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Rosellen VanCura15 December 2015

Social Studies 309-04The Role of Michigan’s Environment in Native American

Settlement and European InteractionsThird Grade

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Table of Contents

Stage I

Unit Overview………………………………………………………………………………….pg 3

Unit Rationale………………………………………………………………………………….pg 3

Considering the Learners………………………………………………………………………pg 4

Considering the Content……………………………………………………………………….pg 5

Behavioral objectives in standards…………………………………………………………….pg 5

Stage II

Description of formative, informal assessments………………………………………………pg 7

Formative worksheet………………………………………………………………………….pg 8

Performance Summative Assessment ………………………………………………………..pg 11

Stage III

Unit Calendar…………………………………………………………………………………pg 13

Catalog of Lessons……………………………………………………………………………pg 14

3-4 Elaborated lesson plans…………………………………………………………………..pg 17

Stage IV

Reflection……………………………………………………………………………………pg 33

References……………………………………………………………………………………pg 34

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Unit Overview

The compelling question at the heart of this unit is what role did Michigan’s environment have in the lives of Native Americans and their interactions with European settlers? Over the course of the unit students will be expected to learn how to interpret the locations of Michigan’s resources on a map and analyze the effect of the environment on where the Native Americans lived. They will communicate the ways in which Native Americans in Michigan adapted to, used, and modified their environment and also create a narrative describing the Native American’s environmental interactions in their daily lives. Students will also analyze the Native American and early European settlers’ use of resources and examine their trade interactions in Michigan.

Throughout the unit, the content of the effect of Michigan's environment on the Native Americans and their interactions with European settlers will be incorporated into several learning mediums. Students will develop skills in analyzing the value of Michigan's environment through research activities, map visuals, and clarifying discussions of core concepts of the unit. Students will engage in group work as well and simulations and art integration activities to develop their understanding of the influence of Michigan's environment in early Michigan history. The context of this unit would lead to units involving later conflicts between Native Americans and European settlers in utilizing Michigan resources. Students will need prior knowledge of the specific resources Michigan provides as well their influence on locations of Native Americans. Unit Rationale This unit of involving Michigan’s environment on the lives of Native Americans and their interactions with European settlers connects to the big picture of the effects of history on the lives of students. The knowledge contained in this unit will provide students with an understanding of how their state evolved from the resources found in Michigan. This unit will contribute to the development of a responsible citizen in that students will form an understanding and respect for the work of their ancestor’s labor as well as individuals in their community and around the world. Students will be able to know and use that understanding to work with others such as the Native Americans and European settlers did to solve problems to benefit society. This will be meaningful for third grade students at this time because at this age they are beginning to wonder where resources come from and how those affect their lives. They are also observing differences among others and will grow from learning how we as humans benefit from working peacefully with one another. This connects History, Geography, and Environment and Society standards to this grade.

Considering the Learners

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Students at this grade level probably already know basic facts and conceptions about Native Americans and European settlers such as how the Native Americans had lived in Michigan a while before the settlers arrived. They may know general cultural aspects of the Native Americans including their clothing, shelters, weapons, and behaviors. Students may also know that the Europeans initially settled on the east coast and moved west to Michigan. This unit can be connected to their lives beyond school by relating the topic of trade and communication among their current society including resources made in Michigan which are shipped to other places. I can engage students’ curiosity about this topic by showing students evidence of uses and locations in Michigan’s environment by the Native Americans and Europeans to make the concept very real and exciting. Students might find it difficult to understand the ways in which the environment affected where the Native Americans lived and the Europeans settled. They may need specific examples and explanations to fully understand that concept along with trade interactions. There could be possible misconceptions regarding who the Native Americans were as a group of people who were the original people living in Michigan. According to research, children are often exposed to books that show pictures of Indians with mixed costumes of different tribes with no interactions with other people. This can set misconceptions such as that Native Americans were just one tribe with one set of values and that didn’t form relations with anyone out of their tribes. Students may be unaware that there are many different tribes with their own customs and traditions. To address this, I would really enforce the concept of unique tribes along with processes of trade and treaties to show that there were inner cultures and interactions that did benefit both Native Americans and Europeans. To meet the needs of students struggling with content who have special needs or language barriers, I will create expansion activities to engage those students more and provide that extra explanation needed. This support could be provided while other students are working as well as scheduled as extra instruction time.http://files.eric.ed.gov/fulltext/EJ858583.pdf

Enduring Understanding/Big Idea:

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Michigan’s environment played a crucial role in Native American utilization of resources for agriculture, fishing, weapons, and shelter as well as their interactions with European settlers.

Compelling Question: What role did

Michigan’s environment have in the lives of Native Americans and their interactions with European settlers?

Supporting Questions: Where are Michigan’s resources located and how

did that affect where the Native Americans lived? How is the relative location of resources and

Native American tribes determined using cardinal direction?

How did Native Americans adapt to, use, and modify their environment and why did that affect their daily lives?

How did Michigan’s environment affect interactions and trade between European settlers and the Native Americans?

