describe the relationship between the location of natural resources and how they affect the growth of cities.

I can tell that the location of industries affect the location and growth cities.

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Peninsula. Michigan ranked first or second in the nation in salt production from 1880 to 1926. The mine below the city of Detroit produced rock salt from 1910 to 1983.

Oil and gas are produced from fieldsscattered across the LowerPeninsula. About 48,390 oil and gas wellswere drilled in Michigan between 1925 and1999.

Inland Lakes and Rivers provide fresh water for homes, industry, agriculture and recreation, and serve as habitat for the state's wildlife.

Forest covers more than half of Michigan's land, most of it being in the Upper Peninsula. Economically, privately owned timberland provides wood for products like lumber, paper, furniture and Christmas trees.

Industries:Michigan is the center of the U.S. automotive industry, being home to the country's three major automobile

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companies (whose headquarters are all located within the Detroit metropolitan area).

Major steel, chemical, and pharmaceutical industries, among others are located in Flint, Grand Rapids, Saginaw, Ann Arbor, Lansing, and Kalamazoo.

Definitions:Relationship: the way in which two or more concepts, objects, or people are connected, or the state of being connected.

Natural Resources: materials or substances such as minerals, forests, water, and fertile land that occur in nature and can be used for economic gain.

Industries: economic activity concerned with the processing of raw materials and manufacture of goods in factories.

City: a large town.

Great Lakes: a group of five large, interconnected lakes in central North America.

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The existence of these lakes has allowed Michigan to develop a robust shipping industry. The locks at Sault Ste. Marie and the St. Lawrence Seaway ties Michigan to the world through ocean-going ships.

Lake Ontario:-The smallest of the Great Lakes.-Ontario's major industrial and urban centers, including Toronto, Mississauga and Hamilton, are concentrated along Lake Ontario's northwest shore. This is one of the fastest growing regions in Canada.

Lake Erie:- The shallowest and smallest (by volume) of our Great Lakes.-Lake Erie is more productive than any of the other Great Lakes, by far.-It is linked to the Hudson River by the New York State Barge Canal.-Lake Erie is exposed to the greatest stress of all the Lakes from industry, people and agriculture.-Farming is intensive; 13 ports serve as major

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industrial distribution centers.-Lake Erie also supports the largest walleye fishery in the world.

Lake Huron:-The second largest of the Great Lakes.-Lake Huron supports a significant salmon and trout sport fishery.-The commercial fishery of Lake Huron produces the largest volume of whitefish in the Great Lakes.-Compared to the other Great Lakes, the Lake Huron basin has little heavy industrial and urban development.

Lake Superior:-The largest, the coldest, and the deepest of the five Great Lakes of North America.-Most of the land around Lake Superior is heavily forested. Not many people farm near the lake because the temperatures are cool and the soil is poor.-Not many people live along the lake, except in port cities where the ships load and unload.

Lake Michigan:-The largest freshwater lake entirely within the

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United States borders.-The more temperate southern basin of Lake Michigan is the most urbanized area in the Great Lakes system; it contains the Milwaukee and Chicago metropolitan areas.-Southern-soils are typically fertile and amenable to agriculture.

Inland Lakes: a body of relatively still water of considerable size, localized in a basin, that is surrounded by land apart from a river or other outlet that serves to feed or drain the lake.

Inland Rivers: A creek, stream, brook and any similar watercourse inland from the Great Lakes that is not a connecting channel between two Great Lakes.

Timberland: land covered with forest suitable or managed for timber.

Iron O re : a rock or mineral from which iron can be profitably extracted.

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GLCE 4–H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)Verbs: Draw (Skill), Compare (Knowledge)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Artifacts: a handmade object, as a tool, or the remains of one, as a piece of pottery, characteristic of an earlier time or cultural stage, especially such an object found at an archaeological mine.Primary source: an original fundamental and commanding document relating to an event or subject of investigation; a firsthand or eyewitness account of an event.Great Lakes: a series of five lakes between the U.S. and Canada, comprising Lakes Erie, Huron, Michigan, Ontario, and Superior; connected with the Atlantic by the St. Lawrence River.Region: an extensive, continuous part of a surface, space, or bodyVenn Diagram: a diagram that uses circles to represent sets and their relationships.

