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TRANSCRIPT
SST 309 Unit/Vocabulary Plan Katie Lee
Winter 2013
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Michigan History Unit & Vocabulary
Table of Contents
Page 1……………………………………….Title Page
Page 2……………………………………….Table of Contents
Page 3-5……………………………………..Overview/Rationale/Introduction
Page 5-9……………………………………..KUD’s & I Can Statements
Page 10-11…………………………………..Assessment Ideas
Page 11-13…………………………………..Sequence of Instruction/Vocabulary Lesson
Page 13-15…………………………………..Resource A
Page 16-17 ………………………………….Resource B
Page 18-19 ………………………………….Resource C
Page 20 ……………………………………..Lesson 2
Page 21-23 ………………………………….Resources Lesson 2
Page 24-27 ………………………………….Lesson 3
Page 27 ……………………………………..Resources Lesson 3
Page 28-29 ………………………………….Lesson 4
Page 29 ……………………………………..Resources Lesson 4
Page 30 ……………………………………..Lesson 5
Page 31-34 ………………………………….Resources Lesson 5
Page 35-36 ………………………………….Lesson 6
Page 37-38 ………………………………….Resources Lesson 6
Page 39-40…………………………………..Works Cited
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Michigan History Unit & Vocabulary
2. Overview/Rationale/Introduction
KUD 1: 3-H3.0.1 Identify questions historians ask when studying Michigan history
Overview: This unit will introduce students to questions historians might ask in present day when studying Michigan history. Third
graders will understand questions that are helpful in studying the history of the state. They will also understand that there are questions
that are not relevant in learning the history of Michigan and they will be able to decipher which ones are not important.
Rationale: It is important that students learn basic questions asked when studying Michigan’s history because some are relevant and
some are not. The history of our state is important to each individual living here because it affected the way we now live. Students in
the third grade should be able to learn basic history about Michigan in order to know questions historians might ask.
Introduction: This unit, about questions historians ask when studying Michigan history, will allow students to understand what a
beneficial question is and what is not necessary when learning about the history. Students will engage in large group discussion,
worksheet analysis, and oral assessments that are appropriate for third graders.
KUD 2: 3-H3.0.2 Explain how historians use primary and secondary sources to answer questions about past
Overview: This unit will teach students what primary and secondary sources are and how to use them when answering questions
about the past. Third graders will understand that a primary source is any original document, artifact or relic (diaries, journals,
pictures) and a secondary source is one that is interpreted from a primary source (articles, history textbook, commentaries).
Rationale: It is important that students learn how to use primary and secondary sources because these are how we learn from our past.
Without evidence and proof of events happening, we would not know how to improve our societies or learn from our mistakes.
Teaching third graders how to use these sources will benefit them greatly because they will then understand the importance of the
sources and why they are used which means it is a great time to teach them why historians use them.
Introduction: This unit about how historians use primary and secondary sources will allow students to research primary and
secondary sources of their own, study news articles and artifacts and videos, and understand what each represents. During the lesson
students will engage in activities allowing them to see the importance of these sources and practice teamwork simultaneously.
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Unit/Vocabulary Plan SST 309 Lee, Section 02
KUD 3: 3-H3.0.7 Use primary and secondary sources to construct a historical narrative about daily life in early settlements of
Michigan
Overview: This unit will introduce students to early life of pioneers living in Michigan. This unit will provide examples of what
women and daughters did in the household, husbands and sons, how the land was like and other aspects of daily life. Students will
learn from videos, books, articles and more. Then students will take their new knowledge and construct a poster board and story.
Rationale: It is important that students learn they can use primary and secondary sources to create a narrative because this is how our
daily life today started. Students need to understand where our customs and traditions originated.
Introduction: This unit about making a historical narrative will allow students to work individually and with partners. During the
lesson students will engage in activities that teach them the background information and then work collaboratively to combine
findings.
KUD 4: 3-H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan
Overview: This unit will introduce students to case studies and important events and people in Michigan history. Students will be able
to use information they find to describe how a person and event affected Michigan’s history and will share their findings with me in a
paper.
Rationale: It is important for students to understand that case studies talk about important people or events because the two websites
they will be using are all about case studies and stories.
Introduction: This unit about using case studies and stories to describe how individuals or events changed Michigan history will
allow students to work individually and collaboratively with partners. Each student will be writing their own papers on one even and
individual who had an impact on Michigan’s history, however.
KUD 5: 3-H3.0.10 Create a timeline to sequence early Michigan history
Overview: This unit will introduce students to the series of events that led Michigan to the state it is now. They will learn that the
order of these events and people: American Indians, Etienne Brule, French and Indian War, American Revolutionary War, Northwest
Territory, and Michigan Territory. Third graders will understand the order in which these events happened.
