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How Michigan Came to Be!

Description: 

Students will identify the need for new historical accounts and construct interactive timeline of Michigan’s past.  Each student will adopt a different historical perspective, either Native American or European, to drive their timeline.   Through a series of lessons, students learn historical content (the history of their state), historical empathy (the understanding of different historical perspectives), and historical thinking (chronological thinking and primary and secondary source interpretation) by studying the following aspects in the history of their state and the relationship between these aspects: American Indians in Michigan, European explorers, early settlements, and statehood.  As they learn about different aspects of Michigan’s journey to statehood, students will create a timeline to sequence significant events (exploration, settlement, statehood) drawing connections and conclusions between and about these events in Michigan’s history. Using a variety of primary and secondary resources students will describe interactions and events that occurred throughout Michigan’s history.

Learning Targets: 
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 – H3.0.5 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 (e.g., trade, treaties).
AttachmentSize
PDF icon Josh Tumolo - AAPS TBDL Blended Unit Planning Document #2.pdf163.66 KB
Author: 
Jtumolo32
Content Area: 
Language Arts
Literacy
Social Studies
Technology
Research
Language: 
English
Resource Type: 
Project
Licensing: 
Creative Commons Licence
Grade: 
3
Tags: 
History
Timeline

Student prerequisite skills and knowledge

The prerequisite skills and knowledge that students will need is the understanding that their was a process to statehood, that Native people lived in Michigan prior to Europeans, and that the Revolution led to the formation of the United States. 

How is the concept or procedure explained or demonstrated?

The lesson is presented from early Michigan History to Statehood, which mimics the timeline and builds upon itself. 

What concepts or procedures are being explained or demonstrated in this lesson object?

Many events led to Michigan's statehood including war, disagreements, and politics. 

What was your experience, both successes and challenges, using this lesson object with your students?

Student will know:

 

The perspective of Native Americans after first encounter.

The perspective of the British and French

The major events leading to statehood.

Students will be able to:

  1. Identify the role of perspective

  2. Use a timeline to sequence events

  3. Describe Interactions between Europeans and Native Americans

  4. Describe the experience of early settlers

  5. Describe the relationships between the Native Americans, the French, and English

  6. State the effects of the War of 1812

  7. State the reasons for the French/Indian War

  8. Describe the impact of Lewis Cass