Students will understand that people from different time periods led similar lives.

Students will complete a Venn Diagram comparing the lives of people living in Michigan and the Great Lakes Region since 1837.

ArtifactsPrimary sourceGreat Lakes RegionVenn diagram

I can compare the lives of people living in Michigan and the Great Lakes Region throughout the past hundred years.

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GLCE 4–H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past. (E)Verbs: Use (Skill), Compare (Knowledge)

Knowledge (K) Understand (U)

DO:Demonstration of Learning (DOL)

Vocabulary I Can

Topic: Automobiles

Before automobiles were introduced, people traveled by the power of their feet.

Some people dreamed of inventing a “horseless carriage” that did not need rails to run on (train).

Henry Ford changed the world with his automobile.

Once assembly lines were discovered, the production of cars sped up.

In 1910, there were just 8,000 cars in the United States.By 1929 there were more than 1 million cars in Michigan. Now, there are more than 600 million across the world!

Cars have provided great choice for where people can live, work, shop, and socialize because cars allow us to get around easily.

Definitions:Automobile: a road vehicle, typically with four wheels, powered by an internal combustion engine or electric motor and able to carry a small

Students will understand that the automobile industry has changed Michigan and the world.

Students will write a journal about how the automobile industry has changed Michigan and the world.

AutomobileTravelInventCarriageAssembly lineProductionIndustriesPresent-day

I can compare how automobiles have changed from when they were first invented to the present-day.

I can discuss how the automobile industry has changed Michigan and the world.

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number of people.

Travel: make a journey, typically of some length or abroad.

Invent: create or design (something that has not existed before); be the originator of.

Carriage: a means of conveyance, in particular.

Assembly line: a series of workers and machines in a factory by which a succession of identical items is progressively assembled.

Production: the action of making or manufacturing from components or raw materials, or the process of being so manufactured.

Industries: economic activity concerned with the processing of raw materials and manufacture of goods in factories.

Present-day: of or relating to the current period of time

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GLCE 4–H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.Verbs: Create (Product), Sequence (Skill), Describe (Knowledge), Annotate (Knowledge)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Decade: a period of ten years beginning with a year whose last digit is zero

Timeline: a linear representation of important events in the order in which they occurred.

Sequence: the following of one thing after another.

Students will need to know that the Great Depression began in 1930, which impacted decades of Michigan history.

In 1936, the Flint Sit Down Strike began, when auto workers refused to leave the General Motors number one plant in Flint, MI.

The Great Migration began in 1910 but lasted until around 1970.

Students will understand how to order and describe important events in Michigan history.

Students will create a timeline including correct dates and details of Michigan’s history since 1930. Students will also write a journal about a decade of their choice and how it compares to the present.

DecadeTimelineSequenceAnnotate

I can make a timeline that includes important events in Michigan’s history and make connections to the past and future.

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An estimated 6.5 million African Americans left the south and traveled north in hopes of a better life.

The Mackinac Bridge was completed and opened in 1957 which linked the upper and lower peninsula of Michigan.

In 1963, Detroit held a freedom march for civil rights advocacy in which Dr. Martin Luther King attended.

The 1973 Oil Crisis caused dramatic recession and greatly affected Michigan’s economy.

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 Assessment Ideas

4-H3.0.1 - Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present.

o Students will be tested on Michigan’s major economic activities through a writing piece. The piece should include “now” and “then” statements.

o The teacher will evaluate the students based on retrieval of information. They should include all the requirements and portray correct information.

4-H3.0.2 - Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.

o Students will turn in a short research paper. The paper should include research from a primary or secondary source of the students choosing that explains how migration and immigration affected and still affect the growth of Michigan’s population.

o The teacher will evaluate students on their use of a primary or secondary source, their understanding of Michigan’s growth due to immigration and migration, and minimal spelling or grammar errors.

