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Third Grade Economic Unit

Calhoun ISD Social Studies Curriculum Design Project

Essential Questions Enduring Understandings GLCEs Assessments

What role do Michigan’s natural resources play in the economic development of Michigan? How do the other factors such as scarcity, opportunity cost, human capital, capital resources, and incentives affect business development? How does Michigan’s economic activity affect economic growth and economic decline in Michigan’s? How does specialization encourage economic growth?

People depend on the natural resources to meet their needs and wants. The movement of people and ideas promote growth. Business areas grew due to their location. Natural, human, and capital resources are needed in a business. Scarcity, opportunity cost, and choice affect what is produced and consumed. People make decisions based on economic potential. (migration, immigration, location of natural resources) Specializing in a product encourages interdependence nationally and internationally.

G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture, manufacturing, services and tourism, research and development and explain the factors influencing the location of these economic activities. G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. G5.0.2 Describe how people adapt to, use and modify the natural resources of Michigan. H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity todaywith that same or a related activity in the past.

Required: Third Grade Economic Development Unit Assessment

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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). H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan. H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood). 4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. 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. 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

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Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). 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. E1.01 Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan. E1.0.2 Identify incentives that influence economic decisions people make in Michigan. E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development. E1.0.4 Describe how entrepreneurs combine natural, human and capital resources to produce goods and services in Michigan. E1.0.5 Explain the role of business development in Michigan’s economic future.

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E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence. E3.0.1 Identify products producedin other countries and consumed by people in Michigan.

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Third Grade Economic Development Lessons Breakdown

Title GLCEs Included

Resources

Needed Resources Suggested

Resources Lesson 1 Where are

Michigan’s

natural

resources?

G5.0.1 Michigan map

(for students)

Outline map

Natural

resource map

18 X 11 large light colored construction paper (one

per student)

Markers

Pencil

Scissors

Glue Sticks

Lesson 2 Consequences

of Logging

H3.05

H3.0.8

H3.0.10

G5.0.1

G5.0.2

E1.0.3

E2.0.1

Logging

information

Tree farm

address list

Sample letter

The Lorax - By Dr. Seuss movie

Optional – Paul Bunyan book

Small envelopes (1 per student)

Optional – stamps

The Mitten: Roosevelt’s Tree Army

Michigan History

for Kids – Logs to

Lumber

The Mitten: The

White Pine Era

Lesson 3 Agriculture in

Michigan

H3.0.5

G4.0.3

G5.0.1

Farm Bureau

map

MI commodes

map

Michigan Agricultural Education website:

http://www.michfb.com/education

Region Maps from Michigan Agriculture in the

Classroom:

http://www.michfb.com/pdfs/education/lesson_food.p

df (page 14-15)

Lesson 4 Mining H3.0.7

H3.0.8

G5.0.1

G5.0.2

E1.0.3

4-H3.0.2

4-H3.0.3

http://www.sos.state.mi.us/history/museum/explore/m

useums/hismus/prehist/mining/index.html

The Mitten: Big Annie Clemenc

Sheets, tarps, or blankets

Michigan History

for Kids, Copper

Mining: Coming

to the Keweenaw.

5


http://www.michfb.com/pdfs/education/lesson_food.pdf


http://www.sos.state.mi.us/history/museum/explore/museums/hismus/prehist/mining/index.html

http://www.sos.state.mi.us/history/museum/explore/museums/hismus/prehist/mining/index.html


4-H3.0.4

4-H3.0.9

Flashlights

Safety glasses

Protective gloves

Dixie-Cup

Plaster of Paris

Marbles

Lesson 5 Michigan’s

Products

E2.0.1

Game pieces

Worksheets

Michigan

products lists

3X5 white index cards

Color pencils or crayons

Glue sticks

Small envelopes (1 per student)

Lesson 6 Where are

Products

From?

E3.0.1

T-Chart 24 – 30 items from the classroom

6 empty cereal boxes

Any items made in

your community


Economy

Today

G4.0.1

G5.0.2

Many free brochures from a local hotel

White 9X11 paper

Color pencils, markers, or crayons

Lesson 8 Economic

Vocabulary –

Economy

E1.0.1

Discovery Education video: Economy In and Between

Communities

Discovery

Education video:

Economics: The

Production,

Distribution, and

Consumption of

Goods and Service

Lesson 9 Economic

Vocabulary –

Opportunity

Cost and

E1.0.1 Poem – “Toys

for Me”

Two brown paper bags: One filled with popcorn, one

filled with newspaper

Small brown paper bags

Discovery

Education video

segment:

Satisfying Wants:

The Concept of

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Scarcity

Alternate snack

Something Special for Me by Vera Williams

Opportunity Cost

Lesson 10 Economy

Vocabulary –

Business

E1.0.4

E1.0.2

Economic

vocabulary

worksheets

Large white paper, 18 x 11

Uncle Jed’s Barbershop by Margaret King Mitchell

Click, Clack, Moo: Cows that Type by Doreen Cronin

Small envelopes or baggies (one per student)


Railroads

G1.0.1

G1.0.2

H3.0.10

H3.0.5.

H3.0.6

Michigan

Railroad Maps


Automobile

Industry

E1.0.3

H3.0.1

H3.0.6

H3.0.9

Michigan

History For

Kids:

“Gentleman,

Start Your

Engines”

Index cards

Lesson 13 The Assembly

Line

E1.0.4

E1.0.1

E2.0.1

Henry Ford

Information

Assembly Line

Information

The Night Henry Ford Met Santa by Carol Hagen

8 X 11 white paper

4” square yellow paper

2 X 3 green paper

Glue

Web site about

assembly line and

Henry Ford

http://web.mit.edu/

invent/iow/ford.ht

ml

Another Web site

about assembly

line and Henry

Ford

http://www.sos.stat

e.mi.us/history/mu

seum/explore/muse

ums/hismus/1900-

75/erlyauto/assemb

7

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Carol%20Hagen

http://web.mit.edu/invent/iow/ford.html



http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/erlyauto/assembly.html






ly.html

Lesson 14 Michigan

Today

H3.0.9 The Mitten:

Mighty Mac

The Mitten:

George

Romney

The Mitten:

Gerald R. Ford

Lesson 15 Create Your

Own Business

E1.0.4

E1.0.1

E1.0.5

Sample circle

story

Writing paper

Vocabulary words written on strips of construction

paper

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Third Grade Economic Development Unit Lesson 1 Title: Where are Michigan’s natural resources? Unit of Study: Third Grade Economic Development GLCE:

G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. Abstract: Students will locate and map major natural resources in Michigan. Key Concepts: natural resources, logging, mining, iron, copper Sequence of Activities: (approximately two 30 minute lessons)

1. Brainstorm natural resources orally. Students should recall water, trees, plants, animals, minerals like iron and copper.

2. Discuss mapping needs. (i.e. Title, map key, compass rose, and neatness) 3. Students will cut out four Michigan maps. (A worksheet with two small Michigan maps

to copy is provided.) 4. Students will fold large construction paper into 4 windowpanes. 5. Students will glue one Michigan map in each one of the four windowpanes. 6. Students will work on one map at a time. The first map will be titled Trees. 7. Using an overhead projector or some sort of document projector, show students were they

will add hardwood and pine trees to their Tree map. A large copy of the Michigan map is provided for overheads.

8. Students will copy your direction to color pine trees green and create an entry in their map key.

9. Students will then color hardwood trees brown and create an entry in their map key. 10. Repeat for next three maps entitled…Water, Iron, and Copper making sure to add each

natural resource into the key for each map. *Maps and web links are provided below.

SEE EXAMPLE ON NEXT PAGE. Connections: English Language Arts Mathematics Instructional Resources: Equipment/Manipulative Student Resources

Calhoun ISD Social Studies Curriculum Design Project 9

Third Grade Economic Development Unit Teacher Resources Scissors Glue sticks Four photocopies of a Michigan map (provided) Large 18 X 11 construction paper (one per student) MAPS for trees, water, iron, and copper are provided.

EXAMPLE OF STUDENT WORK TREES Key Key WATER

- Pines - Water - Hardwoods

COPPER

IRON Key - Label the Key - four - mountain - Copper

- ranges - - here


Third Grade Economic Development Unit

Use these maps to help students map the pine and hardwood trees in Michigan. Logging image from web address: http://www.michiganepic.org/lumbering/LumberingBriefHistory.html


http://www.michiganepic.org/lumbering/LumberingBriefHistory.html



Use this map to add major logging cities to students’ natural resource tree map. (Estivant Pines, Hartwick Pines, Muskegon, and Saginaw) if so desired. Rivers in Michigan with major logging cities marked in red. This is from the Michigan Mitten White Pine Era. http://www.michiganhistorymagazine.com/kids/pdfs/mittenjan03.pdf WATER MAP - Use this same map to create a map of the natural resource water in Michigan. Choose major rivers such as the Muskegon, the Saginaw, Grand River, the Manistee, Pere Marquette, etc. Students should also color the Great Lakes.

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http://www.michiganhistorymagazine.com/kids/pdfs/mittenjan03.pdf


Use this for mapping iron in Michigan. Web site for iron mining in Michigan: http://www.geo.msu.edu/geogmich/menominee-iron-range.html You can also fine this map in the Michigan Mitten: Iron Ore. http://www.michiganhistorymagazine.com/kids/pdfs/mittenapr05.pdf


http://www.geo.msu.edu/geogmich/menominee-iron-range.html

http://www.michiganhistorymagazine.com/kids/pdfs/mittenapr05.pdf

Third Grade Economic Development Unit Map for Copper in Michigan: This is from the Mighigan Mitten: Copper http://www.michiganhistorymagazine.com/kids/pdfs/mitten06.pdf

Maps to follow: Small maps. Students will need 2 sheets each for a total of four maps. One large map for your overhead or document projector.


http://www.michiganhistorymagazine.com/kids/pdfs/mitten06.pdf



Overhead

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Third Grade Economic Development Unit Lesson 2 Title: Consequences of Logging Unit of Study: Third Grade Economic Development GLCEs:

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. H3.0.8 Describe past and current threats to Michigan’s natural resources; describe how Michigan worked in the past and continues to work today to protect its natural resources. H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood). G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. G5.0.2 Describe how people adapt to, use and modify the natural resources of Michigan. E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making.) E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence.

Abstract: Students will explore the concept of conservation and the affect of using and not

replacing natural resources. Key Concepts: logging, lumberjacks, forestry, conservation, renewable vs. nonrenewable,

specialization Sequence of Activities: (Three 45 minute lessons)

1. Discuss advantages to logging (employment, new land development) and in what ways lumber was used. Review that the vast amount of trees is one of Michigan’s natural resources. Also review how the Erie Canal helped lead to our interdependence with other states (Others used Michigan’s trees to build their homes).

2. The Erie Canal made the need for Michigan lumber to grow and therefore the need for lumberjacks to increase. Lumberjacks were also called “Shanty Boys.” During this discussion show students pictures from: http://www.michiganepic.org/lumbering/lumbering.html Also on the above site are Quicktime Virtual Reality videos of major lumbering tools that you can move for the students to see how each worked.

3. Show The Lorax by Dr. Seuss DVD/video. 4. Discuss the consequences to lumbering presented in The Lorax DVD/video. 5. Explain the difference between a renewable and nonrenewable resource.(Science

connection) 6. Students will read the Mitten: Roosevelt’s Tree Army.

http://www.michiganhistorymagazine.com/kids/pdfs/mittenmar03.pdf Use this to discuss the crisis Michigan went through after the logging industry stripped Michigan of its trees in the early 1900’s. This article discusses President Roosevelt’s formation of the Civilian


http://www.michiganepic.org/lumbering/lumbering.html

http://www.michiganhistorymagazine.com/kids/pdfs/mittenmar03.pdf


Conservation Corps (CCC) that planted nearly 500 million tree seedlings in the 1930s to bring back the Michigan forests.

7. Students will write a letter to a Michigan Christmas tree farm (an address list is provided) addressing the issue of cut Christmas trees. Specifically, what do they do with the Christmas trees they cut but do not sell? Discuss that Tree farming is considered an agricultural crop. There are 98 addresses at this web site: http://www.mcta.org/pdf/MCT_ChooseCut08_Web_mil.pdf You may also choose to write to a logging company asking about their involvement.

8. Students will create a classroom letter together or individually. Each student will write a letter, sign the letter with first name only, address their envelope, and take home to mail. Letters should include a fact or facts about renewable and nonrenewable natural resources.

9. Add Logging Industry to the Michigan Timeline (1830 first growth, 1906 second growth) 10. (Optional) If you have a computer lab, all students could then go to the same above site

and experience the Interactive Storybook, A Brief History of Lumbering and later visit the Interactive Online Timeline, Multiple Choice, and Tool Activities. If you do not have access to a classroom set of computers an alternative could be to experience this site in a rotating station format. Each fifteen to twenty minute station could be 1) Computer Station 2) Read Aloud of Paul Bunyan Story 3) Color, Cut & Paste Activity-Order the logging process. Early finishers can write a letter from the loggers’ perspective to a family member explaining life as a Shanty Boy.

SAMPLE LETTER Dear Christmas tree farmer, I am a third grader at Best Elementary School. We have been learning about

Michigan’s natural resources, agriculture, and its logging industry. I know that trees are a renewable resource and when a tree is cut down, a new one can be planted. I was wondering what you do with the Christmas trees you cut but don’t sell for Christmas. Thank you.

Sincerely, John

Connections: English Language Arts Optional: Michigan History for Kids – Logs to Lumber The Mitten: Roosevelt’s Tree Army Optional: Tall tale of Paul Bunyan Letter/persuasive writing Mathematics: Students can measure out the actual size of a White Pine tree to be cut down by a logger onto slab paper- anywhere from 2-8 feet in diameter


http://www.mcta.org/pdf/MCT_ChooseCut08_Web_mil.pdf

Third Grade Economic Development Unit Instructional Resources: Equipment/Manipulative computer/website Student Resources Pencil, paper (Optional) A logging handout to be cut and glued in order onto another piece of paper, glue, crayons, piece of construction paper Teacher Resources Michigan History for Kids “Logs to Lumber” Fall 2004 The Mitten: Roosevelt’s Tree Army The Lorax (movie) Lumbering Link http://www.classroomhelp.com/lessons/michigan/index.html (Optional) Book: Paul Bunyan (Optional) self created handout containing the various stages of logging a tree for students to color, cut, and order onto construction paper Projected computer for logging pictures Envelopes – one per student Optional – stamps – one per student Christmas tree farm addresses: http://www.mcta.org/pdf/MCT_ChooseCut08_Web_mil.pdf Modification to this lesson may be necessary for the Jehovah Witness religion.


http://www.classroomhelp.com/lessons/michigan/index.html

http://www.mcta.org/pdf/MCT_ChooseCut08_Web_mil.pdf



For additional information: http://www.mcta.org/index.php?option=com_content&view=article&id=25&Itemid=44

Real Tree Facts

• There are approximately 30-35 million Real Christmas Trees sold in the U.S. every year.

• An estimated 175,000 Real Christmas Trees are sold via e-commerce or catalogue and shipped mail-order.

• North American Real Christmas Trees are grown in all 50 states and Canada. Eighty-five percent (85%) of

artificial trees sold in the U.S. are manufactured in China.

• Real Trees are a renewable, recyclable resource. Artificial trees contain non-biodegradable plastics and

possible metal toxins such as lead.

• Consumers can locate the nearest recycling program by logging onto www.realchristmastrees.org or calling

1-800-CLEANUP.

• For every Real Christmas Tree harvested, up to 3 seedlings are planted in its place the following spring.

• There are about 21,000 Christmas Tree growers in the U.S., and over 100,000 people employed full or part-

time in the industry.

• It can take as many as 15 years to grow a tree of average retail sale height (6 - 7 feet) or as little as 4

years, but the average growing time is 7 years.

• The top Christmas Tree producing states are Oregon, North Carolina, Michigan, Pennsylvania, Wisconsin and

Washington. (See a complete list of all 50 states ranked by several variables.)

• The top selling Christmas Trees are: balsam fir, Douglas-fir, Fraser fir, noble fir, Scotch pine, Virginia pine

and white pine.

USDA National Agricultural Statistics Service, National Christmas Tree Association (NCTA) and your local Christmas Tree professional.