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Rationale: It is important that students learn the basic beginnings of Michigan history because they are the foundation of our state.
We would not have the laws and settlements here now if these events did now occur.
Introduction: This unit, about making a timeline of early Michigan history will allow students to participate individually, with
partners and as a class. Students will read articles online, create a three-quarter book by themselves, create a timeline with a partner,
and share findings to the whole class. Students will demonstrate their learning by placing in order, from oldest to newest, events in
Michigan history.
KUD 6: 3-H3.0.3 Describe the causal relationships between these events in Michigan’s past: Erie Canal and Settlement
Overview: This unit will introduce students to the Erie Canal and its direct relationship; settlement. Third graders will understand that
the Erie Canal was an easy way of transportation and opened many possibilities for people wanting to move.
Rationale: It is important that students learn where the Erie Canal was built and what it is. Students should also realize what
settlement means and how they, themselves have settled somewhere. Students can understand that moving in the 1800’s was more
difficult than it is now so this was a wonderful new means to an end.
Introduction: This unit about the relationship between the Erie Canal and settlement will allow students to participate in both
individual groups, small groups and as a whole class. They will listen to the teacher read trade books, watch a powerpoint presentation
with videos, poems, songs, primary and secondary sources and will see the relationship directly. Students will engage in oral activities,
silent activities and arts and crafts. Students will demonstrate their learning by presenting their findings on the relationship between
the Erie Canal in either a model representation or in a story format.
3. KUD’s: The road map:
GLCE and Verb 3-H3.0.1 Identify questions historians ask when studying Michigan history
Knowledge (K) Understand (U)
DOL: Demonstration of Learning (DO)
Vocabulary I Can
A question is a sentence that looks to
Students will understand
Given 5 blank
spaces and 10
questions to
Questions Historians
I can identify crucial questions historians would ask when studying Michigan history.
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Unit/Vocabulary Plan SST 309 Lee, Section 02
find information or answers. Examples could be: “What happened? When did it happen? Who was involved? How & why did it happen?” Historians ask many questions to understand the history of the State. American Indians were the first to settle in Michigan in 11,000 BCE. New France was defeated in the French & Indian War in 1763 and then the British were defeated in the American Revolutionary War in 1783. Michigan then became part of the Northwest Territory after the Treaty of Paris in 1783. This is why we are currently considered part of the Northwest.
that there are specific questions that are helpful when learning about Michigan history.
choose from,
students will pick
questions related
to historians
studying
Michigan’s
history.
History American Indians Settlement New France French & Indian War American Revolutionary War Erie Canal Northwest Territory
GLCE and Verb 3-H3.0.2 Explain how historians use primary and secondary sources to answer questions about past
Knowledge (K) Understand (U)
DOL: Demonstration of Learning (DO)
Vocabulary I Can
Primary sources are Students will Using 2 examples Primary source I can tell how historians use primary and secondary
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Unit/Vocabulary Plan SST 309 Lee, Section 02
documents recorded during the time of study. Secondary sources are comments or interpretations of primary sources. Historians use these sources to validate any information they have already learned or to expand upon any information they need to learn more about.
understand that primary and secondary sources are used in certain ways to help historians answer questions about the past.
of primary and secondary sources provided, students will explain how historians use these to answer questions about Michigan’s past.
Secondary source Historians Past Validate Information
sources to answer questions about the past.
GLCE and Verb
3-H3.0.7 Use primary and secondary sources to construct a historical narrative about daily life in early settlements of Michigan
Knowledge (K) Understand (U)
DOL: Demonstration of Learning (DO)
Vocabulary I Can
Historical narratives are stories about a past event. Primary sources are documents recorded during the time of study and secondary sources are comments or interpretations of primary sources.
Students will understand that daily life in early settlements of Michigan were all different based on the primary and secondary sources they use.
Given a poster board students will divide it into four sections explaining the 4 main aspects of daily life.
Historical narrative Pioneer Settlement Primary source Secondary source Story
I can create a historical narrative of early settlements in Michigan using both primary and secondary sources.
GLCE and Verb 3-H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan
Knowledge (K) Understand (U)
DOL: Demonstration of
Vocabulary I Can
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Learning (DO)
Case studies are reports on individual units. Some main individuals were: Etienne Brule - first white explorer; Jacques Marquette - first permanent settlement was led by him; Henry Ford - automobile industry; Ku Klux Klan - white, racist protestants (branch of Christianity).
Students will understand that the ideas or actions of individuals in Michigan history affected our state either positively or negatively.
Given 3 case studies and stories about individuals who have affected Michigan’s history, students will choose one individual or group of individuals and explain their role.
Case study Individuals Etienne Brule Jacques Marquette Henry Ford Ku Klux Klan Protestant
I can explain how the ideas or actions of an individual affected Michigan’s history.