4-H3.0.3 – Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect the location and growth of Michigan cities.

o The students will create a journal writing about their research of heavily populated cities in Michigan.

o The teacher will evaluate the students on including correct and accurate information.

4-H3.0.4 - Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g. 1837-1900, 1900-1950, 1950-2000).

o Students will be evaluated based on their presentation to the class explaining people’s lives during their assigned time period.

o As each group presents, students will complete the Venn Diagram worksheet. The teacher will evaluate this based on correctness and detail.

4-H3.0.5 – Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past.

o Students will write about Michigan’s automobile industry and the affects it has had on Michigan and on the world.

o The teacher will evaluate the students on correct information annotated with connections from the past to the future.

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4-H3.0.9 - Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.

o Students will write an essay about a chosen decade to compare and contrast to the present.

o The teacher will evaluate the students on correct information annotated with connections from the past to the future.

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Script for Vocabulary Development(Teacher-talk will be in italics)

Step 1:

The students should have some past experience with what Michigan has to offer, including its

natural resources and industries. What does the state of Michigan have that other states may

not? (Students may answer.) How do individuals take advantage of the resources it provides us?

(Students may answer.) Give examples that people mine in the state, cut and prepare lumber,

fish and hunt. Along with the resources Michigan provides us, individuals began businesses that

also make the state different than most. Can you think of any? (Students may answer.) Explain

that Michigan has major automotive, steel, chemical and pharmaceutical industries.

Natural Resources:

When I say resources, what comes to mind? (Students may answer.) Now what if I say

something is natural? (Students may answer.) So what if we put both of those words together

and think of Michigan? (Students may answer.) Explain to the students that natural resources

are materials or substances such as minerals, forests, water, and fertile land that occur in

nature and can be used for economic gain. Can someone tell me a time when they saw a natural

resource? Does anyone have any other examples of natural resources and what they are used

for?

Industries:

Who has seen or rode in an automobile today? Did you know that Michigan is famous for its

automotive industries? That’s a new word for you! Industries. An industry processes raw

materials and manufactures goods in factories. Automobiles are made from raw materials and

are manufactured in factories which makes it an industry! Can anyone else think of an example

of an industry? (Students may answer.) Explain that machinery, chemicals, and lumber are also

all manufactured in Michigan.

Primary Source:

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Let’s break down these words, too! ‘Source’ sounds similar to another word we just learned.

What word am I talking about? (Students may answer.) Resources and sources are very similar

because they are both things that people use to assist themselves. Show the students multiple

primary sources relating to Michigan’s natural resources and industries. Have the students

examine the pieces and ask for characteristics they notice about primary resources. I’m going to

show you another type of resource, so keep both in mind and see if you can find any similarities

or differences.

Secondary Source:

Provide secondary sources relating to Michigan’s natural resources and industries for the

students to investigate. Has anyone found a similarity or difference? (Students may answer.)

Return to explain a primary source. A primary source is a document or physical object which

was written or created during the time under study. These sources were present during an

experience or time period and offer an inside view of a particular event.

A secondary source is any source about an event, period, or issue in history that was produced

after that event, period or issue has passed.

Economic Activity:

When was the last time anyone’s parents has ordered a pizza? (Students may answer.) When

your parents order a pizza they are performing an activity that involved the production,

distribution and consumption of the pizza. And that is what an economic activity is! An action or

activity that involve the production, distribution and consumption of goods and services. Does

anyone else have an idea of what an economic activity may be that involves Michigan’s natural

resources or industries? (Students may answer.)

Step 2:

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We have learned about the natural resources available in Michigan and industries that take

advantage of those natural resources. What are some examples of those? And is it a natural

resource or industry? (Students may answer.) Now can someone show me a primary source of a

natural resource? What about a secondary source of an industry? This can continue until all

options have been exhausted.