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http://www.mcta.org/index.php?option=com_content&view=article&id=25&Itemid=44

http://www.realchristmastrees.org/

http://www.christmastree.org/statistics_industry.cfm#findings

North Star Trees Inc 18 Pigeon River Rd Afton MI, 49705 231-525-8417Braun's Tree Farm 796 Warren Rd Ann Arbor MI, 48105 734-663-2717Krause Tree Farm 2950 Applegate Rd Applegate MI, 48401 810-633-9935Albert's Tree Farm 13191 M 96 Augusta MI, 49012 269-731-5817Teal's Tree Farms 4260 D Rd Bark River MI, 49807 906-466-2339Olie's Tree Farm 15813 6 1/2 Mile Rd Battle Creek MI, 49014 269-781-2581Messiah's Tree Farm 7916 Alden Hwy Bellaire MI, 49615 231-331-4121Thornhollow Tree Farm 44387 Hull Rd Belleville MI, 48111 734-699-3709Lenderink Family Tree Farms 1267 House St NE Belmont MI, 49306 616-887-8257Yule-Tide Acres 8466 M 62 Berrien Center MI, 49102 269-461-3111Huron View Tree Farms 4700 E Sucker Creek Rd Black River MI, 48721 989-724-5510Vultaggio Brothers Tree 2350 S 23 Rd Boon MI, 49618 231-775-8813Santa's Pride Tree Farm 4950 Fisher Estates Ln Bruce MI, 48065 586-752-5549

Donald Spolyar Christmas Trees 6202 E Boon Rd Cadillac MI, 49601 231-775-1250

Dunbar Tree Farm PO Box 246 Cadillac MI, 49601 231-775-2527Gusty Farms 5275 S 36th St Climax MI, 49034 269-665-0112Runyan's Country Tree Farm 10235 N Webster Rd Clio MI, 48420 810-687-2476Windy Hill Farm 2415 E Vienna Rd Clio MI, 48420 810-687-7453Ruby Farms of Michigan 6567 Imlay City Rd Clyde MI, 48049 810-324-2662Long's Christmas Tree Farms 22288 Conrad Rd Copemish MI, 49625 231-378-2260Terminal Xmas Tree CO 7250 W Fort St Detroit MI, 48209 313-841-7982Urquharts Tree Farm 230 S Steinbach Rd Dexter MI, 48130 734-433-8733Butler's Tree Farm 21515 Crane St Dowagiac MI, 49047 269-782-4650Traditional Trees 51150 Leach Rd Dowagiac MI, 49047 269-424-7040Greenspire Farm 3300 Havens Rd Dryden MI, 48428 810-796-3211

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Pinecrest Farms 4355 Spring Creek Rd Galien MI, 49113 269-545-8125Evergreen Acres Meadow Rd Gaylord MI, 49735 989-705-2324Wahmhoff Farms 23090 M 40 Gobles MI, 49055 269-628-7028Mathisen Tree Farms Llc 7288 S Grow Rd Greenville MI, 48838 616-754-3200Slocum Brothers Tree Farm 1625 N 136th Ave Hart MI, 49420 231-873-3706Broadview Christmas Tree 4380 N Hickory Ridge Rd Highland MI, 48357 248-887-8733Waldock Tree Farm 3090 Dutcher Rd Howell MI, 48843 517-546-3890Luurtsema Tree Farm 5249 Bauer Rd Hudsonville MI, 49426 616-669-7885Matthes Evergreen Farm 13416 Lulu Rd Ida MI, 48140 734-269-2668Fruit Haven Nursery 8576 Chief Rd Kaleva MI, 49645 231-889-9973Tollander Christmas Tree Farm 5603 Lapeer Rd Kimball MI, 48074 810-985-8951Tollander Christmas Tree Farm 5680 Griswold Rd Kimball MI, 48074 810-367-6410Hansens Christmas Tree Farm 9090 M 37 Kingsley MI, 49649 231-263-7458Schmuckal Tree Farms 5719 Schneider Rd Kingsley MI, 49649 231-263-5033Peacock Rd Tree Farm 11854 Peacock Rd Laingsburg MI, 48848 517-651-9193A P Christmas Tree Inc 1235 N Morey Rd Lake City MI, 49651 231-839-2999A P Christmas Tree Inc 1235 N Morey Rd Lake City MI, 49651 231 839 2999Green Valley Tree Farms 7870 N Morey Rd Lake City MI, 49651 231-839-4805Hunt Tree CO PO Box 115 Lake City MI, 49651 231-839-7929Northern Pines Nursery 2300 S Morey Rd Lake City MI, 49651 231-839-3277Parker Christmas Tree CO 435 S Lakeshore Dr Lake City MI, 49651 231-839-7181Rolling Hills Tree CO 4770 N Morey Rd Lake City MI, 49651 231-839-5345Ron Watson Tree Farms PO Box 374 Lake City MI, 49651 231-839-7673Wiggins Tree CO 9771 W Kelly Rd Lake City MI, 49651 231-775-9321Mutch's Hidden Pines 303 W Newark Rd Lapeer MI, 48446 810-667-2711Vernon Johnson & Sons 16449 13 Mile Rd Le Roy MI, 49655 231-768-4918

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Needlefast Evergreen Christmas 3837 N Victory Corner Rd Ludington MI, 49431 231-843-8353

Dutchman Tree Farms 9689 W Walker Rd Manton MI, 49663 231-839-7901Snow Cap Tree Farm 441 Harper Rd Mason MI, 48854 517-676-2191Star Tree Farm 1988 Willoughby Rd Mason MI, 48854 517-676-4030Tannenbaum Farms 2515 Sandhill Rd Mason MI, 48854 517-332-2094Howey Christmas Tree Supplies 6069 E Gaukel Rd Merritt MI, 49667 231-328-4327Antioch Tree Farm 4761 N 19 1/2 Rd Mesick MI, 49668 231-885-1687Cochrane Tree CO 4491 N 5 1/2 Rd Mesick MI, 49668 231-885-1206Windy Pines Tree Farm Inc 4271 Putnam Rd Muskegon MI, 49445 231-766-3553Villadsen Tree Farms Inc 2184 Jefferson Rd Pentwater MI, 49449 231-869-5029Wiggins Tree CO 206 Auburn Ave Pontiac MI, 48342 231-775-8838Holiday Bows 9528 S Bolton Rd Posen MI, 49776 989-356-8733Maple Ridge Supply 9528 S Bolton Rd Posen MI, 49776 989-356-4807Duddles Tree Farms 10378 230th Ave Reed City MI, 49677 231-832-2731Hart Tree Farm 8778 Young Ave NE Rockford MI, 49641 616-874-1804Color Spot Christmas Trees Inc 4556 Holland Lake Rd Sheridan MI, 48884 989-261-4242Timberly Tree Farm 66181 N Lakeview Rd Sturgis MI, 49091 269-651-3784Highland CO 21714 110th Ave Tustin MI, 49688 231-825-2466Pennywick Tree Farm 3295 W Sanilac Rd Vassar MI, 48768 989-823-3306Oomen Tree Farm 6708 N 144th Ave Walkerville MI, 49459 231-873-4641Tall Timbers Tree Farm 56333 17th St Watervliet MI, 49098 269-463-5750Pine Ridge Nursery & Wreath 10658 158th Ave West Olive MI, 49460 616-842-8936Hager Tree CO 7034 M 72 NW Williamsburg MI, 49690 231-267-5011

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On May 2, 1933, two hundred young menfrom Detroit arrived at an isolatedspot in the Hiawatha National Forest,west of Sault Ste. Marie. They set up

tents and called the area Camp Raco. Withinmonths many other similar camps were scatteredall across northern Michigan.

The Civilian Conservation Corps had come toMichigan.

During the early 1930s the nation’s economytumbled, leaving millions of workers unemployed.In New York, Governor Franklin DelanoRoosevelt introduced a program where unem-ployed men worked for the government plantingtrees. When he became president, Roosevelt proposed a similar program called the CivilianConservation Corps.

The Civilian Conservation Corps, also calledthe CCC, was designed to improve the economyand help the needy. President Roosevelt believedthe CCC would return the country to its “formerbeauty” and allow the unemployed to work in“healthful surroundings.” This was true inMichigan. Between 1933 and 1942 thousands ofyoung Michiganians restored the land that log-gers had left behind as barren wastelands.

Most of the men who enrolled in theCCC were between seventeen and twenty-three years old. They were unmarried, unem-ployed, and not in school. They were in goodhealth and capable of doing physical labor.

“CCCers,” as the enrollees were nick-named, each received a set of clothes thatincluded shoes, socks, underwear, a blue

The MittenA Publication of Michigan History magazine MARCH 2003

Roosevelt’s TREE ARMY

(Continued)

A CCC enrolleeplanting treeseedlings

25

denim work suit, and an old army uniform fordress purposes. They also received a toilet kit, atowel, a mess kit, a steel cot, a cotton mattress,and bedding. Enrollees were paid $30 a month.Each man kept 5 dollars and sent 25 dollarshome to help support his family.

At first, CCC camps were tent cities. As winter approached, permanent structures wereconstructed. These camps included several bar-racks, a mess hall, a bathhouse and latrine,and other service buildings. All the buildingswere quite simple. They had electricity, but thelighting was poor.

The U.S. Army helped run the CCC. However,there was no military drill or discipline.

Enrollees began their day with reveille at 6:00 A.M. Calisthenics were followed by break-fast. The men spent all day working. Theyreturned to camp in the late afternoon wherethey either attended classes or visited nearbycommunities. Lights were out at 10:00 P.M.

The CCC worked in national and stateforests. They planted seedlings and worked toend tree diseases. The CCCers fought forest firesand built roads, trails, towers, and firebreaks toprevent forest fires. In 1936 the CCC fought mas-sive fires on Isle Royale in western LakeSuperior. According to one observer, without theefforts of the CCC “some of the finest scenicspots on the island would have been laid bare.”

The CCC improved hundreds of miles ofMichigan’s best fishing rivers and streams, con-ducted many wildlife projects, and worked inMichigan’s state parks.

Being in the CCC wasn’t all work. Enrolleeshad a chance to finish their high school diplomasor take college classes. The camps also fieldedsports teams. According to one observer, theCamp Manistique baseball team “played highclass baseball.” CCCers at Camp Walkerville heldweekly boxing matches that drew crowds of hundreds of area residents. The camp sent one

Fighting fires to preserveMichigan’s forests

Barracks at Camp Au Trainnear Munising in the U.P.

Basketball team atCamp Bitely in 1937

Basketball team atCamp Bitely in 1937

Musical entertainmentafter work at Camp Hale

Pho

tos

Sta

te A

rchi

ves

of M

ichi

gan

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pt w

here

not

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brar

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26

of its members to fight in theGolden Gloves Tournament in Chicago.

Camp Escanaba River enrollees even had an orchestra that performed on the local radio station.

The Civilian Conservation Corps ended inJune 1942. Its accomplishments were amazing.Nationally, more than three million men joinedthe CCC. More than 100,000 young men joinedthe Michigan CCC. They planted almost 500 mil-lion trees—more than twice as many as in any

other state. They developed Isle Royale NationalPark and the Seney National Wildlife

Refuge, revitalized the Michigan State Park system, and sent 20 million dollars home to their families.

The CCC improved the morale, health, andeducation of many young men. It also gave themsome military experience that benefited thosemen who joined the armed forces during WorldWar II.

Finally, as President Roosevelt once noted,the work of the Civilian Conservation Corpsreceived “the admiration of the entire country.”Today, the efforts of the CCC can still be seen andenjoyed in Michigan’s state parks and nationalforests.

The Civilian Conservation CorpsMuseum has indoor and outdoorexhibits. CCC alumni donated to themuseum many photographs and artifactsthat depict the workers’ day-to-day livesand accomplishments. The museum, locat-ed fifteen miles south of Grayling alongRoscommon Road in North Higgins Lake

State Park, is open Memorial Day through Labor Day.Telephone (517) 373-3559, TDD (800) 827-7007 or visit www.michigan history.org.

Visitors can still explorebuildings the CCC built at several Michigan state parks.Ludington State Park’s bath-house, a limestone picnic shelter at Indian Lake State Park near Manistique,and a fieldstone caretaker’s residence at Wilson StatePark near Harrison are all still in use. The campgroundat J. W. Wells State Park, thirty miles south ofEscanaba, is where a CCC camp once stood. There,CCC members constructed stone buildings, built waterand sewage systems, landscaped areas, and clearedtrails. Hoeft State Park near Rogers City has a CCC-

built bathhouse made of stone and logs. The next timeyou visit a state park, ask a ranger if the CCC worked inthe area. For information on Michigan’s state parks, visitthe Department of Natural Resources website, www.michigan.gov/dnr.

The men of CCC Company 3626 established theSeney National Wildlife Refuge near Seney in theUpper Peninsula in 1935. These members of CampGermfask transformed 95,000 acres of marshland into ahome for migrating birds. A system of dams, spillways,ditches, dikes, and pools was built, and hundreds ofacres of millet, celery, and wild rice were planted as foodfor birds. For information, telephone (906) 586-9851 orvisit http://midwest.fws.gov/Seney.

The CCC saved Isle Royale fromcomplete destruction when fires sweptacross the island in 1936. CCC campswere established at what are now DaisyFarm, Windigo, and Siskiwit Bay. Besidesfirefighting, other CCC projects includedbringing moose to the island and con-structing the park headquarters on Mott Island. For infor-mation on visiting Isle Royale National Park, telephone(906) 482-0984 or visit www.nps.gov/isro.

Where to Take Your Family

Rog

er L

. Ros

entr

eter

Rog

er L

. Ros

entr

eter

Roger L. Rosentreter collection

CCC Museum

Ludington

Isle Royale

27

The Mitten is produced by the staff of Michigan Historymagazine, which is part of the Michigan Historical Center.The Michigan Historical Center is part of the Department of

History, Arts and Libraries. Dedicated to enhancing thequality of life in Michigan, the department also includes the

Mackinac Island State Park Commission, the Library ofMichigan, the Michigan Film Office, and the Michigan

Council of Arts and Cultural Affairs.

For more information, contact Michigan History at

(517) 373-3703 or visit us online atwww.michiganhistorymagazine.com

Vocabulary

WORDSBarracks: a large building forhousing people

Calisthenics: exercise

Isolated: cut off from others

Latrine: toilet

Mess hall: building wheremeals are eaten

Morale: the state of a person’sspirit or attitude

Reveille: sounding a bugle inthe morning to wake people

Wasteland: land that is empty,torn up, and/or useless

9

What DidYou Learn?

1. Who proposed the Civilian Conservation Corps?a. Governor Franklin Delano Rooseveltb. President Franklin Delano Rooseveltc. General Franklin Delano Roosevelt

2. Which of the following did enrollees NOT do?a. plant treesb. play baseballc. knit clothingd. take classes

3. Where can you see the impact of the CCC today?a. on billboards along highwaysb. at Michigan’s state parksc. in factories and office buildings

E B G D T Q R N S Q E W K N T T I M E V D

Y L F O E H S N I W J T O C L U B Y E V F

S D L D X Y C H Q K O X G A D L S P K T O

Y E B Y B E O T O H T N F Z O S E F A E P

R L L F Q F I L G V I G W B H J K G P V T

U H J Y K H X E P L S R K D G N O T J F H

E M C F X Y X V D M L T B Q R B H O G K I

S P K M Z Q W E S T E G R Q F N A X I K Y

Z Y E F O R E S T S R N U X A V M K H A J

L Y T C T S Z O D X O S U F J V O C X W R

K F I I L I R O O F Y X K F D P E M U M K

L A Z Y H X Z R V B A R R A C K S E W E E

K P H E O U U U V Y L S A H C O D F V T G

V G Y N O I T A V R E S N O C L E P X Z S

Find the

following

CCCwords

BARRACKS

CCC

CONSERVATION

ISLE ROYALE

UNEMPLOYED

FORESTS

ROOSEVELT

SEEDLING

*BONUS:What island did the CCCfight fires on?a. Grosse Ileb. Mackinac Islandc. Isle Royale

28

According to onelumberman who

lived through Michigan’s lum-bering era, “there is no othertree in all the world which hasso much romance . . . as thewhite pine.” He was correct.

It was the white pine thatmade Michigan the nation’sleading lumber-producing statefrom 1860 until 1910. Thestate’s biggest white pines werecalled cork pine. These treeswere 300 years old and grew tostand 200 feet tall. Today, a fewremaining cork pine trees areat Hartwick Pines State Parknear Grayling and at EstivantPines Nature Sanctuary nearCopper Harbor.

During Michigan’s lumber-ing era, thousands of men, better known as shanty boys,cut down the dense forests thatcovered the state. Other men,called lumber barons, madegreat fortunes by operatingcompanies that cut the trees.The logs were transported tosawmills, cut into lumber

“boards,” andshipped all acrossthe Midwest.

White pinewas easyto movebecause itfloated. Loggersfloated the logs tosawmills in townsat the mouths of the state’srivers. Two of Michigan’sgreatest sawmill cities wereMuskegon at the mouth of theMuskegon River and Saginawat the mouth of the SaginawRiver. In 1873, more than 1,600Michigan sawmills cut millionsof logs into boards.

By the early years of thetwentieth century most ofMichigan’s great pine forestshad been cut. The areas wherethe forest once stood werecalled cutover lands. Cutoverlands were desolate and creat-ed problems like fires and erosion. During the 1930s, theCivilian Conservation Corps(CCC) planted tens of millions

of trees on the cutover lands.These newly planted forestsbecame Michigan’s state andfederal forests.

Today, the Michigan StateUniversity Extension Serviceclaims that about half the stateis forested. Logging also contin-ues in Michigan, especially inthe state’s northern counties.

The MittenA Publication of Michigan History magazine JANUARY 2003

MICHIGAN’S

WHITE PINEERA

MICHIGAN’S

WHITE PINEERA

Photos State Archives of Michigan

29

It is 1873 and you are the owner of the AjaxLogging Company. Your shanty boys havejust logged over a stretch of forest inIsabella County. What’s next?First, you call in your timber cruisers.

These men are sent to nearby Osceola Countyto look for a new stand of pine. They eagerlyreturn after discovering 40 acresnear the Muskegon River thatcontains much cork pine. Yourcompany purchases the land fromthe federal government.