Behavioral Objectives:

Students will be able to: Interpret the locations of Michigan’s resources on a map and analyze the effect of

the environment on where the Native Americans lived. 3-G5.0.1, 3-G1.0.1 Identify cardinal directions on a map to determine locations of Native Americans

and resources in Michigan 3-G5.0.1, 3-G1.0.1 Communicate the ways Native Americans in Michigan adapted to, used, and

modified their environment and create a narrative describing the Native American’s environmental interactions in their daily lives. 3-H3.0.5, 3-H3.0.7,3-H3.0.8, 3-G5.0.2

Describe the interactions and trade between the Native Americans and European settlers due to Michigan’s environment. 3-H3.0.1, 3-H3.0.6

Key Concepts:-Trade-The process of exchanging goods and services with another individual.-Purpose of cardinal direction- The most common

Important Knowledge:-Native American tribal locations as a result of environmental features-Native American adaptation, usage, and modification of Michigan’s

Important Skills:-Interpret the locations of Michigan’s resources on a map.-Analyze the Native American adaption to their environment.

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form of identifying direction including North, South, East, and West.-Geography-The study of land such as the features and resources they contain including the ways in which they interact.-Resource Utilization-The idea the resources provided by specific locations are used for purposes of growth or production.-Interaction-Actions that have an influence on or have reciprocal effects between two or more things.-Production- Creating or manufacturing products that have a value.

resources.- Interactions of trade and treaties between Native Americans and European settlers in early Michigan history.

-Comprehend a Native American historical narrative.-Create and write a historical narrative-Compare and contrast the Native American and European utilization of Michigan’s resources-Verbally describe benefits and challenges of European interaction.

Unit Assessment

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Description of Informal Assessments:Students will be informally assessed throughout the unit in understanding concepts contained in the objectives. I will assess students throughout by checking student understanding through oral questions, open dialogues, observations, and informal writing. Students will be asked questions during classroom instruction as well as while completing activities that will encourage higher order thinking and give feedback on meeting the objectives. This includes formative assessment to check student understanding of the Native American utilization of Michigan’s environment and how that affected where they lived. This would be done in the form of a student written historical narrative of the daily lives of Native Americans. Students will also be asked questions to assess their knowledge of cardinal directions to determine resource locations along with sharing their thoughts about the value of the environment in European and Native American interaction.

Overview and Rationale for Sample Assessment (see attached):

This formative assessment in the form of a worksheet can provide the teacher with evidence of student progression of understanding of specific unit concepts such as the topics included in a lesson. My worksheet assesses student knowledge of a portion of the lesson meeting my first objective of the locations of Michigan’s resources and how they were utilized by the Native Americans. It asks questions such as how were specific natural resources used and where were Native American tribes located as an effect of their dependence on Michigan’s environment.

Performance Assessment Overview, Rationale, and Objectives (see attached):

(Attached)

Formative Assessment Sample

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Name: .

Native American Use of Michigan’s ResourcesWorksheet

https://detroithistorical.org/buildingdetroit/curriculum_3fires.php

Please describe in a sentence, one way that the Native Americans used the resources listed below. Draw a small picture of each

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resource at one location where that resource can be found in Michigan on the map above.

1. Trees ________________________________________________________________________________________________

2. Great Lakes________________________________________________________________________________________________

3. Rich Soil________________________________________________________________________________________________

4. Rivers________________________________________________________________________________________________

5. Stone________________________________________________________________________________________________

Imagine you were a Native American and could only use one of Michigan’s natural resources. Which resource would choose and why?

6.______________________________________________________________________________________________________________________________________________________________________________________________________________

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Please determine the cardinal direction where each tribe is located in Michigan. (North, South, East, West)

7.Ojibway (Chippewa) .

8. Odawa (Ottawa) .

9. Sauk .

10. Mascouten .

11. Potawatomi .

12.Huron .

13. Miami .

What do you think is the most important reason Native Americans survived so well with Michigan’s resources?

________________________________________________________________________________________________________________________________________________________________________________________________________________

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Performance AssessmentFor this performance task students will be asked to imagine that they have traveled back

in time to when the settlers had first started to arrive in Michigan. The teacher will ask them to pretend that they have met a Native American tribe who has kindly welcomed them to stay for a week while their time machine is being fixed. Students will work in partners to create a journal entry describing their experience and observations in early Michigan history. Students will be asked to tell the name of the Native American tribe they are staying with and describe using cardinal directions where it is located in Michigan. They will describe the environment they visited and the many resources they notice. Students will also write the ways in which Michigan’s resources where used by the tribe by giving specific examples of things that were made such as tools, and shelters or things utilized such as the rivers for transportation or fishing. Students will then present their journal to the class and they will be assessed by the teacher. After the presentations students will create a skit with their partner to be presented to the class show an example of a European interaction as a result of Michigan’s environment. Examples could include trading goods and resources, or making agreements. Students will be assessed if they portray accurate European interactions that were covered in class.

Student Instructions:

1. Imagine you have used a time machine to travel back in time to when the settlers first arrived in Michigan. Your time machine has broken and a Native American tribe has let you stay with them for a week while it is being fixed.

