Wayne RESA
RESA, MAISA MC3 Units
Unit Abstract

In this unit students use primary and secondary sources of information to explore the early history of Michigan. They begin by examining the work of historians and the types of questions they ask. Then, they apply historical thinking skills to a study of American Indians in Michigan, exploration and early settlement. The unit provides a strong link to geography as students analyze ways in which both American Indians and settlers used, adapted to, and modified the environment. Through stories and informational text, students examine Michigan’s past. Civics is naturally integrated as students explore how Michigan became a state. Throughout the unit, emphasis is placed on major historical concepts such as chronology, cause and effect, and point of view.

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Stage One - Desired Results

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Standards
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Compelling Question

How have economics and the early history of Michigan influenced how Michigan grew?

Supporting Questions
  1. How do historians learn about the past?
  2. How did people and events influence the early history of Michigan?
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Content (Key Concepts)

cause and effect

chronology

culture

exploration

human/environment interaction

Michigan

primary sources

secondary sources

settlement

statehood

Skills (Intellectual Processes)

Cause and Effect
Describing
Point of View/Perspective

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Stage Two - Assessment Evidence

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Unit Assessment Tasks
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Stage Three - Learning Plan

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Lesson Plan Sequence
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Resources
  • Chart paper
  • Globe
  • Highlighters
  • Magnifying glasses
  • Overhead Projector or Document Camera and Projector
  • Student journal or notebooks
  • 12” X 18” white drawing paper (one per student) or 12” X 18” brown construction paper (one per student)
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Expectations/Standards
MI: Social Studies (2007)
3rd Grade
History
H3 History of Michigan (Through Statehood)
Use historical thinking to understand the past.
3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
3 – H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
3 – H3.0.3 Describe the causal relationships between three events in Michigan’s past (e.g., Erie Canal, more people came, statehood).
3 – H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs.
3 – H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.
3 – H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.
3 – H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
3 – H3.0.9 Describe how Michigan attained statehood.
3 – H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).
Geography
G4 Human Systems
Understand how human activities help shape the Earth’s surface.
3 – G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.
Copyright © 2001-2015 State of Michigan
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Wayne RESA