The next task is to establish a logging camp on the site. The camps are temporary. Theyinclude a bunkhouse, a stable and blacksmithshop, and a cookhouse where the meals areserved. The bunkhouse is home to shanty boyswho work six days a week. They are paid about

$25 a month. Pay is received at the end of thelogging season that begins in the fall and endsin the spring.

A shanty boy’s typical day begins beforedawn. After a hearty breakfast, the menhead into the forest. Using double-edgedaxes and crosscut saws, the shanty boys fell

the biggest trees. Next, they hackoff the branches and cut the treesinto shorter logs. Swampers usehorse-drawn sleighs to place thelogs on the banks of the frozenMuskegon River. If there is notenough snow for the sleighs, theroads are iced. This makes the job

more dangerous for the horses and the driv-ers called teamsters.

How to Log a

Ajax log mark

Swampers at work

Riverhogs at work

30

At Hartwick Pines State Park near

Grayling, visitors can walk through acres of

never-cut white pine and see

how northern Michigan looked

before the shanty boys came.

The Michigan Forest Visitor

Center presents information

about modern forest manage-

ment. The Hartwick Pines

Logging Museum, part of the

Michigan Historical Museum

system, has a recreation of a

nineteenth-century logging camp. Exhibits show

life in the bunkhouse, cook shanty, and camp

store and office, as well as describing the differ-

ent jobs within a logging operation. For more

information, telephone Hartwick Pines at (989)

348-2537 or visit www.michiganhistory.org.

Estivant Pines Nature Sanctuary near

Copper Harbor is another place to see never-

logged white pine forests. A walking trail guides

visitors to trees that are 500 to 1,000 years old.

Near Ludington is Historic White Pine

Village, which has among its 21 buildings the

Abe Nelson Lumbering Museum. The museum

displays items from lumber camps in the Lower

Peninsula. The village also includes a blacksmith

shop, courthouse, general store, post office, and

four other museums. Telephone (231) 843-4808

or visit www.historicwhitepinevillage.org.

As far back as the 1790s, Historic Mill

Creek was the site of a sawmill providing

lumber to Mackinac Island. Today, the sawmill,

sawpit, and nature trails near Mackinaw City are

the sites of living history demonstrations and

nature presentations. For more information, tele-

phone (231) 436-4100 or visit www.mackinac

parks.com/millcreek.

Where to TakeYour FamilyForest

As the logs are stacked along the riverbank thestampers hammer the company’s log markinto the ends of each log.

In the spring the logs are dumped into themelting Muskegon River. Riverhogs ride themass of logs to Muskegon. As the logs arrive atthe mouth of the river, boomers sort out theAjax Logging Company logs. These logs arefloated to the company sawmill where a circu-lar saw cuts them into boards. The boards arestacked to dry before being shipped by boat toChicago.

After the Osceola timber is cut, Ajax willmove on to another parcel of land that the timber cruisers have already discovered.

At the sawmill

31

The Mitten is produced by the staff of Michigan Historymagazine, which is part of the Michigan Historical Center.The Michigan Historical Center is part of the Department of





(517) 373-3703 or visit us online atwww.michiganhistorymagazine.com

Vocabulary

WORDSBoomer: man who sorts logsby log mark

Log mark: symbol ham-mered into log ends to identify ownership

Riverhog: man who drivesthe logs down the river to thesawmill

Shanty boy: lumberjack,man who cuts trees down

Stamper: man who marks thelogs

Swamper: man who pullslogs to the riverbank

Teamster: man who drives ateam of horses or oxen

Timber cruiser: man whofinds the best forests to cut

9

What DidYou Learn?

1. What kind of tree made Michigan the top lumberproducer in the country?a. birchb. walnutc. white pine

2. Areas where forests had been cut down were called_____________ ____________.

3. How did the lumbermen get logs to the sawmills?a. They hauled them on wagons.b. They floated them down rivers.c. They shipped them on boats.

4. Today about _____________ of Michigan’s land is covered with forests.

W B Z E F I S N Q Z S L R E M O O B W Q F

U O L K W A U V D E P E H I B A F D Y L C

M J Z Z W L B L E I S E D H S X G H A J I

C V O M B D C V I I L C I K R S Y Y M Z B

H M I A G D Z N U S W Q H N I K N O E E Z

V L P Q S R E R W Q W E F J V R D M J F W

L H A K G L C V G H U S P L E D M G Y T Q

E F X Q A R I W B H I P I Z R L F F G K L

K F Z R E G K R R C S T A W H K I Y C U Y

U R I B D G J G E M W R E A O J W A D W H

K K M S H A N T Y B O Y A P G I F O F B F

Y I Y J B O U W R J M M P G I T N K E E V

T Z M M O Y H Y N H W U U N X N L B B P S

N H E G B G W Q A J W E L E X I E L O I M

Find the

following

LUMBERINGwords

BOOMER

LUMBER

RIVERHOG

SAWMILL

SHANTYBOY

TIMBERCRUISER

WHITEPINE

32

Third Grade Economic Development Unit Lesson 3 Title: Michigan’s Agriculture Unit of Study: Third Grade Economic Development GLCEs:

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. G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan.

Abstract: Students will identify current Michigan commodities and compare them to the past. Key Concepts: natural resources, regions, products/commodities Sequence of Activities:

1. Ask students – “What is agriculture and how does it affect your daily life?” After constructing a response the teacher will create a list on how agriculture affects students’ daily lives.

2. Ask – “How did the lumbering industry shape Michigan’s early farming?” (clearing the trees allowed the settlers to plant crops)

3. Students will create a Venn diagram on how they think farming 100 years ago is the same/different than farming today.

4. Students will know that agriculture is the second largest industry in Michigan and leads the nation in many different agricultural areas (cherries, blueberries, beans, dairy).

5. Use page 43 of “Michigan Agriculture in the Classroom,” Region Map (provided) to identify agricultural regions in Michigan.

6. Use page 44 of “Michigan Agriculture in the Classroom,” Commodity Map (provided) to identify at least three current products produced in each region.

7. Students will flip map over and compare and contrast in writing today’s products with products of the past (Native Americans and Pioneers). Describe how they believe these products came to be produced in Michigan. (Explorers, Immigrants)

8. (Optional) Michigan 1960 product map included for comparison. Connections: English Language Arts Students will construct a response to the question above that asks: what is agriculture and how does it affect your daily life? Math Instructional Resources: Teacher Resources




o Michigan Agricultural Education website: http://www.michfb.com/education o Region Maps from Michigan Agriculture in the Classroom: http://www.michfb.com/pdfs/education/lesson_food.pdf (page 43 -44)

100



List of Michigan Companies http://en.wikipedia.org/wiki/List_of_companies_based_in_Michigan Agriculture Aseltine's Cider Mill (Apple Orchard) Comstock Park Friske Orchard (Apple, Strawberry, Cherry) Ellsworth DeGrandchamp’s Farm (Blueberries) South Haven Food Faygo Detroit Jiffy Mix Chelsea Billy Bones BBQ Sanford Kellogg’s Battle Creek Post Battle Creek Gerber Baby Food Freemont Pioneer Sugar Bay City Hudsonville Creamery Holland Dark Horse Brewing Co. Marshall Lawry's Pasties Marquette Koegel Meat Company Flint Arcadia Brewing Company Battle Creek Domino’s Pizza Ypsilanti Hungry Howie’s Pizza Taylor Little Caesar’s Pizza Garden City Retail Meijer Walker Spartan Stores Byron Center Gordon Food Service Grand Rapids Amway Ada La-Z-Boy Furniture Monroe Carhartt Dearborn Cars Chrystler Auburn Hills Ford Dearborn General Motors Detroit Services Flagstar Bancorp Jackson Independent Bank Ionia Kelly Services Troy Stryker (production of orthopedic implants) Kalamazoo Detroit Edison (power co.) Detroit Auto-Owners Insurance Mount Pleasant

101

http://en.wikipedia.org/wiki/List_of_companies_based_in_Michigan

http://www.buymichiganproducts.com/Public/RetailerLocationDetail.php?locationid=31



List of Michigan Companies Other Sleeping Bear Press (books) Chelsea Aco Hardware Farmington Hills Bissell (broom) Grand Rapids Whirlpool (appliances) Benton Harbor Steelcase (Metal Office Furniture) Grand Rapids Howard Miller Clock Company Zeeland Dow Chemical Company Midland

102

Third Grade Economic Development Unit Lesson 4 Title: Mining Unit of Study: Third Grade Economic Development GLCEs:

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). H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan. G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making.) 4-H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. 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. 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. 4-H3.0.9 Create timelines to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.

Abstract: Students will learn about the mining industry in Michigan’s Upper Peninsula. Key Concepts: Mining, Copper, Iron, Upper Peninsula, specialization Sequence of Activities: (approximately three 30 minute lessons)

1. Add mining to your class timeline. a. 1844 – First major copper mines begin in Keweenaw area b. 1880 - Iron Ore is discovered in the Gogebic Range c. 1913 – The Western Federation of Miners called a strike of 13,500 Upper

Peninsula copper miners for better hours (an 8 hour work day) and a minimum wage of $3.50 per hour. They also wanted to get rid of the one-man drill.

2. Lead the students in a discussion on mining (What it is, why we do it, how is it done). Discuss that mining is another specialization of Michigan.

3. Discuss mining in Michigan, (Copper, Iron and Salt) and discuss what each material is used for (Iron is used to make steel for buildings, cars and nails. Salt is used for icy roads and seasoning food. Native Americans used copper for spear and arrowheads; today it is used to make various things such as wires, boat bottoms, clocks and watches, etc.) Point out the areas of Copper and Iron mining in the Upper Peninsula (see http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/mining/images/ranges.gif for a great map from the www.michigan.gov web site) and the salt mines


http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/mining/images/ranges.gif

http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/mining/images/ranges.gif

http://www.michigan.gov/



in the Detroit area. http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/mining/Default.htm for a tour of the copper mines, iron mining, salt mines, and more information.

4. Discuss the job of the miners. http://www.michigan.gov/hal/0,1607,7-160-17451_18670_18793-53082--,00.html

a. They worked underground in dark and damp conditions. b. They had to drill (early on by hand) and blast large rock to get at the desired

material. 5. Ask the students to imagine what it would be like to work underground, how would you

see, what kind of dangers might you encounter? 6. (Optional) Read Michigan History for Kids, Copper Mining: The Father of Copper

Mining (Douglass Houghton ) 7. Read The Mitten: Big Annie Clemenc (Annie Clemenc pronounced Clement) for case

studies of important people that affected Michigan history. See attached PDF: The Mitten: Copper

8. (Optional for GLCEs 4-H3.0.2 and 4-H3.0.3) Read Michigan History for Kids, Copper Mining: Coming to the Keweenaw. Students will read about immigrants coming to Michigan to search for a job, land to grow food, and a chance for a better life.

9. Lead the students in a simulated mining activity. a. Create a dark tunnel (throw dark cloth over tables) b. Inside of the tunnel place small Dixie-Cups filled with hardened Plaster-of-Paris

(alternative: cups of frozen water) with a small marble inside. Put other objects throughout the tunnel so the students have to search with a flashlight to find a Dixie-Cup.

c. When they come out of the tunnel have them use a small hammer and a screwdriver to chisel out the marble. (Be sure to make sure that students use safety glasses and protective gloves)

10. Have the students construct a response on mining and their experience with their “mini mine.”

Connections: English Language Arts: Mathematics: Instructional Resources: Equipment/Manipulative: http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/mining/ This is a great resource and a great site for students to look at. You can also Google Michigan Historical Museum Mining to find the site. Student Resources: flashlights, safety glasses, protective gloves Teacher Resources: Dixie-Cups, Plaster of Paris, marbles

171

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

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

http://www.michigan.gov/hal/0,1607,7-160-17451_18670_18793-53082--,00.html

http://www.michigan.gov/hal/0,1607,7-160-17451_18670_18793-53082--,00.html

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

Background Notes

Copper: The earliest inhabitants of Michigan used native copper. Because it is a soft metal they made mostly ornaments from it rather than weapons. They were the state's first miners. Observations by Douglass Houghton in 1821 and 1832 led to one of the biggest and most important mining booms in this country's first century. The Keweenaw Peninsula in the western Upper Peninsula of Michigan had heavy deposits of copper. By 1845 copper was being mined.

Iron: In 1844 a survey party headed by William Burt noted wild fluctuations in their magnetic compass. Burt suspected iron deposits and used his solar compass to survey the area. This lead to the discovery of rich iron deposits. The Marquette, Menominee, and Gogebic Ranges in the Upper Peninsula had the main concentrations of iron ore.

1. Ask each student to bring objects from home that are made of either copper or iron and explain what the object is and how it is used. If real objects cannot be found, ask them to find a picture from a catalog or advertisement. Many items will be made from alloys such as brass (copper + zinc), bronze (copper + tin) and steel (iron + carbon).

Background Notes

Although some miners worked independently in the earl years, most minersworked for mining companies that pathem for their work. Workers were usually paid in cash. However, sometimthe Upper Peninsula's severe winter weather made it impossible to get tmoney to the mine to pay the miners. Also, money was scarce during hard times and depressions, including the Panic of 1893. When cawas hard to come by, some mining companies issued the

y id

es

he

sh ir own paper money, called scrip.

The scrip could be used in the company store to buy supplies miners needed for work, such boots or candles. Miners and their families could also buy food and household items with the scrip. Some towns had places where miners could exchange their scrip for U.S. currency for a fee of up to 10% of the amount. The exchanged scrip would then be sold back to the mining company.

Directions

Show students the sample of mining scrip. Discuss with class its use to pay miners when companies were short of cash money. Compare it to a current $5 bill. Discuss how it differs from legal tender (e.g., appearance, not issued by government, not valid at stores that did not have an agreement with the mining company to reimburse it).

Have students select a name for their own "mining company" and design scrip for it in different denominations. Make copies of the scrip to use in the general store.

Plan a company "general store." The store can be stocked with pictures from catalogs and magazines. Each item should be priced. Use nineteenth century prices (see the list below, the Derks and Emmet references, 19th century newspapers and magazines or other resources).

Arrange students into groups to represent mining families with a miner, wife and children. Pay each "miner" his 1893 week's wages with scrip. For example, a miner making $1.43 per day who

172

http://www.michigan.gov/documents/hal_mhc_mhm_mining_scrip_65024_7.pdf�

worked a week of six days receives $8.58. Each "family" should then make a week's shopping list for food and other items. "Families" then go to the company store and do their "shopping." Students report back with their list of purchases and how they decided on the items for the week. Listed below are items with 1893-1895 prices:

Bacon, l lb. $ .14Butter, 1 lb. .28Eggs, 1 doz. .22Flour, 5 lb. .13Milk, 1/2 gal. delivered .14Pork chops, 1 lb. .12Potatoes, 10 lbs. .17Round steak, 1 lb. .12Turkey, 1 lb. .10Miner's shoes, l pair 2.00Man's hat (black stiff felt) 1.75Man's heavy knit wool socks, l pair .14Boy's school outfit (suit, extra pants, hat) 5.00Vegetable seeds, one packet .25Cookie cutter .15Baking powder, 4 oz. can .15Haviland tea pot (Carnot floral pattern) 1.95Folding ironing board 1.00Lady's watch 5.00Fountain pen 3.50Ink, 15 oz. bottle .17Popular American Dictionary .30Roget's Thesaurus 1.40Postage stamp [collector's] album 1.05Portrait scrapbook (photo album) for 30 pictures .10Parcheesi game 1.358-ball croquet set, maple 2.20Doll with bisque head, long hair, and dress (15.5" tall) .50Brass bird cage 1.00Seth Thomas mantle clock 5.75Face lotion .50Lady's kid high button walking shoes, 1 pair 2.00Ladies' white muslin apron with pocket .25Girl's calico dress (age, 10 yrs.) .60Ladies' Home Journal magazine (one issue) .10

Questions for Discussion or Research

1. Why might the prices of goods be higher in the Keweenaw area than in Detroit? 2. Would it be possible for other family members to earn money? How? 3. What does the following phrase mean: "I owe my soul to the company store."?

Vocabulary

• Company store: A store founded and operated by the mining company. It would accept the miners' scrip in payment for purchases.

• Scrip: Paper currency issued by mining and other companies instead of cash. It was generally spent in the company store.

• Wages: That which is paid for work or services.