Please work with a partner to create a journal to describe your stay with the Native American tribe. Make sure to include these items that you observed in your journal:

Name of the tribe Location of tribe Environment/resources observations Example and description of how the Native American tribe used a Michigan resource

2. Create a skit to demonstrate a Native American interaction with the early Michigan European settlers. Work with a partner to show this interaction of trading or making agreements.

Teacher Instructions: The teacher will describe these activities to students in detail and then provide guidance and probing questions while they are working on their journal as well as the skit. The teacher will write the four objectives to include in the journal on the board and goals for creating the skit.

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Assessment rubric: (worth 6 points)

1. Student correctly identified a Native American tribe found in Michigan Alignment: Unit Objective 1 (1 point)

2. Student accurately described the cardinal direction where the tribe is found and the resources in that location.Alignment: Unit Objective 2 (one point)

3. Students gave an least one accurate description of Michigan’s environmentAlignment: Unit Objectives 1,2 (one point)

4. Students provided an accurate example of a Michigan resource with a correct description of how that resource was used.Alignment: Unit Objective 1,3 (one point)

5. Students demonstrated an accurate portrayal in their skit of a Native American and European interaction due to the environment in Michigan Alignment: Unit Objective 4 (one point)

6. Students were creative in demonstrating mastery of the objectives their writing and performance (one point)

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Unit Calendar

Day 1 Day 2 Day 3 Day 4 Day 5

Michigan’s Resources

How did Resources Influence Where Early Native Americans Lived?

Current and Past Resource Influences

Map Purposes Locational Influences

Formative:-Map Activity-Flipbooks-DiscussionSummative:

Formative:-Map Activity-DiscussionSummative:-Historical Narrative

Formative:-Resource Simulation-Poster-DiscussionSummative:

Formative:-Map Worksheet-DiscussionSummative:-Map Creation

Formative:-Discussion-NotesSummative:

Day 6 Day 7 Day 8 Day 9

Using Cardinal Direction to Locate Native American Tribes and Resources in Michigan

Importance of Michigan Trees

Agricultural Modifications in Michigan

Influences of Michigan's Environment on Trade Between Native Americans and Early Europeans

Formative:-Direction Activity-Worksheet-DiscussionSummative:-Performance Assessment

Formative:-Worksheet-Tree Poster-DiscussionSummative:

Formative:-Farm Plot Activity-DiscussionSummative:-Story

Formative:-Chalk Talk-Simulation-DiscussionSummative:-Historical Narrative

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Catalog of LessonsDay 1: Michigan Resources (45 minutes)Goal- Students will participate in Michigan resource activity where they will familiarize themselves with the resources found in Michigan and get a basic understanding of using maps to find resources.Activities- Students will participate in a resources scavenger hunt activity where they will have to utilize different maps to find resources of Michigan. Students will then create a flip book to describe each of the resources.Assessment- Students will be assessed on their completion in understanding the map activity and accurate descriptions written in their flipbooks. Students will be formatively assessed through questioning throughout the lesson.

Day 2: How did Resources Influence Where Early Native Americans Lived?(Elaborated Lesson 1) (60 minutes)Goal- Students will be able to understand where resources are located in Michigan on a map and analyze how those locations influenced where the early Native Americans lived.Activities- Students will participate in a discussion looking at images of Native American’s living near resources and complete a map activity and historical narrative to describe the influence of location. They will also watch a video clip “Native Americans”Assessment- Students will be assessed formatively for location identification in the map activity and responses for the discussion and video. They will be summatively assessed in their historical narrative for including the overall concepts in the lesson.

Day 3: Current and Past Resource Influences (45 minutes)Goal- Students will be able to describe the concept of how resources influence where people specifically the Native Americans lived and identify relevant examples in their own lives.Activities- Students will participate in a simulation activity where they will visualize how resources influenced Native Americans to live where they did. They will research and create a poster as a group about how a resource in Michigan influences where people live today. Assessment- Students will be assessed formatively in their participation in the simulation and questions asked throughout the lesson and formatively in their descriptions/reasoning on the poster.

Day 4: Map Purposes(45 minutes)Goal- Students will be able to identify the purpose and parts of directions on maps. Students will understand what symbols of resources on maps mean and use that to find specific locations in Michigan. Activities- Students will be given real maps of Michigan and will complete a worksheet asking them questions about symbols. Students will then create their own map of Michigan using their own symbols to represent resources found in Michigan’s environment.

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Assessment- Students will be assessed formatively on the class discussion and their completion and accuracy of the map worksheet. They will be summatively assessed on their map creation, in pulling all of the concepts of the lesson together.