Step 3:

Students will go back to their seats and receive an 8 ½ x 11 sheet of paper. The class will be

divided into five groups. Each group will be designated with one of the vocabulary words. The

students will write the vocabulary word, write their own definition and then draw a picture of

that word. When the students are done, they will present their ideas in front of the class.

Step 4 & 5:

Now that we have compared and contrasted primary and secondary sources, it’s time to

compare and contrast natural resources and industries. When I ask these next questions, I want

you to think by yourself for a minute or two and then turn to partners to discuss what you

thought.

What are the different things that make natural resources and industries unique? Why are

natural resources unique to Michigan specifically? And why are the industries we mentioned

earlier unique? When the students are done talking with a partner, a few groups that volunteer

will share their ideas to the class while the teacher is taking notes on the board.

Step 6:

Play the fly swatter game.

The teacher will write all the vocabulary words on the board (natural resource, industry,

economic activity, primary source and secondary source). Divide the class into two groups. Each

group will have a person come up one at a time and the teacher will either describe the

vocabulary word, present primary sources, secondary sources, natural resources, industries, or

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a combination of those. The student who hits the correct word the fastest receives a point for

their team. Play so each student gets at least one turn playing.

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Examples of items to use when presenting students with primary and secondary sources of

natural resources and industries

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5.  Sequence of Instruction:

GLCE 4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present. (C, E)• What happened?• When did it happen?• Who was involved?• How and why did it happen?• How does it relate to other events or issues in the past, in the present, or in the future?• What is its significance?Verbs: Use, Investigate (Skill)

Lessons: Instructional strategies/Social constructs:

Resources needed:

Anticipatory set:1. Vocabulary Lesson

Lessons:2. Small Group Activity3. Poster4. Class Questions5. Assessment

Instructional strategies/Social constructs:1. The students will be

introduced to new vocabulary words of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research).

2. The students will be separated into seven small groups. Each group will focus on one economic activity and become experts on that topic.

3. Each group will create a poster to present to the class. The poster will include the economic activity, a definition in their own words, a picture or symbol, and

Resources needed: Foldables-

construction paper (Resource A)

Poster paper

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facts about how the activity affected Michigan’s economy.

4. The teacher will allow time for any question the students may have.

5. Students will be evaluated through a writing piece. They should write a journal that will include “now” and “then” statements of Michigan’s major economic activities.

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GLCE 4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)Verbs: Use (Skill), Explain (Knowledge)

Lessons: Instructional strategies/Social constructs:

Resources needed:

Anticipatory set:1. Vocabulary Review

2. Read The Keeping Quilt by Patricia Polacco.

Lessons:3. Push/Pull Factors4. Guided Notes5. Interactive Map

http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html?_r=0

6. Assessment

1. The students will review the words immigration and migration as a class.

2. The teacher will read-aloud The Keeping Quilt. While listening, they will think about the following questions:

Who was migrating in this book?

Where were they leaving from?

3. Inform the students what push and pull factors are and how they affected the movement of people. The teacher will also explain that there are many reasons why someone might leave their homeland.

4. While the teacher and students discuss examples from the book of push and pull factors, the students will complete their guided notes worksheet.

5. The teacher will show the students the interactive map of the United States and focus on Michigan. The students will see throughout different time periods where the majority of people came from.

6. The students will find a

The Keeping Quilt by Patricia Polacco

Guided Notes (Resource B)

Access to a computer

Primary Sources

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primary or secondary source that they will create a short research paper from explaining how migration and immigration affected and still affects the growth of Michigan’s population.

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GLCE 4–H3.0.3 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect the location and growth of Michigan cities. (G,E)Verb: Describe (Skill)

Lessons: Instructional strategies/Social constructs:

Resources needed:

Anticipatory set:1. Location of Landmarks

Lessons:2. Map3. Partner Research4. Assessment

1. The students will break into groups of four and discuss some landmarks that are near their home.

2. The teacher will provide a map of Michigan that shows the population in each county.

3. The students will work with a partner and will be assigned a city in Michigan that is heavily populated. They will research using a computer or resources in the classroom to find out why that certain city has a high population.