173

Jobs, Hours and Pay in Michigan Underground Copper Mines in 1924

Occupation Average Full-

time Hours Per Week

Average Earnings Per

Hour

Average Full-time Earnings

Per Week

Blacksmiths (surface & underground) 54.0 $.445 $24.03

Blacksmiths' helpers (surface & underground) 54.0 .354 19.12

Carpenters (surface & underground) 53.9 .425 22.91

Carpenters' helpers (surface & underground) 54.0 .363 19.60

Chute loaders (underground) 48.0 .503 24.14

Compressormen (surface & underground) 56.9 .446 25.38

Drilling machine operators (company miners, underground) 48.0 .557 26.74

Drilling machine operators (contract miners, underground) 48.0 .676 32.45

Drivers (surface) 54.0 .358 19.33

Drivers, mule (underground) 48.0 .400 19.20

Dryhousemen (surface) 55.3 .324 17.92

Electricians (surface & underground) 51.7 .465 24.04

Electricians' helpers (surface & underground) 54.0 .368 19.87

Engineers, stationary (surface) 61.5 .420 25.83

Firemen, stationary (surface) 56.3 .426 23.98

Hoistmen (surface) 53.5 .473 25.31

Hoistmen (underground) 48.0 .428 20.54

Laborers (underground) 48.0 .474 22.75

Loading machine operators (underground) 48.0 .413 19.82

Machinists (surface & underground) 53.8 .478 25.72

Machinists' helpers (surface & underground) 54.0 .377 20.36

Motormen (underground) 48.0 .457 21.94

Muckers (underground) 48.0 .501 24.05

Nippers (underground) 48.0 .342 16.42

Oilers (surface & underground) 54.5 .333 18.15

Ore sorters (surface & underground) 48.0 .412 19.78

Pipemen (surface & underground) 48.5 .481 23.33

174

Powdermen (underground) 48.0 .463 22.22

Roof trimmers (underground) 48.0 .482 23.14

Skippers (underground) 48.0 .459 22.03

Stationmen (underground) 48.0 .495 23.76

Timbermen (underground) 48.0 .464 22.27

Timbermen's helpers (underground) 48.0 .406 19.49

Tool dressers (surface) 54.0 .401 21.65

Topmen (surface) 54.2 .343 18.59

Trackmen (underground) 48.0 .460 22.08

Trackmen's helpers (underground) 48.0 .413 19.82

Trammers (underground) .551 48.0 26.45

Trip riders (underground) 48.0 .467 22.42

Truck operators (surface) 54.0 .383 20.68

Watchmen (surface) 66.3 .352 23.34

Other employees (surface & underground) 50.1 .497 24.90

Source: United States Bureau of Labor Statistics. Monthly Labor Review. Vol. 20, Jan-June 1925. Washington: Government Printing Office, pages 1033-1039. This table is adapted from more extensive data provided in that report.

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Third Grade Economic Development Unit Lesson 5 Title: Michigan’s Products Unit of Study: Third Grade Economic Development GLCE:

E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).

Abstract: Students will play a memory game to learn the products made in Michigan to better relate to products not made in Michigan that we use today. Then discover that specialization of communities leads to depending on other community’s products. Key Concepts: products, interdependence, specialization Sequence of Events (approximately two 30 minute sessions)

1. Introduce to students to the understanding that there were areas in Michigan that began to specialize in certain products, which led to dependence in other areas. For example: Battle Creek doesn’t have a Jiffy Mix company but they still buy the product that is make in Chelsea, MI. Chelsea, MI doesn’t have a Kellogg’s Cereal factory but they still buy cereal. This also goes across the country such as cherries grown in Michigan are sold in Florida and oranges grown in Florida are sold in Michigan

2. Students will create a memory game with Michigan products and the city that produces them.

Examples: cars -- Detroit, Flint and Lansing; medicine -- Kalamazoo; cereal -- Battle Creek; furniture -- Grand Rapids; chemicals -- Midland; baking mixes -- Chelsea; magic supplies -- Colon; Cherries and frozen foods -- Traverse City; grapes used in wine production -- Paw Paw; baby food -- Fremont; sugar beets -- Saginaw; blueberries – South Haven. a. Each student will cut out the product and city “match” for the worksheet.

(included). Optional - Modify worksheet to include students’ community and products produced there.

b. Small picture squares will then be glued onto a small white index card that has been cut in half. One color should be added to the cards to aid in matching. (i.e. Lightly color cereal picture red and words Battle Creek red. Lightly color car blue and words Detroit, Flint and Lansing blue, etc.)

c. Students’ names should be put on the blank side but remind them to write it the same way on all ten cards. Cards can be kept in small envelopes.

d. Students will play memory product game with a partner and begin to remember what products are produced in Michigan cities.




3. Students will brainstorm, with their memory partner, two products that people in Michigan use that were not mentioned as Michigan products. (Such as Mattel that makes Barbie and Hot Wheels ). They will then describe to their partner how we depend on another city or country (El Segundo, CA for Mattel) to create the product so we can have it in Michigan even though there is no factory here in Michigan.

4. Define vocabulary words: a. Specialization – doing one thing well (making one product well) b. Interdependence – depending or relying on others to help you

5. As a whole classroom, brainstorm what a company might have to do to sell products outside of the company’s immediate community.

Possible Answers: Advertise, contact stores and businesses, have big trucks - some may need refrigeration, warehouses to store large orders, increase factory size and machinery – capital resources, hire more workers – human capital, increase purchasing of natural resources.

6. Students will use the California Food Products map independently to describe how California consumers can purchase cherries in their store and we can purchase oranges and lemons here in Michigan.

Connections: Instructional Resources: Equipment/Manipulative 3X5 white index cards (10 cards per student) Cards will be cut in half as memory pieces. Glue Stick Color pencils/crayons Small envelopes (1 per student) Teacher Resources http://en.wikipedia.org/wiki/List_of_companies_based_in_Michigan Great Company list with some links. http://www.buymichiganproducts.com/Public/Index.php A nice web site for some Michigan products

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http://www.buymichiganproducts.com/Public/Index.php

Detroit

Flint Lansing

Battle

Creek

Traverse City

Fremont

Grand

Rapids

Paw

Paw

Saginaw

South

Haven

Kalamazoo

Chelsea

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List of Michigan Companies http://en.wikipedia.org/wiki/List_of_companies_based_in_Michigan Agriculture Aseltine's Cider Mill (Apple Orchard) Comstock Park Friske Orchard (Apple, Strawberry, Cherry) Ellsworth DeGrandchamp’s Farm (Blueberries) South Haven Food Faygo Detroit Jiffy Mix Chelsea Billy Bones BBQ Sanford Kellogg’s Battle Creek Post Battle Creek Gerber Baby Food Freemont Pioneer Sugar Bay City Hudsonville Creamery Holland Dark Horse Brewing Co. Marshall Lawry's Pasties Marquette Koegel Meat Company Flint Arcadia Brewing Company Battle Creek Domino’s Pizza Ypsilanti Hungry Howie’s Pizza Taylor Little Caesar’s Pizza Garden City Retail Meijer Walker Spartan Stores Byron Center Gordon Food Service Grand Rapids Amway Ada La-Z-Boy Furniture Monroe Carhartt Dearborn Cars Chrystler Auburn Hills Ford Dearborn General Motors Detroit Services Flagstar Bancorp Jackson Independent Bank Ionia Kelly Services Troy Stryker (production of orthopedic implants) Kalamazoo Detroit Edison (power co.) Detroit Auto-Owners Insurance Mount Pleasant

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List of Michigan Companies Other Sleeping Bear Press (books) Chelsea Aco Hardware Farmington Hills Bissell (broom) Grand Rapids Whirlpool (appliances) Benton Harbor Steelcase (Metal Office Furniture) Grand Rapids Howard Miller Clock Company Zeeland Dow Chemical Company Midland

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32 Cities Company Name Ada Amway Auburn Hills Chrysler Battle Creek Arcadia Brewing Company Kellogg’s Post Bay City Pioneer Sugar Benton Harbor Whirlpool (appliances) Byron Center Spartan Stores Chelsea Jiffy Mix Sleeping Bear Press (books) Comstock Park Aseltine's Cider Mill (Apple Orchard) Dearborn Carhartt Ford Detroit Faygo General Motors Detroit Edison (power co.) Ellsworth Friske Orchard (Apple, Strawberry, Cherry) Farmington Hills Aco Hardware Flint Koegel Meat Company Freemont Gerber Baby Food Ionia Independent Bank Jackson Flagstar Bancorp Garden City Little Caesar’s Pizza Grand Rapids Gordon Food Service Bissell (broom) Steelcase (Metal Office Furniture) Holland Hudsonville Creamery Kalamazoo Stryker (production of orthopedic implants) Marquette Lawry's Pasties Marshall Dark Horse Brewing Company Midland Dow Chemical Company Monroe La-Z-Boy Furniture Mount Pleasant Auto-Owners Insurance Sanford Billy Bones BBQ South Haven DeGrandchamp’s Farm (Blueberries) Taylor Hungry Howie’s Pizza Troy Kelly Services Walker Meijer Ypsilanti Domino’s Pizza Zeeland Howard Miller Clock Company

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Third Grade Economic Development Unit Lesson 6 Title: Where are Products From? Unit of Study: Third Grade Economic Development GLCE:

E3.0.1 Identify products produced in other countries and consumed by people in Michigan.

Abstract: Students will explore products to see where they are made.

*Note: For this exercise, help tangled learners learn the difference between what is in our country and what is another country.

Key Concepts: foreign products Sequence of Activities: (approximately one 30 minute lesson)

1. With students in six small groups, pass out one empty box of Kellogg’s or Post cereal to each group for students to examine. They should be looking for the company’s address (city, state.) After a few minutes, show them all where to locate the address.

2. Pass out a blank sheet of paper for students to record their findings. Can be one for the group or individual sheets. Students should write product (cereal) and location (Battle Creek, Mi or USA can be acceptable).

3. Number groups (1-6) and have group 1 pass items they finish recording to group 2 to investigate and record. Group 2 will pass to 3 and so forth simultaneously.

4. Pass out between 4 to 6 items per group to record the location of where the item was produced (same as they did with the cereal box). Items should include some items from the USA and others from other countries. Items may include small plastic toys, stapler, water bottle, wooden stool, TV remote, crayons, pencil box, tape, back pack, t-shirt, a shoe, paper clip box, plastic spoons, etc. Students will pass each item to next group when they are all finished recording it.

5. After about 15 minutes, discuss their findings. Students will identify the products that were consumed in Michigan but produced in other countries.

6. (Optional) Use a globe or wall map to help locate countries. Connections: English Language Arts Mathematics Instructional Resources:




Equipment/Manipulative 24 to 30 items from the classroom that are labeled where they were produced

• small plastic toys, stapler, water bottle, wooden stool, TV remote, crayons, pencil box, tape, back pack, t-shirt, a shoe, paper clip box, plastic spoons, etc.

6 empty Kellogg’s or Post cereal boxes

• Make sure at least one is made at the Battle Creek plant. • If your community manufactures something, use that item instead.

Student Resources Pencil, paper Teacher Resources (Optional) Globe or Wall map

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Product Search Group Worksheet

Group Members _____________________________________________ Items (Products) Location


Third Grade Economic Development Unit Lesson 7 Title: Michigan’s Economy Today Unit of Study: Third Grade Economic Development GLCEs: G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture,

manufacturing, services and tourism, research and development and explain the factors influencing the location of these economic activities.

G5.0.2 Describe how people adapt to, use and modify the natural resources of Michigan. Abstract: Students will create a brochure of a Michigan industry. Key Concepts: manufacturing, tourism, agriculture, service, technology, and research. Sequence of Activities: (approximately two 30 minute lessons. More time may be needed for

student presentations.) 1. Distribute area brochures to students. List the characteristics of each brochure for all to

see and refer back to. These may include title, colorful pictures, details, a map, address, phone number, web address, cost, hours, and calendar. Remind students that each business had to choose the location that benefits the business. This may include a highway, large open flat land, neighborhoods, or railroads.

2. Assign each student one category from one of the four categories: Manufacturing – Tourism – Agriculture – Service. Remind students of natural resources in their business.

3. Students will create a brochure depicting a business that would fall in their category. They should try to contain as many of the characteristics as discussed as possible. • Manufacturing may have businesses such as factories making cars, cereal, furniture,

medicine, baby food, frozen food, clothes, toys, books. • Agriculture may include blueberries, Christmas trees, cherries, apples, bedding plants,

grapes, and sugar beets. • Services may include fire, construction, departments, police, realtors, banks,

insurance companies, transportation, utilities, and schools. • Tourism category may include beaches, parks, amusement parks, ski parks, water

parks, and sports stadiums. 4. Each brochure should contain as many of the characteristics as they can. Brochures can

be graded on the amount of characteristics included in brochure (title, colorful pictures, details, a map, address, phone number, web address, cost, hours, and calendar.)

5. Next, students must add a sentence explaining the location of the business. (“The police station is located in the middle of the town so the police can get to the different places the quickest.” Or “The factory is located on the edge of the town near a highway so it won’t bother neighborhoods and big semi-trucks can get in and out easily.”)

6. Students will now add a new technology to their business. (“Our cherry factory has a conveyor belt that takes the cherries into an oven that makes jam to sell.” Or “The beach has a new robot garbage can that floats up and down the beach picking up litter.”)

7. Presentations of brochure to class.




Connections: English Language Arts GLCEs for presenting, speaking, and listening Mathematics Instructional Resources: Equipment/Manipulative Student Resources Paper, crayons, markers Teacher Resources Chart paper Various brochures of Michigan locations (Free from local hotels.)

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Third Grade Economic Development Unit Lesson 8 Title: Economic Vocabulary Unit of Study: Third Grade Economic Development GLCE:

E1.0.1 (introduction) Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.

Abstract: Students will learn the basic economic vocabulary. Key Concepts: producer, consumer, goods, services, economy Sequence of Activities: (Approximately one 30 minute lesson. Add 15 minutes for optional

video) NOTE – the concepts of producer, consumer, goods, services were introduced in first grade and practiced in second grade. 1. Watch United Streaming video: Economy in and between Communities. (17

minutes.) Discuss producer as a maker of goods; consumer as a buyer of goods and services; a good is something that is made or grown; service is something someone does for another person, and economy is the producing and consuming of goods and services.

2. Have the students recite this little saying, “Maker of things is called a producer. Buyer of things is called a consumer. What do they buy? Goods and services Put it all together and you’ve got economy.” Add arm movements if you would like.

3. (Optional) Watch United Streaming video Economics: The Production, Distribution, and Consumption of Goods and Services. (full video 15:24)

Connections: English Language Arts Mathematics Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources


Third Grade Economic Development Unit Lesson 9 Title: Economic Vocabulary – Opportunity Cost and Scarcity Unit of Study: Third Grade Economic Development GLCEs:

E1.0.1 (introduction) Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.

Abstract: Students will learn the basic concepts of economic opportunity cost and scarcity. Key Concepts: opportunity cost, scarcity Sequence of Activities: (approximately two 30 minute lessons.)

Scarcity NOTE – scarcity was introduced in first grade and practiced in second grade. 1. Explain that the principal donated a snack for them today. Bring in a brown paper

bag filled with popcorn but stapled shut. Bring in a second brown paper bag filled with newspaper but also stapled shut. Have lots of lunch sacks available as you call each student up to take what he/she wants. Allow students to take more than one lunch sack if they wish.

2. When the bag of popcorn is empty, open the other bag revealing the newspaper. Act surprised by this. At this point, some of the students will be upset as they did not get any popcorn.

a. Discuss what might have happened if the first students to get popcorn knew there was no more.

b. Discuss the problem: Popcorn was limited and the first group of students was able to take as much as they wanted.

c. Discuss solutions: Make more popcorn, share the already popped popcorn, have an alternative snack, or some go without a snack.

3. Introduce the word scarcity as “there is only so much of anything so scarcity is the shortness of a want” Scarcity occurs because people want many things, but resources available for producing the things people want are limited.

Opportunity Cost NOTE - Opportunity cost was introduced in second grade. 4. Introduce opportunity cost as something you have to give up to have something else. 5. Read Something Special for Me by Vera Williams. Students will identify the

opportunity costs from the story. They should list the roller skates, the outfit, the camping gear, and spending the money as all of the opportunity costs.

6. (Optional) Watch the United Streaming video segment: Satisfying Wants: The Concept of Opportunity Cost (2:10 minutes). This offers another (quicker) example of opportunity cost.

7. Read poem (included): “Toys for Me,” about a girl named Scarcity that has many wants. Fit in the idea that money is scarce and she has to make a choice so what she gives up is her opportunity cost.