Day 5: Locational Influences (50 minutes)Goal- Students will be able to use cardinal direction to identify the location of the Huron Native American tribe in Michigan. Students will interpret how that locations resources influenced the Huron tribe to live on the East side of the State.Activities- Students will participate in a reading from their textbooks describing facts of the Huron Indians and write what they think is important. They will also watch a Movie on Michigan Native American locations and participate in a discussion periodically throughout. Assessment- Students will be assessed formatively on their thoughts and descriptions to the class discussion. Students will also be formatively assessed on the quality and effort of their notes

Day 6: Using Cardinal Direction to Locate Native American Tribes and Resources in Michigan (Elaborated Lesson) (50 minutes)Goal- Students will be able to understand the use of cardinal direction to determine the location of resources and where early Native Americans lived in Michigan . They will be able to interpret and compare how resources were used in various locations.Activities- Students will participate in a reading and discussion of the book Michigan, and take part in a cardinal direction activity where they will research resources in specific locations utilized by the Native Americans, and also complete a map formative assessment worksheet and a historical narrative performance task.Assessment-Students will be assessed formatively on their responses to the book discussion and correct participation in the cardinal direction activity. They will also be formally assessed on their research and explanation as well as for accuracy on the worksheet and summatively assessed on the performance task.

Day 7: Importance of Michigan Trees (45 minutes)Goal- Students will be able to interpret and describe how the Native Americans used Michigan’s resource of trees. They will understand why this one resource was so beneficial for Native Americans to living in early Michigan Activities- Students will participate in a worksheet explore activity where they will look through a primary source to see how Native Americans used trees. They will also be involved in a class discussion and create a tree poster with visuals describing how Native Americans used trees. Assessment-Students will be assessed on their ability to interpret information on the worksheet and understanding in the class explanations/discussions. Students will also be formatively assessed on their poster.

Day 8: Agricultural Modifications in Michigan (45 minutes)

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Goal- Students will understand the ways in which Native Americans modified Michigan's environment specifically in agriculture. Students will be able to identify Native American farming practices and staple crops. Activities- Students will participate in a farming activity where they will create their own farm plot pretending that they were Native Americans. They will also research a farming practice of the Native Americans and write a short story comparing and contrasting it to a farming practice today. Assessment- Students will be formally assessed on their responses in the class discussion and in completion and accuracy of their farm plot activity. They will be summatively assessed on their story in covering the main concept of environmental modification.

Day 9: Influences of Michigan's Environment on Trade Between Native Americans and Early Europeans (Elaborated Lesson) (50 minutes)Goal- Students will understand the concept of trade and be able to interpret what resources the Native Americans in Michigan traded with early settlers. Students will understand the large influence of the environment on trade and the positive and negative aspects of trade with the European settlers. Activities- Students will participate in a Chalk Talk activity where they will discuss the topic of trade and complete a discussion/fact drawing activity. Students will also participate in a Native American and European settler trade simulation and complete a historical narrative describing how the environment influenced trade.Assessment- Students will be formatively assessed on their participation and thoughts in the chalk talk, fact drawing activity and the simulation. They will be summatively assessed on their accuracy and overall pulling together of concepts in their historical narrative.

Lesson Plan 1

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Length of lesson: approx. 60 minutes

Date(s) of lesson: November 2015

Title of Lesson: Where are Michigan’s resources located? How were Michigan’s resources used by the early Native Americans and how did that affect where they lived?

Overview: This lesson will begin by introducing two images of Native Americans utilizing Michigan’s resources from the book Michigan, to introduce its value on early Native American living. Students will participate in a map activity to determine where certain resources are located in Michigan and how that influenced where the Native Americans lived. Students will then create a historical narrative to analyze the effect of a specific resource from Michigan’s environment and discuss its importance. Students will also watch the video clip “Native Americans” with real images of Native Americans using Michigan’s resources and compare and discuss the value of the resources today.

Objectives:

Students will be able to interpret the locations of Michigan’s resources on a map. 3-G5.0.1, 3-G1.0.1

Students will analyze the effect of the environment and resources on where the Native Americans lived. 3-G5.0.1, 3-G1.0.1

Anticipated Student Conceptions or Challenges to Understanding:

Students may have the misconception that the resources in Michigan are only located in the places we studied in this lesson and unit.

o To address this make, sure to discuss that these resources are found all over Michigan. Give examples and visuals of where resources can be found and ask students to give examples of locations they know where resources are in Michigan.

Students may struggle understanding that all of the resources from Michigan’s environment used by the early Native Americans are still utilized today.

o To address this, discuss examples of the role of Michigan’s environment in our lives today such as for transportation, farming, and tourism. Discuss how the resources are used and are valuable but used in a different way compared to early Michigan.

Materials/Evidence/Resources: Book- Michigan by John Mitchell and Tom Woodruff Computer/Projector to display images Natural Resources of Michigan worksheet Map of Michigan Video “Native Americans” Source- by David and Steve Gordon

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Assessment: Students will be assessed informally and formally throughout the lesson. Students’ knowledge and understanding about how Michigan’s resources influence Native Americans will be assessed through questions in the first two images. Students will be assessed informally for location identification in the map activity and responses to questions and discussions for the video clip. Students will be formally assessed for accuracy and including everything required for their historical narrative. Students will be assessed on how they describe how resources in the environment influenced Native Americans to live where they did.