4. After the students are done researching, they will write a journal and state their findings.

Access to a computer

Map of Michigan’s population by county

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GLCE 4–H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)Verbs: Draw (Skill), Compare (Knowledge)

Lessons: Instructional strategies/Social constructs:

Resources needed:

Anticipatory set:1. Small Group Discussion

Lessons:2. Large Group Discussion3. Presentation to Class4. Assessment

1. The students will form small groups of three and compare their lives based on the questions provided by the teacher.

2. Students will separated into three large groups and will be provided with resources relating to a specific time period (1837-1900, 1900- 1950, or 1950-2000). The students will share their ideas about their resource and how it relates to people from their time period.

3. Students will prepare a three to five minute presentation explaining people’s lives during their given time period using their resources.

4. As each group presents, students will complete the Venn Diagram worksheet.

List of Questions (Resource C)

Venn Diagram Worksheet (Resource D)

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GLCE 4–H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past. (E)Verbs: Use (Skill), Compare (Knowledge)

Lessons: Instructional strategies/Social constructs:

Resources needed:

Anticipatory set:1. Read Timeline: King of

Wheels by Robert Cutting

Lessons:2. Class Discussion3. Video4. Assessment

1. The students will pair up with a classmate and read Timeline: King of Wheels together.

2. The class will have a discussion about the book: what they learned and what surprised them.

3. The teacher will show the students an interesting video about Michigan’s automobile industry.

4. The students will write a journal about how the automobile industry has changed Michigan and the world.

Student copies of Timeline: King of Wheels

Video

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GLCE 4–H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.Verbs: Create (Product), Sequence (Skill), Describe (Knowledge), Annotate (Knowledge)

Lessons: Instructional strategies/Social constructs:

Resources needed:

Anticipatory set:1. Birthday Line-Up

Activity

Lessons:2. The teacher will

prepare eight stations with books and other resources around the room. Each station will represent one decade from 1930 to the 2000s. Students will visit each station by completing a guided timeline.

3. Group Discussion4. Assessment

1. Students will begin by silently arranging themselves in a line in order of their birthdays from January 1st to December 31st.This will help them

practice sequencing events.

2. The students will visit each station and work with their partners to complete the timeline. The teacher will be available and observing the students to help when needed.

3. Students will participate in a class discussion. The teacher will ask what the students found interesting by completing the guided timeline when visiting the stations.

4. The students will write in their journal about a decade of their choice and how it compares to the present.

Timeline (Resource E)

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Unit Resources and Materials Needed

Resource A

This is an example of what the foldable will look like. The foldable used for the lesson in class should be made out of construction paper.

Agriculture Mining Manufacturing Lumbering Tourism Technology Research

Michigan’s Major Economic Activities

Agriculture Mining Manufacturing Lumbering Tourism Technology Research

Examples

Definition

Symbol

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Resource B

Guided Notes

Write a definition in your own words for each word below:

1. Immigration:

2. Migration:

After listening to The Keeping Quilt by Patricia Polacco:

1. Who was migrating in the book?

2. Where were they leaving from?

3. List push factors the main character experienced.

4. List pull factors the main character experienced.

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Resource C

List of Questions

1. Where do you live?

2. Do you have any siblings?

3. What is your favorite thing to do when you are at home?

4. Have you ever lived somewhere else besides this town?

5. Where have you visited?

Resource D

Venn Diagram

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Resource E

Timeline

1930 1940 1950 1960 1970

1980 1990 2000

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Works Cited

Britannica Junior Encyclopedia. Britannica Online for Kids. Encyclopedia Britannica, Inc., 2014. Web. 28 Apr. 2014.

Detroit Regional Chamber. N.p., 2014. Web. 28 Apr. 2014.

Dictionary.com. Houghton Mifflin Company, 2005. Web. 28 Apr. 2014.

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