Connections: English Language Arts Poem – Toys for Me Something Special for Me by Vera Williams Mathematics Instructional Resources: Equipment/Manipulative Brown bag of popcorn stapled shut Brown bag of newspaper stapled shut Small lunch sacks (have plenty) Alternative snack Student Resources Teacher Resources

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COPYRIGHT © NATIONAL COUNCIL ON ECONOMIC EDUCATION TOYS FOR ME by C.D. Crain On my birthday I asked My Mother to buy This baby doll that burps AND that wooden bird that chirps. “NO!” was her reply With that glint in her eye “But you may choose this doll that burps Or that wooden bird that chirps.” “But Mommy!” I did cry “It’s unfair to make me choose I really NEED them both Or I’ll just DIE!” Mother gave a grin She pinched my girlish chin She squeezed my crusty nose Until I wiped it on my clothes. She said, “Time and money Will always make you choose Remember: this OR that It’s a rule you mustn’t lose.” On Christmas Eve I asked My Mother to buy This pink and purple bike AND that shiny kite I like. Mother shook her head, “Now Scarcity, you know I said You may choose between this bike OR that shiny kite you like.” “But Mommy,” I did cry I can’t pick and choose. I really NEED them both Or I’ll just DIE!” Mother softly said “Do you think that toys are free? That toys grow like leaves on a MAGIC TREE? This AND that - The world can never be. It’s this OR that - Can’t you see?” “ENOUGH!” I yelled, “ENOUGH! I’m tired of all this STUFF... This isn’t fair; it isn’t right I NEED more toys to play and use So give me every toy I like... It’s just not right to MAKE ME CHOOSE!” Well... I saw Mother wink at the big black clock That was hanging on the wall singing tick-tick tock

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And then, I’m not kidding, the clock began to talk It said, “Refuse to choose and you will LOSE!” Pouting, I was sent to my room for a spell I guess to be punished for my childish yell But after an hour I was happy to see… In my room, growing tall, was a giant magic tree. The tree pierced the roof. My room was filled with sunny light I grabbed a lowly branch and climbed up to the eaves What a FEELING! How AMAZING! What an awesome sight! Toys began to sprout, just like leaves. Toys, toys, the tree was filled with toys Lots of toys, like big bright bikes And other things that make loud noise. Toys beyond my WILDEST dreams - Pretty dolls, lots of balls, and super toy machines. I squeezed the dolls I hugged a ball I stroked the trucks I loved them all. Then balanced on my toes with poise I quickly started plucking toys. To reach every limb I used a broom I picked my toys by the sun, then the moon Not once did I use my time to choose - I was busy throwing every toy, on the floor inside my room. Finally, I reached the tree’s tip-top And grinning, there on top, was that big black clock It made not a sound - not one tick-tick tock For time had stopped What a tick-tick SHOCK! The clock smirked and said: “I don’t like to fuss But Scarcity, dear girl, your time is up This OR that - this rule you did abuse Because you would not choose, it’s time for you to lose.” I grabbed that clock; it was such a brat Then I whacked it HARD, with the broom as a bat I screamed, “NO MORE RULE NO MORE THIS OR THAT!” Silence, then a sigh - the clock was gone like a snap. Now that there were no more toys on the tree I climbed down, quickly, feeling fine and free For there was no more clock to be A source of time to punish me. Besides, I had toys in my room to see. OH! … NO! … I rubbed my blurry eyes All my toys were smashed and crushed - Just a heap of junk and some buzzing flies. My eyes, so tired, slowly closed to sleep I awoke, the tree was gone - no sounds, not one peep I sniffed, rubbed my nose, and slept some more

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And dreamed of the toys that were mine before. LOVE! REJOICE! I heard my Mother’s voice With Christmas cheer, she called my name I was relieved; she looked the same. And that black clock? It looked real swell And the sound of time made me feel well. Such a special Christmas I hugged Mommy – what a saint I got to CHOOSE the perfect gift … It was the bike, without complaint.

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Third Grade Economic Development Unit Lesson 10 Title: Economic Vocabulary - Business Unit of Study: Third Grade Economic Development GLCEs:

E1.0.4 (introduction) Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. E1.0.2 (introduction) Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan.

Abstract: Students will learn the basic concepts of economy including entrepreneurs, natural resources, human resources, capital resources, incentives Key Concepts: entrepreneurs, natural resources, human resources, capital resources, incentives Sequence of Activities: (approximately three 30 minute lessons.)

Entrepreneurs, natural resources, human resources, capital resources NOTE – Entrepreneurs, natural resources, human resources and capital resources were introduced in second grade. 1. Explain that people have to plan set goals to get things they want. In the story

Uncle Jed’s Barbershop, Uncle Jed has to have some things to get to his goal of owning his own barbershop.

2. Read Uncle Jed’s Barbershop. Ask students what Uncle Jed needed to open his business. (land, a building, barber chairs, scissors, clippers, cutting stations, lights, sinks, red and white barber pole, other barbers.)

3. Define entrepreneur as the business owner, review natural resource as something found in nature that people use, human resources are the people (or humans) needed to run the business, and capital resources are the tools and machines the business will need.

4. Pass out a large sheet of paper folded in to four windowpanes. Students will write these four vocabulary words as titles over each of the four windowpanes. Within each windowpane, students will give examples from the story of…

1 – entrepreneur (Uncle Jed) 2 – natural resources (land) 3 – human resources (other barbers) 4 – capital resources (building, barber chairs, scissors, clippers, cutting stations, lights, sinks, red and white barber pole)

Incentive NOTE – Incentive is NEW and has NOT been introduced previously. 5. Explain that an incentive is receiving something that encourages you to do

something else. Incentives come in many forms such as, “If you finish your homework, we will go on a bike ride.” or for a business, “If you build your



store in Pennfield Township, the township will give you a break in your taxes…you won’t have to pay as much business tax.”

6. Brainstorm sales incentives (coupons, price reductions ads, and advertisements saying how great a product is).

7. Read Click, Clack, Moo: Cows That Type asking students to listen for the incentives in the story. (If the cows get electric blankets, they will produce milk, if the hens get electric blankets, they will produce eggs, and finally if the duck gets a diving board…)

8. Homework: Students will find an example of incentives in an advertisement or in the newspaper. Bring in and share with class.

Put it all together 9. Use economic vocabulary sheets to enhance the vocabulary learning. (Four

sheets and key included) Optional word – interest is included. 10. Students will cut out each economic cross (don’t cut off the four flaps.)

(Example:

1A4 32

11. Students will write their name on the star on the front. 12. Students will write the economic term on back of the star. 13. Students will fold number 4 to the back away from the star. Continue with 3,

2, and 1 so 1 is on top and if you flip it over, you see the star “A.” 14. Students will use these vocabulary pieces in various ways…

a. Independently quiz themselves b. Partner quizzing c. Whole classroom plays inside/outside circle (see directions below)

15. Students will keep their vocabulary pieces in an envelope or baggie. Inside/outside circle directions:

1. Divide class in half (requires an even number – adjust for odd number by teacher playing or creating a group of three.)

2. First half will stand shoulder to shoulder in a circle facing the outside of the circle. This is the “inside circle.” They will not move.

3. Second half will stand facing a person on the “inside circle” creating the “outside circle.”

4. Students will take turns quizzing their partner. Each student will get a turn to quiz.

5. When partners are finished, they will give you a sign (such as finger on their nose, hand in the air, three fingers on their lips, etc.) When all are ready, teacher calls out a random number (…6!)

6. “Outside circle” will move 6 spot clockwise while slapping hands with the inside circle. Start with the partner you just quizzed as 1 and count to 6 people. This is your new partner to quiz.




Connections: English Language Arts Uncle Jed’s Barbershop by Margaret King Mitchell Click, Clack, Moo: Cows That Type by Doreen Cronin Mathematics Instructional Resources: Equipment/Manipulative small envelopes or small baggies (one per student) Student Resources Teacher Resources books: Uncle Jed’s Barbershop by Margaret King Mitchell Click, Clack, Moo: Cows That Type by Doreen Cronin

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Vocabulary words for Economy unit

A: entrepreneur 1. People 2. People that have an idea, a

dream, and some money 3. People that start something. 4. People that start and run their

own business. B: human capital

1. People 2. They are workers 3. They are a resource 4. Every business needs them.

C: capital resources 1. Machines 2. Tools 3. Needed for making products 4. Examples: computer, mixer,

robot, copy machine D: incentives

1. Money given to you 2. to bring you and your business 3. or to keep you and your business 4. in Michigan

E: goods 1. Things 2. people make or grow 3. like corn, cars, clothes, or pencils 4. that we buy and sell

F: service 1. A job that helps others 2. by giving them 3. something they need 4. or something they want.

G: opportunity cost 1. The value of something 2. a person gives up 3. in order to buy 4. something else.

H: scarcity

1. People really want it 2. but there is not enough 3. product 4. so everyone can have some.

I: producer 1. maker 2. of things 3. like goods to sell 4. and capital resources

J: consumer

1. Buyer 2. of things 3. like goods 4. and services.

K: economy 1. Producing 2. and consuming 3. goods 4. and services.

L: interest 1. Money or fee usually a set

amount 2. that is paid 3. to a person or a bank 4. for borrowing money.

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CLICK, CLACK, MOO Cows That TypeBy Doreen Cronin

Parts(7+): Narrator 1 Narrator 2 Narrator 3 Narrator 4 Narrator 5 The Cows Farmer Brown <><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><>

Narrator 1: CLICK, CLACK, MOO Cows That Type By Doreen Cronin

Narrator 2: Farmer Brown has a problem. His cows like to type. All day long he hears Narrator 3: Click, clack, moo. Click, clack, moo. Clickety, clack, moo. Narrator 4: At first he couldn't believe his ears. Cows that type? Impossible! Narrator 5: Click, clack, moo. Click, clack, moo. Clickety, clack, moo. Narrator 1: Then, he couldn't believe his eyes. Cows: Dear Farmer Brown, The barn is very cold at night. We'd like some electric blankets. Sincerely, The Cows

Narrator 2: It was bad enough the cows had found the old typewriter in the barn, now they wanted electric blankets! Farmer Brown: "No way! No electric blankets." Narrator 3: said Farmer Brown. So the cows went on strike. They left a note on the barn door. Cows: Sorry. We're closed. No milk today. Farmer Brown: "No milk today!" Narrator 4: cried Farmer Brown. In the background, he heard the cows busy at work. Narrator 5: Click, clack, moo. Click, clack, moo. Clickety, clack, moo. Narrator 1: The next day, he got another note: Cows: Dear Farmer Brown, The hens are cold too. They'd like electric blankets. Sincerely, The Cows Narrator 2: The cows were growing impatient with the farmer. They left a new note on the barn door. Narrator 3: Closed. No milk. No eggs. Farmer Brown: "No eggs!" Narrator 4: cried Farmer Brown. In the background he heard them.

201

Narrator 5: Click, clack, moo. Click, clack, moo. Clickety, clack, moo. Farmer Brown: "Cows that type. Hens on strike! Whoever heard of such a thing? How can I run a farm with no milk and no eggs!" Narrator 1: Farmer Brown was furious. Farmer Brown got out his own typewriter. Farmer Brown: Dear Cows and Hens: There will be no electric blankets. You are cows and hens. I demand milk and eggs. Sincerely, Farmer Brown Narrator 2: Duck was a neutral party, so he brought the ultimatum to the cows. Narrator 3: The cows held an emergency meeting. All the animals gathered around the barn to snoop, but none of them could understand Moo. Narrator 4: All night long, Farmer Brown waited for an answer. Narrator 5: Duck knocked on the door early the next morning. He handed Farmer Brown a note: Cows: Dear Farmer Brown, We will exchange our typewriter for electric blankets. Leave them outside the barn door and we will send Duck over with the typewriter. Sincerely, The Cows Narrator 1: Farmer Brown decided this was a good deal. Narrator 2: He left the blankets next to the barn door and waited for Duck to come with the typewriter. Narrator 3: The next morning he got a note: Narrator 4: Dear Farmer Brown, The pond is quite boring. We'd like a diving board. Sincerely, The Ducks Narrator 5: Click, clack, quack, Click, clack, quack. Clickety, clack, quack.

Scripted by Jill Jauquet

202

Third Grade Michigan’s Economic Development


Lesson 11

Title: Michigan Railroads

Unit of Study: Third Grade Michigan’s Economic Development

GLCEs:

G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of

significant places in the immediate environment.

G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of

Michigan.

H3.0.10 Create a timeline to sequence early Michigan history (American Indians,

exploration, settlement, statehood)

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.

4-H3.0.6 Use a variety of primary and secondary sources to construct a historical narrative

about the beginnings of the automobile industry and the labor movement in Michigan.

Abstract: The students will explore the reasons for and routes created in the development of

Michigan’s railways.

Key Concepts: transportation, mapping railways through cities

Sequence of Activities: (Approximately two 45 minute sessions)

1. Students will brainstorm (independently, in partners, or in small groups) advantages of

the first railroads.

2. Share answers aloud and chart for class to see.

3. Read the introduction of Railroads in Michigan (included).

“Flexible, cheap, and dependable transportation has always been important in Michigan

for both the development of natural resources and the movement of manufactured goods.

Rivers freeze in winter, flood in spring, or dry up in summer. The Great Lakes become

ice-locked during part of the winter.

Good highways were not available until the middle 20th century. During the late 19th

century railroads became a desirable means of transportation.”

4. Students will celebrate answers that they predicted.

a. Advantages may include:

Flexible

Cheap

Dependable

Fast

Holds a lot of items

Holds large items

203



Created jobs

Smooth even ride

Money coming into Michigan.

b. Have a discussion about how this helps the movement of manufactured goods in

and out of Michigan. Have students work in partners or groups to Venn diagram

a comparison of the 1860 railway systems to today’s railway use. Encourage

students to predict. (slower trains, fewer routes, more accidents, more pollution)

5. Students will use Railroad map to mark or highlight some of the early railroads in lower

Michigan in 1860:

1) The Michigan Central began in Detroit and went through Ann Arbor, Jackson, Battle Creek, and

Kalamazoo south to Niles and Chicago (THIS ONE IS ALREADY ON THE MAP.)

2) The Detroit and Milwaukee ran from Grand Haven and Muskegon to Detroit. These railroads

built feeder lines in a mainly northward direction to service northern towns and industry. (THIS ONE IS

ALMOST ON THE MAP. STUDENTS WILL NEED TO ADD TO THE MAP.)

3) The Michigan Southern began at Monroe and ran through southern counties, veered through

Indiana to end in Chicago. (THIS ONE IS NOT ON THE MAP. STUDENTS WILL ADD IT.)

6. Next, students will use Railroad map to mark or highlight some of the early railroads in

lower Michigan in 1870’s and 1880’s.

1) The Peninsular Railroad ran from Chicago to Lansing to Port Huron and in 1871 became part of

the Grand Trunk. (THIS ONE IS ALREADY ON THE MAP.)

2) The Ann Arbor Railroad was started in 1869 and ran from Toledo, Ohio to Elberta, Michigan, and

to the north. (THIS ONE IS ALMOST ON THE MAP. STUDENTS WILL NEED TO ADD TO THE

MAP.)

3) The Flint and Pere Marquette was constructed from Saginaw west to Ludington. This became part

of the Pere Marquette System. (THIS ONE IS NOT ON THE MAP. STUDENTS WILL ADD IT.)

You can lead class on an overhead projector.

7. Read from Railroads in Michigan (included).

“In 1856 Congress granted 3,000,000 acres of land to the state to be doled out to the

railroads. Michigan also granted to the railroads 1,659,509 acres of "swamp land" that

had been donated by the federal government to the state.

“Railroads constructed tunnels and car ferries to transport railroad cars across or under

rivers and larger bodies of water.

204



“In 1891 the Grand Trunk completed a tunnel under the St. Clair River between Port

Huron and Sarnia, Ontario, replacing the car ferry.”

This was the first under water tunnel (it is actually under the ground below the river) to

link two foreign countries.

8. Railroads should be added to the classroom timeline. (1860)

Connections:

English Language Arts

Math

Resources:

Student Resources

Teacher Resources

205

Name __________________________

Michigan Railroads

Elberta

Toledo

Chicago

N

WE

S

207



Lesson 12

Title: Automobile Industry


GLCEs:

E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic

development (e.g., how waterways and other natural resources have influenced economic

activities such as mining, lumbering, automobile manufacturing, and furniture making.)

4-H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major

economic activities from statehood to present.

What happened?

When did it happen?

Who was involved?

How and why did it happen?

Who does it relate to other events or issues in the past, in the present, or in the future?

What is its significance?

4-H3.0.6 Use a variety of primary and secondary sources to construct a historical

narrative about the beginnings of the automobile industry and the labor movement in

Michigan.

4-H3.0.9 Create timelines to sequence and describe important events in Michigan history:

annotate with connections to the past and impact on the future.

Abstract: Students will use narratives and biographies to investigate the beginnings of the

automobile industry.

Key Concepts: horseless carriages, steam engine, gasoline-powered engine, Co. (company)

Sequence of Activities: (approximately three 30 minute lessons)

1. Ask students to predict “Who are these eight men from our history? What did they do?”

Charles King

Ransom E. Olds

Henry Ford

William Durant

David Buick

Louis Chevrolet

Walter Chrysler

Students should recognize a few of the last names as “car” names. Students will learn

about Michigan’s auto industry through these men’s stories. Discuss how Michigan’s

location (by main roads, Great Lakes) influenced automobile manufactures to develop

their factories in Detroit, Flint, and Lansing.

208



2. Read Michigan History for Kids: Gentlemen, Start Your Engines! (Included) pages 4-

5. Students will be introduced to Charles King as the first man in Detroit (maybe even

Michigan) to drive a horseless gasoline-powered carriage. Picture of King and his

assistant driving the horseless carriage. Hold the control key while you use the scroll

wheel on your mouse to enlarge the picture.

3. Students will each get one blank index card and write: (Post-It notes will also work for

this activity. Students will use index card to answer some “historian” type questions:

What happened?

When did it happen?

Who was involved?

How and why did it happen?

Why was it important?

How do these things relate or go together?

Start with:

Charles B. King

March 6, 1896

Detroit, Michigan

Attached a gasoline engine to a horseless

carriage

4. Continue reading Michigan History for Kids: Gentlemen, Start Your Engines!

(Included) pages 6-7. Click on the pictures. Hold the control key while you use the

scroll wheel on your mouse to enlarge the pictures. Show the Curved-Dash Runabout.

5. Students will each get three blank index cards and write:

Ransom E. Olds

1897

Lansing, Michigan

Started the Olds Motor Vehicle Company

Ransom E. Olds

1900

Lansing, Michigan

Introduced the Curved Dash Runabout

Ransom E. Olds

1904

Lansing, Michigan

Had a disagreement with Olds Motor

209



Vehicle Company

Started a new company with his

initials: REO Motor Car Company


(Included) pages 8-9. There are great pictures, quotes from Henry Ford, and addition

information at this web address. The Assembly Line.

http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-

75/erlyauto/assembly.html

7. Students will each get three blank index cards and write:

Henry Ford

1896

Detroit, Michigan

Tested his quadricycle

Henry Ford

1903

Detroit, Michigan

Started the Ford Motor Company

Henry Ford

1908 - 1927

Detroit, Michigan

More that 15 million Model-T cars were sold

8. (Optional) Read The Mitten: Ford’s Model T


(Included) pages 10-11. Small biographies with pictures.