Instructional Sequence

1. Scripted Introduction: “Today we will be looking at how Michigan’s resources affected where the early Native Americans lived. We will investigate some pictures of the Native Americans using Michigan’s natural resources. We will also use a map and writing activity to locate and find the importance of resources in Michigan and watch a video clip to get a better understanding.” (2 minutes)

2. Present students with the images on a projector from the book Michigan which shows visuals of the Native Americans utilizing Michigan’s resources in different locations in Michigan. Tell students that these images came from the book and they can refer back to it for more information. The images include pictures of the Native Americans using the land to gather and plant crops. Introduce the image by asking the following questions (10 minutes)

a. What do you see in this picture? Expected answers

-Native Americans-Baskets of Food-Forests-Hunters

-Riverb. What do you notice about the natural resources at this location?

-Native Americans are using many resources-Many resources available ex. farmlands-Water available

c. How are the resources being used and in what ways could that help the Native Americans?

-Land used for farming/crops helped survive winter months-Trees used for making shelters helped then stay warm and protected-Stone used for tools/weapons helped for protection and hunting food-Resources helped in transportation on waterways using canoes for fishing or trading

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3. Read the three pages from the book to the class (where the images came from) to introduce the value of how the Native Americans used Michigan’s resources. This will summarize ideas brought up from the discussion of the images and bring up concepts of how the Native Americans in Michigan lived in specific areas that contained valuable resources. In a class discussion students will be asked “Why were these resources so important for the Native Americans?” and “Can you think of any locations in Michigan’s where some of these resources are found?” (5 minutes)

4. To generate interest for the next activity, the following questions will be asked: (5 minutes) numbers (4- 6 will be in presentation)

a. Looking back at our last activity what do you think is Michigan’s most important resource? Is there only one? Why or why not?

-All of Michigan’s resources are valuable-The resources work together to help people live in Michigan

b. How do you think natural resources influenced where the Native Americans lived in Michigan?

-The Native Americans lived in areas where resources were plentiful for hunting, farming, building, and farming.

5. Students will be divided into groups of two to work on a map and historical narrative activity. Each group will be assigned one of the following of Michigan’s natural resources: forests, wildlife, soil, stone and minerals, Great Lakes, rivers. (There will be multiple groups for each resource). Students will be given the Natural Resources of Michigan sheet with maps. Students will be told to read through the different resources with their partner paying special attention to their assigned resource. Students will then mark a location of the Michigan map on the sheet where their resource is found. When students finish a large map of Michigan will then be projected on the board. One student from each of the 6 resource groups will be asked to come up and draw a symbol on the map of where that resource can be found in Michigan.(important for teacher to point out that those are not the only locations). (10 minutes)

6. A discussion will be led relating those locations to why the Native Americans lived where they did because of resources. Students will then work with their partner to write a short historical narrative pretending that they are Native Americans.(Subject integration-writing) They will describe how they use the natural resource they were assigned by describing a typical day in early Michigan. Students must describe why that resource influences them to live in that location. Each group will share their story to the class. (15 minutes)

7. To conclude the activity students will be asked (5 minutes) a. What made your individual resource so valuable to the Native Americans?

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-Water, soil, and wildlife provide food and clothing-Stone and forest provide materials for hunting, tools, and shelter

b. How do all of Michigan’s resources affect your life today?-The resources provide agriculture, water, industry, economy, tourism

8. Students will be shown a video clip that gives visuals and descriptions of Native American utilization of Michigan’s resources. Students will be asked to pay attention to how the natural resources are used and write down as many resources as they notice. The video will be stopped half way through and students will also be asked to think about how those resources influenced where the Native Americans lived and think about other observations now that they visually see these resources. -Source https://www.youtube.com/watch?v=nFW2m2-m_Zg (Begin video at 0:40 and end at 2:35) (2 minutes)

9. After the video, a class discussion will be led and questions will be asked: (5 minutes)a. What were some of the natural resources from Michigan you noticed?

-Trees/Forests-Wildlife/Animals-Water/Farmlands-Stone

b. How were they being used? What did you observe from actually seeing the Native American products?-Trees-shelters, weapons, canoes. Animals-clothing, tools. Water-farming, transportation. Stone-weapons, tools -Native American products look and are used very different then what we have today.

c. How did these resources influence where the Native Americans lived? Why?-Native Americans moved close to where resources were located (ex: waterways) -Lived at most efficient locations for farming, settlors, transportation etc.

10. Scripted conclusion “Today we looked at two images of Native Americans using Michigan’s resources and identified resources and their values along with locations where these resources can be found. We learned about specific resources and located them on a map and then wrote a historical narrative to describe how Native Americans used the resources. We also learned how those resources influenced where the Native Americans lived and watched a video to visualize how Michigan’s resources where actually used and compared that to our lives today.” (1 minute)

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Image 1 and 2 from Michigan

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Map of Michigan

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https://www.google.com/search?site=imghp&tbm=isch&source=hp&biw=1366&bih=667&q=map+of+michigan+with+rivers&oq=map+of+michigan+with+rivers&gs_l=img.3...2652.17134.0.17272.31.16.2.13.9.0.153.1286.14j2.16.0....0...1ac.1.64.img..6.25.1148.Ks5EUtNYLo8#imgrc=iqSYKJ1kJVKruM%3A

Natural Resources of Michigan

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Forests- Forests cover more than half of Michigan's land. Most of the forests are found in the Upper Peninsula but there are many in the Lower Peninsula. Forests provide animal habitats, wood, and locations for hunting.