10. Students will each get four blank index cards and write:

William C. Durant

1904

Flint, Michigan

Bought the Buick Motor Car Company

from Scottish immigrant David Buick

William C. Durant

1908

Flint, Michigan

Started the General Motors Co. (GM)

Bought Oldsmobile

210





William C. Durant

1909 - 1910

Flint, Michigan

Bought Cadillac, Pontiac, and the

Reliance Motor Truck Co. (GMC Truck)

Fired from GM Company 1910

William C. Durant

1911

Flint, Michigan

Started Chevrolet Company with Louis

Chevrolet

11. Read small section on Walter P Chrysler from the web site:


75/erlyauto/onwheels.html Putting America on Wheels.

12. Students will each get two blank index cards and write:

Walter P. Chrysler

1925

Flint, Michigan

Started Chrysler Company

Walter P. Chrysler

1928

Flint, Michigan

Bought Dodge Car Company

Also made Plymouth and DeSoto cars

13. Have students brainstorm what changes have occurred from the auto industry. Continue

reading Michigan History for Kids: How the Car Changed America pages 14-15 for

many more ideas. Students will add some important changes in Michigan and possible

changes for the future on the back of their index cards.

14. Students will arrange their index cards or post-it notes in chronological order.

15. Add the auto industry to your classroom timeline. (Olds 1887, Ford 1896, Buick 1904)

Connections: English Language Arts:

Listening and discussion skills

Note taking

211

http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/erlyauto/onwheels.html

http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/erlyauto/onwheels.html



Mathematics

Number line

Instructional Resources:

Equipment/Manipulative

13 Index Cards or Post-It notes per student

Student Resources:

Teacher Resources:

212

SPR ING 2002

213

INSIDE...What’s

FeatureS:Car Talk ..........................................................3

Gentlemen, Start Your Engines!..........................4

Movin’ On Down the Line................................12

How the Car Changed America ........................14

From Model T to SUV.....................................16

The Greatest Auto Show on Earth ....................20

Departments:Ask the Professor..............................................1

In the News.....................................................1

What Do You Think? .........................................2

Elsewhere in the Country ................................18

Great Lakes Giggles ........................................21

What’s Wrong?...............................................22

Brain Strain ...................................................23

Where to Take Your Family ..............................24

Director, Department of History, Arts and LibrariesDr. William M. Anderson

Director, Michigan Historical CenterSandra Sageser Clark

EditorDr. Roger L. Rosentreter

Assistant EditorsPaul D. MehneyCarolyn Damstra

Marketing ManagerKristin M. Phillips

CirculationKelley Plummer

Administrative AssistantMary Jo Remensnyder

DesignHolly A. Miller

The Michigan Historical Commission: William C. Whitbeck(president), Robert J. Danhof, Samuel Logan Jr., KeithMolin, Tom Truscott and Marge Greiner—provides adviceon historical activities of the Michigan Historical Center,including the publication of this magazine.

© Copyright Michigan Department of History, Arts & Libraries 2002

Michigan History for Kids is published by Michigan Historymagazine, P.O. Box 30741, 717 West Allegan, Lansing, MI48909-8241. Phone (517) 373-3704. The MichiganHistorical Center is part of the Department of History, Arts andLibraries. Dedicated to enhancing the quality of life inMichigan, the department also includes the Mackinac IslandState Park Commission, the Library of Michigan, the MichiganFilm Office, and the Michigan Council of Arts and CulturalAffairs. Periodicals postage paid at Lansing, MI. Postmaster:Send address changes to Michigan History for Kids, MichiganDepartment of History, Arts and Libraries, Lansing, MI48909-8241 or visit our World Wide Web page, www.michiganhistorymagazine.com.

Printed on recycled paper

This issue covers the beginnings of the automobile industry in Michigan.

In 1896 several Michiganians drove horseless carriages. In a few years,

factories in Lansing, Detroit and Flint were producing so many cars that

Michigan became the world’s automobile capital. The photo on the

cover—taken at a General Motors plant in Detroit—shows how computer-controlled

robots are used to make cars today. Photo: American Iron and Steel Industry

THE EDITOR SAYS...

History KidsM I C H I G A N

FO

R

Volume 1 • Number 4

Check us out on the Web:www.michiganhistorymagazine.com

Why is this horseso bored?

To find out, turn to page 4.

214

SPRING 2002 MICHIGAN HISTORY FOR KIDS 1

Ask the During the 1890s, many talented and

determined individuals who were interested

in automobiles lived in

Michigan. These men

set off a chain of events

that caused the automo-

bile industry to prosper

in Michigan. Their

efforts drew more

inventors and business-

men to the state. As one historian explains, the men who made

the automobile industry a reality—Ransom Olds, Henry Ford, William

Durant and many others—were “in the right place, at the right time

and with the right talents.”

WHYis Michigan

the world’sautomobile CAPITAL?

PROFESSOR

In The NEWSON JANUARY 9, 2002, the General

Motors Corporation (GM) opened its first new car assem-

bly plant in twelve years. The plant, which makes the

new Cadillac CTS, is located in Lansing. The plant’s 800

workers make 90 cars each day, but the workers say by

April they can make 160 cars each day. GM has great

plans for the plant. Using hundreds of robots and more

than 1,600 people, the plant will eventually make at least

three different Cadillac models at the same time. The Cadillac plant is

not the only new plant coming to Lansing. GM is also building a new

$1 billion plant near Lansing that will make SUVs.

—PAT from DEARBORN

New Cadillac CTS mod-

els roll off Lansing’s

new assembly line on

January 9, 2002.

Henry Ford with

his Model T

Hen

ry F

ord

Mus

eum

/Gre

enfie

ld V

illag

e

AP

215

2

In the last issuewe asked you...

What would the

camera see if your

picture were taken in

the 1860s?

❝ I think all the pictures were

black and white. I also think thatall women had to

wear dresses.❞—MICHELLE from MIDLAND

WHATDO YOUTHINK?

TELL

US!Show or tell us what your

first car will look like.

Send your response and pictures to:

Michigan History for KidsAttn: What Do You Think?Michigan Historical Center

P.O. Box 30741717 W. Allegan Street

Lansing, MI 48909-8241or e-mail:

[email protected]

MICHIGAN HISTORY FOR KIDS SPRING 2002

—ALLISON from OKEMOS

—BRANDT from OKEMOS

Check out our Web page for more submissions

www.michiganhistorymagazine.com

216


Many new words were added

to the English language

because of the invention of the

automobile. How many of

these auto-related words do

you already know?

FenderA long piece of metalover the wheel thatkeeps mud and rocksfrom flying upward.

ChassisThe rectangularsteel frame thatsupports thecar body.

TillerA long handle, like aboat tiller, used to steerearly automobiles.

Running boardMany early cars had a ledge to step upon to get into the car. Today, some SUVsand trucks have running boards.

HeadlightsLights on the frontof the car.

CrankA metal handle attached to the enginewas turned, or cranked, to start early automobile engines.

RadiatorA device on the front of a car with hollow tubes throughwhich water flows to cool theengine by radiating heat.

Horseless carriagesThe first automobiles were calledhorseless carriages because they werecarriages with engines attached.

HorsepowerA measure of howmuch power anengine has comparedto the power of ahorse.

DashboardThe front panel of a carwhere driving instrumentsare located. Horse-drawncarriages had dashboardsfirst. Dashboards saved thedriver from being “dashed”by flying stones thrown upby horse hoofs.

217

A t 11:00 P.M. on March 6, 1896, Charles B.

King, a 28-year-old Detroit engineer, seated

himself in an open carriage. The carriage

looked like most other vehicles on the

Detroit streets, except there were no horses pulling it.

King’s “horseless carriage” moved down Woodward

Avenue to the surprise of pedestrians. The next day, a

Detroit newspaper noted that King’s contraption was

powered by a gasoline engine and could run up to

eight miles an hour. The paper called it “a most

unique machine.”

After seeing the many new inventions at the 1893

Columbian Exposition in Chicago, King, who had

studied engineering for years, began experimenting

with a gasoline-powered engine. He then attached the

engine to a carriage.

Charles King was the first Detroiter—and possibly

the first Michiganian—to drive a gasoline-powered

horseless carriage in public. But vehicles like King’s

were being driven in Europe and elsewhere in

America in the mid-1890s. After he drove down

Woodward Avenue, King predicted that horseless

carriages “will in time supersede the horse.”

Amazingly, it only took a few years. The automo-

bile caused great changes in America and at the

center of these changes was Michigan.


G E N T L E M E N,

� supersedeto replacesomething

Bur

ton

His

toric

al C

olle

ctio

n, D

etro

it P

ublic

Lib

rary

Start Your Engines!Start Your Engines!

218


On March 6, 1896, Charles

King (right) and his assis-

tant, Oliver Barthel,

drove King’s horseless

carriage in Detroit.

219

T


Three other Michiganians

who helped Michigan

become the automobile

state were Ransom Olds,

Henry Ford and William

Durant.

On the morning of June

4, 1896, 33-year-old Henry

Ford drove his “quadri-

cycle” out of a shed behind

his house in Detroit. Five

weeks later, Ford went to

hear a speech by Thomas

Edison, the

great inventor. He asked

Edison if there was a

future for the gasoline-

powered combustion

engine. Edison pounded his

fist on the table and said,

“Young man, that’s the

thing; you have it. Keep at

it.” Ford did keep at it.

Another Michiganian

who was working hard at

the same time was Ransom

E. Olds, who

lived in Lansing and built

steam engines. After visit-

ing the Columbian

Exposition in 1893, he

started tinkering with

gasoline-powered engines.

On August 11, 1896,

Olds drove his horseless

carriage in Lansing.

In 1901, Olds set up a

factory in Lansing to make

cars. Olds’s earliest cars

were too expensive for

most people to buy. He

then decided to make a

small horseless carriage

called a “Runabout.”

It sold for $600. The

Runabout was a simple

vehicle with a curved

dash. It looked like a

carriage. The Runabout

was steered by a tiller,

or handle, that curved

up from the floor. By

1903, Olds was selling

4,000 cars a year.

Olds was the first

Michiganian to man-

ufacture cars in large

numbers. He also was

one of the first

businessmen to

prove profits

could be made by

producing small,

low-priced cars.

Olds’s success led others

to make cars.

This advertisement for an

Oldsmobile Runabout shows

how horseless carriages were

becoming more popular than

horses.

All photos State Archives of Michigan

� profitsmoneytaken inbeyond

expenses

220

Ransom E.

OldsBORN IN OHIO in 1864, Ransom E. Olds

moved to Lansing, Michigan, with his family

around 1880. There, he worked with

his father making steam engines. In

1887, Olds built a three-wheeled,

steam-powered horseless carriage.

In 1897, the year after he drove his

gasoline-powered horseless carriage in

Lansing, Olds organized the Olds Motor

Vehicle Company. Soon, Olds’s horseless car-

riages were called Oldsmobiles.

His most famous car was the Curved Dash

Runabout. Introduced in 1900, the Runabout was

lightweight, reliable and inexpensive. Within a

few years Olds was selling thousands of

Runabouts.

In 1904 a disagreement with stockhold-

ers forced Ransom E. Olds to leave

Oldsmobile. That same year, Olds start-

ed a new Lansing firm—the Reo Motor

Car Company. Olds said that since

his name had been used with the first

company only his initials were needed

for this new company. Reo remained

in business until the early 1970s.

Ransom Olds died in Lansing in 1950.

221

F


In 1903, Henry Ford

founded the Ford Motor

Company. Five years later,

he introduced the car that

made him famous—the

Model T. According to

Ford, the car was to be

“constructed of the best

materials [and] after the

simplest designs that mod-

ern engineering can

devise.” It would be, Ford

said, “so low in price that

no man making a good

salary will be unable to

buy one.”

For nineteen years, the

Ford Motor Company made

only one car—the Model T.

When production ended in

1927, more than 15 million

Model Ts had been built.

The Model T came in one

color—black—because that

was the paint color that

dried the quickest.

Americans nicknamed it

the “Tin Lizzie” because

it rattled so much they

said it was made of tin.

The Model T was cheap

and dependable. Almost

anyone with

a pliers or a

screwdriver

could keep it

running.

Eventually,

the Model T

cost less than

$300. As Ford

had hoped, his

Tin Lizzie “put

America on

wheels.” The

Model T also

made the Ford

Motor Company the

world’s largest automaker.

One man who challenged

Ford’s number one position

was William Durant. In

1904, Durant, a millionaire

who lived in Flint, was

introduced to a car that

David Buick, a Scottish

immigrant, had created.

Although Durant disliked

horseless carriages, he

changed his mind and

purchased Buick’s com-

pany. Four years later, the

Buick was the most popu-

lar car in America.

The “Tin Lizzie” was

rugged and dependable.

222

HenryFordBORN ON A FARM in Dearborn,

Michigan, in 1863, Henry Ford disliked the

hard work of living on a farm and moved to

Detroit as a teenager where he held an assort-

ment of jobs. He also tinkered with engines.

After driving his horseless carriage in 1896,

Ford struggled to manufacture cars. His

first two companies failed, but Ford

found success on his third try. In

1903, the Ford Motor Company

was organized. Five years later,

he introduced the Model T. Today,

the Model T remains one of the

most popular cars ever sold.

Because of his success at making cars,

Henry Ford tried other business ventures. He

even made airplanes. During World

War II his company made B-24

bombers at a factory at Willow

Run, which is near Ypsilanti.

One of Ford’s most lasting

achievements is the Henry Ford

Museum and Greenfield Village

in Dearborn. Today, it is one of

the nation’s largest museums.

Henry Ford died in Dearborn in 1947.

223

ADurant saw great things

for the automobile indus-

try. In September 1908, he

formed the General Motors

Company (GM). Durant

was not an inventor like

Olds or Ford. He was good

at advertising and selling

cars. Durant believed

that GM should offer

customers a range of dif-

ferent cars. Within a few

years, GM sold Buicks,

Oldsmobiles, Cadillacs,

Chevrolets and Pontiacs.

Other men besides Olds,

Ford and Durant helped

Michigan become the auto

state. In 1911, Charles

Kettering invented the

electric ignition. It was

first used in 1912

Cadillacs. Before

Kettering’s invention, a car

was started by using a

heavy hand crank. This

could be dangerous. The

electric ignition made it

easier to start a car,

allowing more women

to drive.

As World War I started in

1914, Michigan was the

automobile capital of the

nation. During this time,

half of all cars built in

America were Fords.

Following the war, General

Motors became the

nation’s largest car manu-

facturer. During the 1920s,

the Chrysler Corporation

was formed. Although

there were other car com-

panies, Ford, General

Motors and Chrysler

became known as the “Big

Three.” By the late 1920s,

8 of every 10 cars in the

United States were made

by the Big Three.

The Big Three opened

factories across the

nation, but their head-

quarters remained in

the Detroit area. Even

today, over a century

after Charles King

drove his horseless

carriage down

Woodward Avenue,

Michigan remains

home to America’s

automobile industry. �


The last member of the Big

Three was the Chrysler

Corporation. It was founded by

Walter Chrysler (below).

224

BORN IN MASSACHUSETTS in

1861, William C. Durant and his mother

moved to Flint, Michigan, in 1872. His

grandfather, William C. Crapo, served as

Michigan’s governor from 1865 to 1869.

Durant became a millionaire making horse-

drawn carts and wagons. In 1904, he bought the

Buick Motor Car Company. Four years later,

Durant organized the General Motors

Company (GM). He became president

of GM, but after the company had

financial problems Durant was fired.

Durant then organized a new

company around a low-priced car

designed by Louis Chevrolet, a French

engineer and race car driver. The popu-

larity of the Chevrolet allowed Durant to become

president of GM again.

Durant was a great salesman, but he spent

money recklessly. By 1920, GM was once

again in financial trouble and Durant was forced

to give up the presidency.

Durant organized another car company, but

it failed after a few years. In 1946, the founder of

GM—what later became the world’s largest

automobile manufacturer—died penniless

in New York City.

William C.Durant

225

Third Grade Economic Development


Lesson 13

Title: The Assembly Line

Unit of Study: Third Grade Economic Development

GLCEs:

E1.0.4 Describe how entrepreneurs combine natural, human and capital resources to

produce goods and services in Michigan.

E1.0.1 Explain how scarcity, opportunity costs, and choices affect what is produced and

consumed in Michigan.

E2.0.1 Using a Michigan example, describe how specialization leads to increased

interdependence.

Abstract: Students will use an assembly line to produce cards to understand production and

specialization.

Key Concepts: production model, interdependence, specialization, assembly line, scarcity,

opportunity cost, natural resources, human resources, and capital resources

Sequence of Activities: (approximately two 30 minute sessions)

1. Introduce the production model. The production model combines natural resources +

human and capital resources to produce goods and services.

2. Introduce Henry Ford as inventor of the moving assembly line in the production of cars.

(Optional information included)

3. Read the book The Night Henry Ford Met Santa by Carol Hagen. This fiction book

suggests Santa took Henry to his factory where Henry witnessed Santa’s elves

constructing toy trains in an assembly line in response to Henry’s and Edsel’s Christmas

letters. The non-fiction note at the end reveals the truth about the meat packing plant.