Wildlife- Michigan has many different forms of wildlife that are important resources. There are deer, elk, bear, wolves, turkey, and birds. Fish are also in many places in Michigan because of its’ lakes and rivers. Wildlife was used by Native Americans as food sources and clothing

Soil- Soil is located all over Michigan but the best soil is found in the southern parts of the Lower Peninsula. This location has large amounts of farmland that are good for growing crops.

Stone and Minerals- Michigan contains many different kinds of stone and minerals. Some rocks include Petoskey stones, and flint. The Keweenaw Peninsula shown in the map below used to mine large amounts of copper Ore. Native Americans often used stone to make tools and weapons.

Great Lakes-Michigan is surrounded by the Great Lakes as shown in the map below. Michigan touches Lake Michigan, Lake Huron, and a little part of Lake Erie. The great lakes are home to many fish and can be used for farming and transportation.

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Rivers-There are about 120 major rivers in Michigan. Rivers are used as sources of transportation, farming, and fishing. Some important rivers are shown above in the map of Michigan.

Lesson Plan 2Length of Lesson: approx 50 minutes

Date of Lesson: November 2015

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Title of Lesson: Using Cardinal Direction to Locate Native American Tribes and Resources in Michigan

Overview: This lesson will begin by a reading the book Michigan which will introduce students to different locations of resources in Michigan and connect it to the topic of direction. Students will participate in a discussion of tools used for cardinal direction and create a compass using the directions. Students will then participate in a cardinal direction activity where they will move around the room and analyze a map using direction to determine locations of Native Americans and resources in early Michigan. Students will also participate in discussion and a formative assessment worksheet.

Objectives: Students will be able to identify cardinal directions on a map to determine locations of Native Americans and resources in Michigan 3-G5.0.1, 3-G1.0.1

Anticipated Student Conceptions or Challenges to Understanding● Students may have the misconception that cardinal directions can only apply only in the

setting of using a map.○ To address this, be sure to provide students examples and experience using

cardinal direction to follow directions. For example, have students follow direction to find a location or discuss the locations using cardinal direction of different locations around Michigan or the United States.

Materials/Evidence/Resources:● Michigan- Jan Mader● Map of Michigan● Paper plates● Markers● Formative assessment worksheet● Class computers/resources● Computer/projector to display map

Assessment: Students will be assessed formatively on their responses to the book discussion and correct participation in the cardinal direction activity. They will also be formally assessed on their research and explanation as well as for accuracy on the worksheet.

Instructional Sequence:1. Scripted Instruction: “Today we will be looking at how to use cardinal directions to find

locations of resources and where early Native Americans lived in Michigan. We will read a book about resources and learn about using a compass to find direction on a map. We

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will also do an activity to practice and then you will research information about certain locations of Native Americans and the resources they used in Michigan.”

2. Introduce students into lesson by the book Michigan which discusses different locations in Michigan with current pictures and descriptions of resource utilization. Students will be told to pay attention to and try to picture the locations of Michigan’s resources and to think about where they have seen the resources. The teacher will transition the descriptions of the locations to the topic of direction regarding early Native American locations and resources in Michigan. Ask students the following questions:

a. What are some locations in Michigan where resources are located? What resources were described?Expected answers

i. Great Lakes-water, fish ii. Lower peninsula, Farmlands-food iii. All parts of Michigan- forests

b. Where have you seen these resources? i. Rivers/lakes nearby ii. Farmlands- middle of state, lower part etc. iii. Forests- all around Michigan/different parts of the United States

c. How do you describe where something is located? What tools do you use?i. Tell where something is compared to what is close or nearby/ describe what you observe around you

ii. Use a map/compass/signs 3. Show students map of Michigan (attachment) to transition to a discussion about utilizing

cardinal directions. The map contains a compass and vocabulary will be introduced and described as students are asked: “What is a direction? Looking at the map what do you call the direction that is up? The direction that is down? What do we call these?” (Teacher will describe cardinal directions). “What is the symbol in the top corner?” This visual will introduce using cardinal directions to identify locations and resources in Michigan and move to locations of early Native Americans. Students will draw a compass on a paper plate. To engage and apply, ask students:

a. What cardinal direction is the resource Lake Michigan located on the map? Where is the resource of forests located in the Upper Peninsula?Expected answers:

i. West, Northb. I. What cardinal direction would you give a location that is in the middle of North and west? II. What resources are found in the Northwest part of Michigan?

i. Northwest ii. Water, forests, dunes4. Students will be given the first page of the formative assessment worksheet (attached)

containing a map of Michigan with shaded regions showing where early Native American tribes lived. Students will each be assigned a tribe and will have to determine which

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cardinal direction their tribe is located. Paper with (North, South, East, and West) will be placed around the room and students will be instructed to move to that location (students will be informed to move to areas of the room in between direct locations if their tribe is not at an exact cardinal direction ex: southwest may stand in the middle of south and west). After students have moved, ask them at each location, which tribe in Michigan they are a part of, to informally check understanding. Students will then work with a partner from their cardinal direction group to research the resources found at their location in Michigan. Students must write a short description of how there tribe used the resource and may use computers and books provided in the classroom.

5. A discussion will be held as the teacher will make a list of resources on the board as students present the information they found. Students will be asked: “What is your tribe and where is it located? What resources did you find? How did your tribe use them?” (students will be asked to write their tribe on the map projected on the screen) As students share information, write the names of the tribes under the resources listed on the board. Ask students:

a. How could you use cardinal direction to give someone directions?Expected answers:

i. Use cardinal directions to tell someone which roads to follow ii. May help someone who is lost to find their way

b. In what ways do you think Native Americans used cardinal direction? i. Travel and exploration ii. Trading with settlers or other tribes

c. How do you think the resources influenced your tribe to live where they did in Michigan?

i. Forests gave wood for canoes and shelters certain areas ii. Water gave transportation in certain areas iii. Land helped for farming in certain areas6. Students will complete a formative assessment worksheet (attached formative assessment

pg 8) to show their understanding of using cardinal direction to locate on a map, the tribes and resources discussed in the activity. Students will also describe how Michigan’s resources were utilized and analyze their importance.

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Michigan Maphttp://www.gettyimages.com/detail/illustration/vintage-style-michigan-map-royalty-free-illustration/165795345

Lesson Plan 3

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Length of lesson: approx. 50 minutes

Date(s) of lesson: November 2015

Title of Lesson: Influences of Michigan's Environment on Trade Between Native Americans and Early Europeans

Overview: This lesson will begin by engaging students on the topic of trade and they will complete a chalk talk discussing things for the environment that Native Americans traded. A discussion will be held a PowerPoint will show the resources and the teacher will describe their value in trading between Native Americans and early Europeans. Students will draw pictures and describe the value of each resource provided by Michigan's environment. Students will participate in a trading simulation to demonstrate the value and challenges of trade in early Michigan. They will also create a historical narrative pretending to be Native Americans to describe the influence of the environment on trade

Objectives:● Students will be able to create a narrative describing the Native American’s

environmental interactions in their daily lives. 3-H3.0.5, 3-H3.0.7, 3-G5.0.2● Students will be able to describe the interactions and trade between the Native Americans

and European settlers due to Michigan’s environment. 3-H3.0.1, 3-H3.0.6

Anticipated Student Conceptions or Challenges to Understanding:● Students may have the misconception that trade only involves the exchange of similar

items such as food when in reality trade involved differences such as tools being exchange for food.

○ To address this, describe some examples of resources from Michigan's environment that were traded by the Native Americans. Have students analyze the benefits of trade and provide evidence of the value of trading different resources.

Materials/Evidence/Resources:

● Posters ( 1 per group of 4)● Markers● Resources blank sheet ● Computer/Projector for PowerPoint ● Resources cards for simulation

Assessment: Students will be formatively assessed on their participation and thoughts in the chalk talk, fact drawing activity, and the simulation. They will be summatively assessed on their accuracy and overall pulling together of concepts in their historical narrative.

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Instructional Sequence:1. Scripted Instruction “Today we will be looking at the idea of trade and the importance of Michigan's environment on trade between the early Native Americans and European settlers. We will do a chalk talk activity and also learn about these resources and their value in trade by doing a simulation activity. We will also write a story to pretend we were Native Americans using Michigan's environment.”

2. Students will be instructed to complete a “Chalk Talk” involving the concept of trade to engage them in the lesson topic and provide their current knowledge. Students will be divided into groups of four and will be asked to write the word trade and circle it in the middle of a poster. Tell students to write down any ideas they have about what trade is and what was traded by early Native Americans in Michigan drawing lines to connect those ideas to the word trade. If students have ideas to build off of others they may draw more lines to connect. After the groups have finished they will leave their group posters and travel to other posters to write down more connections from other groups different ideas. Students will go to each group then they will hang their posters on the board. The teacher will lead a discussion asking students:

a. What were some common ways we described the word trade?Expected answers:

i. Giving someone something you have for another thing you want ii. Sharing your food/things with someone who doesn’t have what you haveb. What were examples of things traded by Native Americans? Where do these resources come from?

i. Weapons ii. Food-vegetables, fruit iii. Resources come from rocks, farmland, trees

c. Why do you think Michigan’s environment is so important for trade? i. Land and water helps to grow food, ii. We have an environment with things (resources) other places don’t

3. Lead a discussion on the resources from Michigan’s environment that were utilized by the Native Americans to be traded with the early European settlers. To transition into an explanation the concept of trade from the first activity and connect it to trade with the settlers ask students:

a. What do you think trade did for the Native Americans? Who did they trade with?Expected answers:

i. Helped them to grow different foods/ make new tools ii. Traded with other tribes in US/ settlers

b. What were some resources Native Americans had that the Europeans didn’t? i. Certain crops

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ii. Stone tools/arrowsIntroduce the items which the Native Americans from Michigan utilized and traded with the Europeans explaining the answers to the questions above. Explain the value of Michigan’s environment on the resources Native Americans produced and traded. Provide pictures of Native American products such as weapons, fur, fruits and vegetables, and meat. Students will be given a sheet of paper with a box for each product the early Native Americans produced in Michigan. As the teacher explains each item by displaying picture on a PowerPoint, students will draw a picture of the item in the box, and write how that resource was used and why it was valuable.