Henry Ford saw an assembly line in reverse in a meat packing plant in Chicago, IL where

the butchers hung the meat on a line and cut their specific cut off and then passed it to the

next butcher.

4. Split students into two groups. One group will make cards by themselves and one group

will use assembly line format. Group making cards individually should have supplies to

make 12 to 15 cards (same as assembly line group). Neatness counts!

5. Move assembly line students into a circle or long line to form an assembly line. Have

supplies for 12 to 15 cards.

For approximately 12 students in the assembly line…(for more students, add cutting

flower tops.)

1. One student folding 8 X 11 white paper in half for the card

2. One student drawing flower top on 4” square yellow paper

3. One student drawing stem with leaf on 2 X 3 green paper

4. Two students cutting out the yellow flower

5. Two students cutting out the green stem and leaf

6. One student gluing stem on card (Remind to glue on the correct side of card)

7. One student gluing flower top on card

226




8. One student writing “Have a Nice Day!” on front of card

9. One student writing “Made in the USA.” on the back of the card

10. One student inspecting the cards

6. Students will work until all of the cards are complete. A timer may be used to help

demonstrate the effectiveness of the assembly line.

7. Group discussion of the assembly line should include amount of cards completed by each

group, neatness of finished product, and specialization of the job each student performed

“I became good at gluing the stems!”

8. As students became “specialists” at their job, they will need less help and be independent

at their job. Relate this to production “specialization” becoming “interdependent.”

9. Students should discuss how natural, human, and capital resources were discussed in the

story.

10. Group discussion should also include how Henry Ford’s costumers were scarce “few

people could afford the expensive cars” and how opportunity cost may have been a factor

for Henry Ford or his costumers.

Connections:



Mathematics



Student Resources

Teacher Resources

White, yellow, and green construction paper for flower cards, scissors, glue

Web site about assembly line and Henry Ford http://web.mit.edu/invent/iow/ford.html

Another Web site about assembly line and Henry Ford




227






Henry Ford (1863-1947)

The Assembly Line

Most people credit Henry Ford with inventing the automobile. The fact is he didn't -- such a complex machine is the result of a combination of technologies developed by many people

over time. He did, however, invent the moving assembly line, which revolutionized the way we make cars, and how much they cost.

In 1908, Ford's company began selling his famous Model T for $850 each. The Model T was inexpensive for its day, and proved to be sturdy, reliable and easy to operate. It quickly became very popular; and soon Ford found he was unable to meet the enormous demand for his cars.

Ford's solution was to invent a moving industrial production line. By installing a moving belt in his factory, employees would be able to build cars one piece at a time, instead of one car at a time. This principle, called "division of labor," allowed workers to focus on doing one thing very well, rather than being responsible for a number of tasks.

Ford found his new system produced cars quickly and efficiently; so efficiently that it considerably lowered the cost of assembling the cars. He decided to pass this savings along to his customers, and in 1915 dropped the price of the Model T to $290. That year, he sold 1 million cars.

[June 1996]


228


The Assembly Line

They think that the kind of building I want is impossible. I want the whole

thing under one roof.

—Henry Ford, 1907

In 1907 Henry Ford hired architect Albert Kahn to design the Highland Park

automobile manufacturing plant. Modern mass-production techniques were

well established by this time. The principles of mass production dictated the design of the

entire 60-acre Detroit site. It was called "one of the most important structures in the history

of architecture, in its functional . . . sense" by The New York Times.

Called the Crystal Palace by autoworkers, the 865-foot-long, 75-foot-wide building, made of

steel and concrete, had more than 50,000 square feet of glass. Kahn insisted on pleasant

working conditions, which included natural lighting and ventilation. Ford agreed—natural

light allowed machines to be places close together, thus reducing wasted space and

increasing production per square foot.

It costs no more to design for the welfare of the men and to make the plant bright,

comfortable, and good looking as well as efficient.

—Albert Kahn, architect of Highland Park

Kahn, a German Jewish immigrant, had arrived in Detroit with his family in 1880. After

apprenticeships and partnerships, he started his own architectural practice in 1903. After

Highland Park, Kahn would go on to design more than a thousand Ford buildings as well as

hundreds of other industrial structures.

In 1908 Ford Motor Company produced the first Model T, a simple and economical car that

became the universal vehicle for Americans. Before 1913, Ford workers completed a Model

T chassis every 12.5 hours. In his quest for efficiency, Ford perfected the moving assembly

line, which revolutionized the manufacturing industry. Using the assembly line, Ford

workers could build a Model T chassis in 93 minutes.

In the gallery, a 1915 Model T has just reached the end of its assembly process and is ready

to roll off the "body drop." The body drop was the last step of the assembly line process. The

nearly completed vehicle—lacking only the outer body—was called the chassis.

Other Michigan auto manufacturers adopted Ford's system. By 1914 Michigan-made

vehicles represented 77.9% of the cars and trucks made in America.

The man who puts in a bolt does not put on the nut; The man who puts on the nut does not

tighten it.

—Henry Ford

229

Workers

using these

tools did

the same

tasks over

and over to make seat cushions and seat

backs for cars coming down the

assembly line.

Auto-industry "cushion builders"

included "clincher-strip men, cushion

crimpers, cushion press operators, cushion stuffers, and leather cutters,"

according to a 1922 Department of Labor publication.

In 1913 workers at Ford's Highland Park Plant stood or sat in one place as

the magneto, part of an auto's ignition system, was brought to them by a

conveyor belt.



230





Lesson 14

Title: Michigan Today


GLCE:

4-H3.0.9 Create a 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.

Abstract: Students will review Michigan’s past history through today and continue on to predict

the impact of these events on the future.

Key Concepts: timeline, predicting

Sequence of Activities: (Approximately one 30 minute lesson)

1. Review classroom timeline. Bold print items are more general.

This MAY include:

12,000 – 9,000 years ago – Paleo-Indians

9,000-3,000 years ago – Archaic Indians

3,000 years ago to 1600’s – Woodland Indians

1600 – Present –Anishnaabeg - Three Fires (Potawatomi, Ojibwa, and Ottawa)

1618 – Etienne Brulé – French Explorer came to the neck of Lake Huron and

landed in Sault Ste. Marie in 1622.

1668 – Father Jacques Marquette founded the first permanent settlement in

Michigan.

1679 – René Robert Cavelier de La Salle – French explorer first sailed on the

Great Lakes in the Griffon.

1700 – Settlers start populating Michigan

1701 – Detroit founded by French explorer and Antoine de la Mothe Cadillac.

1783 – Michigan becomes part of the United States from the signing of the

Treaty of Paris.

1787 – Northwest Territory established in the Northwest Ordinance

1792 – Detroit had first election.

1825 – Erie Canal opens

1830 – Logging Industry begins

1835 – Toledo War

1837 – Michigan becomes a state

1840 – Underground Railroad established in Michigan

1844 – Copper mines in the Keweenaw area

1880 – Iron Ore discovered in the Gogebic Mountain Range

1880 – Sojourner Truth comes to live in Michigan

1896 – Ransom Olds and Henry Ford test gas powered autos.

1904 – Buick Auto Company formed

231



1906 – Lumbering the second growth forest in the UP

1913 – Copper miners strike in the UP

1914 – Henry Ford announced pay raise of $5.00 for 8 hour day.

1929 – Beginning of the Great Depression

1936 – Flint sit down strike against GM

1957 – Mackinaw Bridge completed

1962 – Governor George Romney

1974 – Gerald R. Ford from Grand Rapids becomes 38th

President of the US

1984 – Chrysler introduced new idea…the minivan

2002 – First female governor of Michigan – Jennifer Granholm

2. Direct the class in a discussion of the last three bold printed entries (Mackinaw Bridge

completed, Governor George Romney, and Gerald R. Ford)

3. Divide the class into three groups (or keep together to do as a whole group) to further

investigate these topics. Remind students what a decade is (10 years) and that these

things all happened in different decades...the 50s, the 60s, and the 70s.

4. Pass out a Mitten, or locate other resources, for each group to research. You may wish

to offer more than one document per group. Give students time to read, highlight, and

take notes focusing on the most important facts. They must also include connections to

the past and impact on the future.

5. Students will create one or more poster(s) that will help them illustrate the importance

of their topic as well as the connections to the past and impact on the future.

6. Present their posters to the class.

Connections:

English Language Arts:

The Mitten: Mighty Mac (included)

The Mitten: George Romney (included)

The Mitten: Gerald R. Ford (included)

Presentations – Speaking and listening

Mathematics:


Equipment/Manipulative:

poster paper

markers

highlights, paper, pencil

Student Resources:

Teacher Resources:

Timeline Link:

http://www.classroomhelp.com/lessons/michigan/michiganfacts/timline1600.html

232

http://www.classroomhelp.com/lessons/michigan/michiganfacts/timline1600.html

For years, the Straitsof Mackinac pre-sented a difficult

barrier to travelbetween the Upper and Lower Peninsulas.When railroads intro-duced car ferries (boatsthat carried railroadcars) in the 1880s, itbecame easier to crossthe straits. In 1923,the State HighwayDepartment started aferry service for pas-senger cars. However,as more people wanted to cross the straits,especially during deer-hunt-ing season, the wait to board a ferry took hours.

People discussed building a bridge across the five-milestraits for years. One earlyplan called for a series ofbridges linking the peninsu-las via Mackinac and Bois Blanc islands. In the 1950s,Governor G. Mennen Williams established theMackinac Bridge Authority.

They decided to build a bridge across the Straits ofMackinac.

To deal with the area’shigh winds and grinding ice,engineers proposed a suspen-sion bridge. A suspensionbridge is where the roadwayis hung or suspended fromcables that are held in placeby the bridge’s two towers.

Construction of theMackinac Bridge began inMarch 1954. Except for

the winter months, work continued for more thanthree years.

When the MackinacBridge opened to traffic onNovember 1, 1957, it becamethe world’s longest suspen-sion bridge. The Golden GateBridge in California and theVerrazano-Narrows Bridge in

New York both have longersuspension spans than theMackinac Bridge, but“Mighty Mac” (as the bridgewas soon called) is thelongest overall. It measures8,614 feet between the cableanchorages on either end.The total length of the bridge,including the approaches, isabout five miles.

The Mackinac Bridgemade travel between theUpper and Lower Peninsulasmuch easier. Today, it is one of Michigan’s best-known landmarks.

The MittenA Publication of Michigan History Magazine APRIL 2002

THE

Dar

ryl M

ered

ith

Mighty MACMighty MAC

233

In 1954, five million rivets, one million bolts, steelcables long enough to circle the equator twice, hundreds of steel beams and more than a thousandworkers were brought to Michigan from all over thecountry. For the next three and one-half years, work-

ers assembled the pieces—like an erector set—across theStraits of Mackinac.

The first step was to build the underwater sup-ports called caissons. These caissons supported theentire weight of the bridge, so they needed a solidfooting on the bedrock beneath the muddy lake bottom. The caissons were made by sinking steelframes to the bottom of the lake and filling themwith crushed rock and concrete. The mud andwater was scooped out as they sank.

The towers were made in sections andbrought to Mackinac on railroad flatcars. “TheCreeper,” a platform with a 90-foot lifting boom,built the towers. The machine lifted pieces of the

tower up into place and workers welded them together.Narrow “catwalks” were built from tower to tower.

Workers walked out on these to build the main cables. Eachcable had to be “spun” on-site because its total weight of12,500 tons could not be lifted all at once. A wheeled trolley,

or “spinning wheel,” took four wires on each tripacross the straits. When finished, the giant cablewas made of 12,580 wires. The cable ends wereburied in a concrete.

Long suspension cables were hung from thelarge cable to support the road. Steel truss spanswere built from the north and south shores. Thecenter trusses were brought out on barges. Thetrusses were then attached to the cables. Curbs,railings and asphalt were added. The bridge waspainted and the Mighty Mac was complete.

Building BridgeTHE

The caissons arefilled with concrete.

The caissons arefilled with concrete.

Workers

check the

diameter

of the east

cable.

Workers

check the

diameter

of the east

cable.

The roadway

trusses are

connected to

the suspen-

sion cables.

The two towers andcables are in place.

The two towers andcables are in place.

Mic

higa

n D

epar

tmen

t of T

rans

port

atio

n

Sta

te A

rchi

ves

of M

ichi

gan

Sta

te A

rchi

ves

of M

ichi

gan

Sta

te A

rchi

ves

of M

ichi

gan

234

Labor Day BRIDGE WALK

The Labor Day Bridge Walk is anannual tradition for manyMichiganians. It is the onlytime people are allowed towalk across the bridge. The

walk is an adventure; the highestpoint above water is 199 feet and it isoften windy.

The first walk was held in June 1958as part of the Mackinac Bridge dedicationactivities. Governor G. Mennen Williams par-ticipated in the first walk, along with about 65other people. In 1959, the date of the event was changed to LaborDay and it has been held on that day ever since. The record num-ber of walkers was set in 1992 at about 82,000 persons.

The walk begins at7:00 A.M. and is alwaysled by Michigan’s gover-nor. Bridge walkers startat St. Ignace and headsouth to Mackinaw City.Buses drop walkers offbefore the walk, or pro-vide the return tripafterwards. Everyonereceives a bridge walkcertificate upon comple-tion of the five-mile trek.

There is much to do and see in

the bridge area. Mackinac State

Historic Parks operate Colonial

Michilimackinac, Mill Creek,

Fort Mackinac, and other his-

toric sites in the area. For visitor

information about any of these

places, telephone (231) 436-

4100 or (906) 847-3328. Visit

on-line at www.mackinacparks.com.

The official Web site of the

Mackinac Bridge has live

bridge cams, a photo gallery and

information about the Labor Day

Bridge Walk. The site also offers

information about the eight-acre

Bridge View Park scheduled

to open in spring 2002. The

park, located west of the toll

plaza on the Upper Peninsula

side, will include an observation

building, a walking path and

picnic areas. Visit on-line at

www.mackinacbridge.org.

The Michigan Historical

Museum’s Upper Peninsula

gallery has a display case with

artifacts, construction plans and

photographs relating to

the bridge.

Telephone (517)

373-3559,

TDD: (800)

827-7007 or

visit on-line at

www.michi

ganhistory.

org.

Where to TakeYour Family

One of the traditions of theLabor Day Bridge Walk isto buy a patch (above).Walkers enjoyed good weather in 1997 (left).

Tom Sherry

Rog

er L

. Ros

entr

eter

Tom

She

rry

235

*The Mitten is produced by the staff of Michigan History

magazine, which is part of the Michigan Historical Center.

The Michigan Historical Center is part of the Department of

History, Arts and Libraries. Dedicated to enhancing the

quality of life in Michigan, the department also includes the

Mackinac Island State Park Commission, the Library of

Michigan, the Michigan Film Office, and the Michigan


For more information,

contact Michigan History at

(517) 373-3703 or visit us on-line at


Vocabulary

WORDSAnchorage: a place orstructure for anchoring (hold-ing) something

Approach: a way or meansof reaching something

Truss: a rigid frameworkdesigned to support a structure

9

S M I O O S B R I F I A E O R L R I I F E

S K A I A S G R L C A B L E O C S A G C I

C N S U S P E N S I O N O F M I Y E R N S

E N C D N A I P E N S I S R A D R F C O U

A O S A F F C F C A B R S S A I B N E S E

N N B R I D G E M F F Y E D I C D N C S F

N I I C L S T A E A U E R T M E A F O I E

M C U T N I C C A S R I R B R P T Y E A C

F I A A I K S I N G C A O I C E R A C C A

F S F C I I A F G S T M U C I R S A N F E

B G L N U C B F E R N C A N E R A T E Y U

C A A B N P Y A G E C A E F K I O N L U O

F C T I I F A R F T S R I F F F F A S A I

B I I R N E A T Y F I N F E C I R A U P S

Find the following

MACKINACBRIDGEwords

BRIDGE

CABLE

SUSPENSION

FERRY

TRAFFIC

CAISSON

MACKINAC

What DidYou Learn?

BONUS:Who was the firstMichigan governor towalk across the bridge?

a. G. Mennen Williamsb. John Englerc. Stevens T. Mason

1. The Mackinac Bridge is _______ miles long.

2. When did the Mackinac Bridge open to traffic?a. November 1, 1957b. November 1, 1923c. November 1, 1990

3. What kind of bridge did engineers decide to buildacross the Straits of Mackinac?a. a stone bridgeb. a lift bridgec. a suspension bridge

4. How long did it take to build the Mackinac Bridge?a. one summerb. more than three yearsc. twenty years

236

The one word that isoften used to describeGeorge Romney is

intense. As governor during the1960s, Romney led Michiganthrough some of the biggestchanges it experienced sincebecoming a state in 1837.

George WilckenRomney was born onJuly 8, 1907, inMexico. His grand-parents had left the United States inthe late nineteenthcentury. In 1912, whenRomney was five years old,his parents moved the familyback to the United States.Romney grew up in Utah.

Romney arrived inMichigan in the 1940s. In 1954he became president of thenewly organized AmericanMotors Corporation (AMC).Romney turned AMC into aprofitable company. AMC’smost popular car was theRambler, a small, fuel-efficientvehicle that quickly becameone of the bestselling cars in

America. Romney criticizedother car companies becausetheir cars kept getting biggerand bigger. He once said, “Whowants to have a gas-guzzlingdinosaur in his garage? . . .

Think of thegas bills.”

Romney also turned hisattention to politics. In 1959 hefounded Citizens for Michigan,a group that wanted a newconstitution for Michigan.The state constitution had beenadopted in 1909 and state gov-ernment needed to be improved.Michigan’s voters agreed, andthey selected delegates towrite the new constitution.These delegates, includingRomney, gathered in Lansingto write the constitution.

The MittenA Publication of Michigan History magazine MAY 2003

ROMNEYP

hoto

s B

entle

y H

isto

rical

Lib

rary

, Uni

vers

ity o

f Mic

higa

n

(Continued)

George

George Romneycampaigning in1962

237

On April 1, 1963, Michigan voters adopted the new constitution.

In 1962, Romney resignedfrom AMC and ran for gover-nor as a Republican. He won,ending 14 years of Democraticcontrol of the State Capitol. He was reelected in 1964 and 1966. (In 1966 governorsstarted serving four-yearterms.)

Romney had a great smileand a friendly handshake, andwas a good speaker. As gover-nor, he opened his office onThursday mornings so citizenscould visit and talk with him.When he saw schoolchildren inthe State Capitol he often greet-ed them with a handshake.Romney neither smoked tobac-co nor drank alcohol. He exer-cised regularly. Even after turn-ing eighty years old, he eitherjogged or walked each day.

Romney’s popularity andleadership—especially as a

three-term governor—led him to bean attractivecandidate for the U.S. presi-dency. OnNovember18, 1967,Romney

announced hewould run for president. He said he hoped “to build anew America.” Three monthslater, Romney suddenlystopped his campaign.

There are several reasonswhy he did this. First, he wasbehind the frontrunner,Richard Nixon, in the polls.Second, Romney’s ability to bea leader was questionedbecause of racial disturbancesin Michigan cities during thesummer of 1967. Finally,in September 1967, Romney made a state-ment on a televisionprogram that when he visited Vietnam two years earlier he had received a“brainwashing”from American officials about howwell the war wasgoing. Critics won-dered how some-one so easilydeceived couldbe president.

In January 1969, Romneyresigned as governor and wasnamed secretary of the U.S.Department of Housing andUrban Development. He leftthat job in 1973. He said thathe looked forward to returningto private life “with greatenthusiasm.”

Years after leaving publicoffice, Romney was asked whatit takes to be a successful gover-nor. He said, “It’s a matter ofluck almost completely, if you’llaccept my definition of luck—when preparation meets oppor-tunity.” He added, “To be a goodgovernor, you need to be pre-pared . . . and to have some realconvictions as to what needs tobe done to benefit the state.”

George Romney, who was one of Michigan’s mostcharismatic politicians, diedon July 26, 1995, at the age ofeighty-eight.

238

Imet George Romney, one of Michigan’sgreat men during the twentieth century,for the first time in 1961. I was a newspa-per reporter at the Michigan constitutionalconvention where he was a delegate. Next,

I covered Romney’s 1962 election campaign forgovernor, his first two years in that office, and his1964 reelection campaign.

Soon after the 1964 election he asked me tobecome his press secretary. I accepted. The nextfour years were the most exciting of my life. Iworked with Governor Romney almost every day.

As the governor’s press secretary, I was incharge of his contacts with newspapers, televi-sion, radio, and magazines. We worked together

on what he should say or not say about impor-tant issues. Sometimes we had press conferences.Other times, we issued printed statements, orwent on radio and television. He often gavespeeches that I helped write.

George Romney was a born salesman. When he was eighteen he went to England andScotland as a missionary for his church. Hepreached everywhere for two years, even onstreet corners and in parks. It was super trainingfor his later work.

Governor Romney believed in keeping him-self physically fit. He would go to bed early andget up early, usually at five o’clock in themorning. He always exercised right after he gotup. He often ran several miles. Romney’s dailylife included time for reading and for prayer.When he arrived at work, he called me into hisoffice to talk about what was going on and toplan the day.

When he made up his mind to get somethingdone, the governor rolled up his sleeves andwent to work. I always enjoyed watching him ashe went after what he thought was the rightthing to do. He never gave up on something hebelieved in—even when it was unpopular. That is never easy.

As a result, he got big changes made in our laws and helped Michigan become a muchbetter state.

We parted company in 1969, but my admira-tion for him never stopped. George Romney wasa very special man.

� Charles E. Harmon lives in Green Valley, Arizona.

I KNEWGeorge Romney

Standing behind Governor Romney are Charles E.Harmon (right) and Romney’s executive assistant,Robert J. Danhof (left).

by CHARLES E. HARMON

Cha

rles

E. H

arm

on c

olle

ctio

n

239


magazine, which is part of the Michigan Historical Center.The Michigan Historical Center is part of the Department of





(517) 373-3703 or visit us on-line atwww.michiganhistorymagazine.com

Vocabulary

WORDSBrainwashing: forcing or trickinga person into accepting certainbeliefs, usually political or religious

Charismatic: quality of being wellliked and charming

Constitution: a document thatcontains the laws and system of agovernment or organization

Deceived: misled, caused tobelieve something untrue

Delegates: representatives to aconvention or conference who actfor others

Frontrunner: person in the leadin a race or competition

9

What DidYou Learn?

BONUS:Who did Romney runfor president against?a. Gerald R. Fordb. John B. Swainsonc. Richard M. Nixon

1. What automobile company was Romney the president of?a. General Motorsb. Chevroletc. American Motors Corporation

2. When was Michigan’s current constitution adopted?a. April 1, 1963b. January 27, 1827c. November 18, 1967

3. How many terms did Romney serve as governor?a. oneb. threec. six

T P Z M W B N G M K Z W A W N M N R R N I

V M M I H F N V G D R F A M T M R C K L J

Q G R O R O N C Y S V O U Q R A W F O M H

Z O Z Q Q R O N R E V O G S I K G E G A G

B G A K F E I R P T N L I R S F T Z G J H

U F X S O S T Y B A O M A Z O I R D T V A

S R P S Z Y U U I G D M O U O X A Q T R G

U B N M Y B T C G E B L Z R U X A U X Y A

W U M Y L A I E C L B X U B E A B P V S L

K W Q B Y T T J E E T W A Q Q L Y H R O C

T W K P I H S R E D A E L Q B N Y P Q Q K

D P C L C A N G L P K R P Z W U F L O M Z

D Z O B D F O K A O E F Z U J Y U M B X E

Z P F Y D F C Y I H Z F G U C K D U G R N

Find the

following

ROMNEYwords

CONSTITUTION

DELEGATES

GOVERNOR

LEADERSHIP

POLITICIAN

RAMBLER

ROMNEY

240

Gerald R. Fordwas born inOmaha,Nebraska, in1913. He was

named Leslie Lynch King, Jr.A few weeks after his birth,he moved with his mother toGrand Rapids, Michigan.Following a divorce, Mrs.King remarried a man namedGerald R. Ford. Mrs. Fordthen changed her son’s nameto Gerald R. Ford.

Nicknamed “Junior,” Fordbecame an Eagle Scout andattended South High School.

A good football player, he wona scholarship to play for theUniversity of Michigan in1931. Ford was voted theteam’s most valuable playerin 1934. After graduation, hehad a chance to play profes-sional football. Instead, Fordentered Yale University andearned a law degree.

At the outbreak of WorldWar II, Ford joined the U.S.Naval Reserve. He served inthe South Pacific aboard anaircraft carrier. Ford’s closestbrush with death came dur-ing a terrible typhoon inDecember 1944. He almostwas swept overboard. Afterthe war, Ford returned toGrand Rapids and became a lawyer.

In 1948, Ford entered politics and was elected to

Congress. Ford wasreelected 12 times.

In 1965, hebecame a leaderof the Republi-can party. AfterVice PresidentSpiro Agnew

resigned hisoffice in late 1973,

President RichardNixon asked Congress-

man Ford to become the newvice president. Ford said yes.

At this time, PresidentNixon was being criticized forhis actions in a politicalscandal called the Watergateaffair. During the summer of1974, Congress chargedNixon with obstruction of

The MittenA Publication of Michigan History Magazine MAY 2002

Pho

tos

Ger

ald

R. F

ord

Libr

ary

unle

ss o

ther

wis

e no

ted

Gerald R. Ford

On August 9,1974, ChiefJustice WarrenBurger swearsin Gerald R.Ford as the38th presidentof the UnitedStates. Mrs. Fordlooks on.

(continued on page 3)241

One-year-oldGerald R. FordJr. in 1914.

Ford was a starfootball playerfor the Universityof Michigan from1932-34.

Ford relaxes inthe Oval Office

with his dog,Liberty.

Betty and SusanFord makeChristmas dec-orations in theWhite House.

A F O R D T I M E L I N E

242

justice and misusing the power of his office. If Nixon did not resign he would be impeached.On August 9, 1974, Nixon resigned the presidency.

At the same time, Vice PresidentFord was sworn in as the

nation’s 38th president. When Ford became

president the country wasfacing many problems,especially rising infla-

tion, unemployment and energy shortages.

However, one of Ford’s biggest challenges was restoring

the credibility of the presidency. At first, the Ford presidency went well. The

country liked the Fords. Gerald, Betty and theirchildren, Michael, John, Steven and Susan,appeared to be a normal, middle-class family. Forexample, Susan refused to stop wearing blue jeansin the White House even after the staff told her thatit was improper.

One month after Ford became president hepardoned Richard Nixon for “crimes he com-mitted or may have committed.” Ford believedthat Americans needed to stop discussingWatergate. However, many Americans wereangry about the pardon.

During the 1976 presidential campaign,the Republicans chose Ford to run againstJimmy Carter, a former Democratic governorof Georgia. Carter started the campaign with abig lead. Ford cut the lead, but lost in one of theclosest presidential elections of the 20th century.

After leaving the presidency, President and Mrs.Ford moved to California. In 1981, the Gerald R.Ford Library in Ann Arbor and the Gerald R. FordMuseum in Grand Rapids were dedicated. Today,President Ford continues to speak out on importantpolitical issues.

The Gerald R. Ford Museum

Located in downtown Grand Rapids, the

Gerald R. Ford Museum is one of the best

presidential museums in the country.

A tour of the museum begins with the sights,

sounds and political issues of the

1970s. Visitors then journey to

Ford’s childhood through his days

at the University of Michigan.

Elsewhere, a typical day as the

president is recreated. Visitors see

a full-size replica of the Oval

Office—the room in the White

House where presidents hold their

most important meetings.

The museum also offers visiting exhibits from

the Smithsonian Institution. For information on

visiting the Gerald R.

Ford Museum, tele-

phone (616) 451-9263

or visit on-line at

www.ford.utexas.edu.

Where to TakeYour Family

Gerald R. Ford (continued from page 1)

Car

olyn

Dam

stra

President Ford in April 1997.

Oval Office

243


magazine, which is part of the Michigan Historical Center.

The Michigan Historical Center is part of the Department of

History, Arts and Libraries. Dedicated to enhancing the

quality of life in Michigan, the department also includes the

Mackinac Island State Park Commission, the Library of

Michigan, the Michigan Film Office, and the Michigan


For more information,

contact Michigan History at

(517) 373-3703 or visit us on-line at


Vocabulary

WORDSCredibility: deserving to be believed

Impeach: to make an accusa-tion against, or to removesomeone from office

Inflation: an increase in thecost of things

Obstruction: something thatstands in the way of, or stopssomething

Pardon: to release from punishment, forgive

Scandal: an act or event thatbrings about disgrace or shame

Scholarship: financial aidawarded to a student

9

T W T N I V G B Q N I M B Y O

E N T A V H H T A X M E F N Q

Q X E N R A P C Y Z P N O J P

V W J D C C I G Y D E O R W B

Q D U M I L O W C E A D D X M

D S X M B S P M G H C R L P A

X E S U Z O E Q E Z H A O U F

X G P E S S R R N D E P J N D

Q E O M R W W E P H D V W O C

R R R I L G Y N H H O G N Q W

S Z V Q Q E N V F M A B I Z F

X W I M J W F O K Z X R L W S

L Z C W L U O B C N X O H L K

D L J R L F B X J D U R I U M

Z O P R O L N K B D E R Z L C

Find the following

GERALD R.FORDwords

CONGRESS

DEMOCRAT

FORD

IMPEACHED

PARDON

PRESIDENT

REPUBLICAN

What DidYou Learn?

BONUS:Gerald Ford pardoned_____________________.

1. What university football team did Gerald Ford play on?a. Michigan State Universityb. The University of Michiganc. Grand Valley State University

2. When did Gerald Ford become president?a. August 9, 1974b. June 9, 1948c. January 11, 1981

3. Who was Ford’s Democratic opponent in 1976?a. Jimmy Carterb. Ronald Reaganc. Spiro Agnew

244



Lesson 15

Title: Create Your Own Business

Unit of Study: Third Grade Economic Development

GLCEs:

E1.0.4 Describe how entrepreneurs combine natural, human and capital resources to

produce goods and services in Michigan.

E1.0.1 Explain how scarcity, opportunity costs, and choices affect what is produced and

consumed in Michigan.

E1.0.5 Explain the role of business development in Michigan’s economic future.

Abstract: Students will use the economic vocabulary words to describe and explain Michigan’s

economy.

Key Concepts: producer, consumer, goods, services, economy, scarcity, opportunity cost,

natural resources, human resources, and capital resources, incentives

Sequence of Activities: (approximately two 30 minute sessions)

1. Write the 11 vocabulary words:

a. entrepreneur

b. producer

c. consumer

d. goods

e. service

f. economy

g. natural resource

h. human resource

i. capital resource

j. incentive

k. scarcity

l. interest

m. opportunity cost

on large strips of construction paper. Include interest if appropriate.

2. Students sit in one large circle.

3. Explain you are starting a new business in Michigan. They will help tell your story by

using the 11 vocabulary words (twelve if you include interest) they have been learning

about.

4. Pass the vocabulary words out upside-down randomly around the circle to 11 students.

Students can look at their word but they do not have to use their word on their turn.

5. Start the story by saying, “Mrs. Teacher wants to open her own business.” The student

sitting to your left will continue the story by saying something like, “She decides to

open a jewelry store.” Each student will add a sentence. You may need to prompt the

students to get it started.

245



6. When the students hear something in the story that represents a vocabulary word,

students will raise their hands to offer a vocabulary word that has been described. If the

group agrees, the person holding the construction paper vocabulary word will flip the

strip over for all to see.

7. Continue with the story until all words have been used. It is not necessary to use them

in order. (A sample story is included.)

8. Use the paper provided, students will use all of the economic vocabulary words in their

own written story. This will read much like the circle story they just created as a group.

9. Along the side of their story in the box that is the closest, they will mark the vocabulary

word they have used in their story.

10. This can be used as an assessment.

Connections:


Story telling

Writing a realistic fiction story

Mathematics



vocabulary words on strips of construction paper

writing paper (1 or 2 per student)

Student Resources

pencil

Teacher Resources

246

Sample Circle Story of Economic Terms


1. Mrs. Sidnam wants to open her own business.

Hands go up…”Mrs. Sidnam wants to be an entrepreneur. We should flip

the entrepreneur word over.”

2. She wants to open jewelry store.

3. There are very few buildings that are available to buy.

scarcity

4. Mrs. Sidnam looks around the city and finally finds a building for her store.

5. They mayor is very excited that he offers her a deal.

6. If she opens her new business in his city, he promises her fewer taxes.

incentives

7. She goes to the bank and has just enough money with the interest she has earned

to buy the land.

interest

8. Mrs. Sidnam realizes she needs help running her store

9. She calls her friends Lacy and Traci and asks them if they want a job.

human capital

10. Mrs. Sidnam, Lacy, and Traci buy jewelry cases, a safe, and a computer.

capital resources

11. They also buy some plants to make the store look nicer.

natural resources

12. Mrs. Sidnam buys jewelry to fill up the cases.

goods

13. Soon it is opening day.

14. People are lined up outside of the store.

15. People start to come in and look around.

16. Mrs. Sidnam makes her very first sale!

consumers

17. One costumer asks if Mrs. Sidnam can use her old ring to make a new one.

service

18. Mrs. Sidnam takes apart the old ring and makes a beautiful new one.

producer

19. Another costumer looks over the rings and earrings but can decide what to buy.

20. Mrs. Sidnam helps the customer make a choice.

21. The costumer decides to buy the ring and not the earrings.

opportunity cost

22. The mayor comes in to see the store and buy a ring for his wife.

23. He really likes the store and says Mrs. Sidnam has won an award.

24. He would like her to open a new store across town.

25. Mrs. Sidnam is so excited that she takes Lacy and Traci out to dinner to celebrate

a great first day.

economy

247

Economic Development Lesson 15 Student Writing Paper


Name ______________________________

Use the following vocabulary words in a story. They do not have to be used in order.

Place the number of the vocabulary word in the small box next to the line in your story

that the word describes. Make sure to use all of the words at least once. Some boxes

may be left blank.

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

1. entrepreneur

2. producer

3. consumer

4. goods

5. service

6. economy

7. natural resource

8. human resource

9. capital resource

10. incentive

11. scarcity

12. interest

13. opportunity cost

248

Economic Development Lesson 15 Student Writing Paper


______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

249

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