4. Students will participate in a trading simulation to help them visualize the value of Michigan’s environment on early Native American and European settlers trade and interaction. The activity will demonstrate the positive and negative aspects of trade including Michigan’s valuable resources and challenges Native American faced with trading. The class will be split into two groups including the Native Americans and European settlers in Michigan. The Native American group will be given cards with pictures of the resources they traded including their staple trading items corn and fur. The European settlers group will be given cards with picture of resources they brought from Europe and traded including the desired item of steel. Both groups will be told to trade their resources to get what they feel is most important to their lives. The Native Americans will be told to keep at least one of each of their original products to represent how they need to continue their utilization of resources on their land. This will also represent the Native American challenge of continuing their own utilization of Michigan’s resources while settlers used their land and resources. Ask students:

a. What was challenging about trading as a Native American? What resources were wanted by both groups?

i. Hard to not trade everything because you need some to keep making more (ex: corn)

ii. Corn, steel, (most desired crops for trade)

5. To bring this idea together instruct students to write a historical narrative pretending they were early Native Americans living in Michigan. Students will have to write about how they use Michigan’s resources on a daily basis. They must describe at least one specific resource and tell how they use it and the value it brings to their tribe. Students must include the topic of trade in their short story paragraph. They may describe what they traded or how they trade and tell their resources influenced trade with the early European settlers. Students will then share their narratives to the class.

Reflection

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Overall after completing my unit plan, I have learned a lot about planning and organizing lessons to align with a goal in learning and creating compelling questions. When I began this unit I knew many things about the Native Americans in Michigan. I knew about the importance of Michigan's resources for the Native Americans and the effect of that on where they lived. This included the uses of resources such as for agriculture, weapons, tools, shelter, and transportation. In order to plan this unit, I needed to know about specific locations of resources and tribes in Michigan. I also needed to research the ways Native Americans traded with the Europeans in Michigan and the resources which they traded. I also needed to refresh my memory on specific Native American tribes. I was able to take a lot out of revisions and feedback by changing the format as well as the wording of my unit compelling question and relating concepts. I used feedback to simplify some of the wording in my assessments for example to make it more appropriate for a third grade level. I also was able to revise my unit to help make my lessons focus on specific objectives and the overall purpose of my compelling question. Planning this unit has largely influenced my vision of goals for teaching social studies. I now feel more confident in my ability to make social studies relevant to students’ lives. Although history involves the past such as Native Americans, I can make my lessons connect to students to understand. I want to use some of these techniques to teach social studies at a child’s level such as simplifying a primary text for example. I can see using what I have learned to help develop lessons of quality that really engage students in making meaning of the concepts in social studies.

The biggest challenge I faced in creating this lesson was making the activities and lessons grade appropriate for meeting third grade standards. It was also a challenge to make sure that all of my objectives in the unit connected to the overarching theme and purpose of the unit. I am most proud of the detail, organization, and depth of each of my lessons. I feel that they are very creative as well as meaningful for teaching social studies concepts. I think that the ideas in my lessons, and the unit in general have good transitions to help students develop knowledge and build off of it. I also think that my lessons do a great job of involving activities where students can learn content while being able to use critical thinking to present their understanding. Now that I have begun planning lessons, my perspective relating to flow of lessons has changed dramatically. I am now aware of the purpose of creating objectives and completing questions and know how to put thought in presenting information that may be a controversial issue. I think that this unit has allowed me to understand the value of quality lesson planning and making instructional decisions based on what your specific students are capable of understanding. Overall this unit has improved my teaching perspectives and ideas for how I will teach social studies.

References

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Detroit Historical Society: Frontiers to Factories: Curriculum. (2011). Retrieved December 14,

2015

Dunbar, & May. (1970). Rivers in Michigan. Retrieved December 14, 2015

Gordon, D., & Gordon, S. (Directors). (2012). Native Americans [Motion picture].

Keweenaw peninsula map - Google Search. (2015). Retrieved December 14, 2015

Mader, J. (2003). Michigan. New York: Children's Press.

Mitchell, J., & Woodruff, T. (1987). Michigan: An illustrated history for children. Suttons Bay,

Michigan: Suttons Bay Publications.

Rico, L. (n.d.). List of Michigan's Natural Resources. Retrieved December 14, 2015,

You are Here Kids State Symbols & Facts. (2014, June 4). Retrieved December 14, 2015