GLCE and Verb 3-H3.0.10 Create a timeline to sequence early Michigan history
Knowledge (K) Understand (U)
DOL: Demonstration of Learning (DO)
Vocabulary I Can
A timeline goes from early happenings to more recent events in left to right order. American Indians were the first to settle in Michigan in 11,000 BCE. 1621: Etienne Brule found Michigan. New France was defeated in the French & Indian War in 1763 and then the British were defeated in the
Students will understand that a timeline can give a visual representation of the events of early Michigan history.
Given a sheet of construction paper, students will draw a timeline of early Michigan history with at least 7 major events.
Timeline American Indians Etienne Brule New France French & Indian War British American Revolutionary War Northwest Territory Treaty of Paris Michigan Territory
I can make a timeline of early events in Michigan history in order from oldest to newest.
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Unit/Vocabulary Plan SST 309 Lee, Section 02
American Revolutionary War in 1783. Michigan then became part of the Northwest Territory after the Treaty of Paris in 1783. This is why we are currently considered part of the Northwest. In 1805 the Michigan Territory was created.
GLCE and Verb 3-H3.0.3 Describe the causal relationships between these events in Michigan’s past: Erie Canal and Settlement
Knowledge (K) Understand (U)
DOL: Demonstration of Learning (DO)
Vocabulary I Can
The Erie Canal was our nation’s first major transportation system. It brought over much trading, more people and more settlements. Settlements have to contain populations of people in order to survive and thrive and with a gateway to more opportunities, settlements grew in Michigan as the Erie Canal became known.
Students will understand that the Erie Canal resulted in more settlements in Michigan.
Using either a model or story, students will describe the relationship between the Erie Canal and settlements in Michigan.
Erie Canal Settlement Trading Transportation
I can explain why the Erie Canal caused more settlements in Michigan.
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Unit/Vocabulary Plan SST 309 Lee, Section 02
4. Assessment ideas:
KUD 1 3-H3.0.1 Identify questions historians ask when studying Michigan history a. After the lessons are finished, students will be given a worksheet with 5 blank spaces and 10
questions. Students will have to pick 5 questions and write them on the blank spaces to show their understanding of identifying
questions historians ask when studying Michigan history.
b. I will grade the students’ work after they turn in their worksheets. I will make 60% of the questions relevant to Michigan history so
the students will have one extra question if they aren’t sure what to pick. Students who pick 100% of the relevant questions historians
might ask will be considered to have “mastered” the material.
KUD 2 3-H3.0.2 Explain how historians use primary and secondary sources to answer questions about past a. After the lessons students will be given three questions that could pertain to how historians use sources to answer questions about
the past. Two of these questions will be False and one will be True. Students will select the best answer. During the lesson I will ask
each student how sources are used.
b. I will collect the worksheet with the True and False questions and grade immediately. If the students got them right, I will know
they understand how the sources are used to answer questions about the past. If they don’t, I will either review with them how they are
used and then assess again or see if it’s the individual student who needs help.
KUD 3 3-H3.0.7 Use primary and secondary sources to construct a historical narrative about daily life in early settlements of Michigan a. After the lessons students will understand the early life of pioneers in Michigan. They will watch videos and hear stories about
Little House on the Prairie which accurately depict daily life in early settlements of Michigan.
b. I will collect poster boards from the students and ensure they filled in each part correctly (formative assessment). Then I will collect
the partner or individual stories of daily life and assess students based on accuracy
KUD 4 3-H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan a. After the lessons students will understand what case studies are and that they can use them to describe information. During the
lessons students will use websites provided and I will walk around and check them and ask if they have any questions about anything
(formative assessment) and then will assess them at the end of the lesson by having them use two case studies on a person and event
with the attached rubric.
b. I will collect papers from students about their case studies and how they affected Michigan history. These will be graded using the
rubric created in the attachments.
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Unit/Vocabulary Plan SST 309 Lee, Section 02
KUD 5 3-H3.0.10 Create a timeline to sequence early Michigan history a. After the lessons students will be given paper to create a timeline with a partner followed with an assessment of matching events to
the order in which they happened.
b During the lessons I will collect each student’s folded+ books of the main Michigan events and grade them and hand them back
immediately so they can use them to show to their partner and use that information. After the lesson and the students share their
timelines, I will collect them followed by the worksheet matching early events in Michigan history.
KUD 6 3-H3.0.3 Describe the causal relationships between these events in Michigan’s past: Erie Canal and Settlement a. During the lessons students will be given a sheet of lined paper to write down their reasoning for the relationship between
the Erie Canal and settlement. Then after the lessons I will have the students present their models or stories they created about the
relationships to the class and turn them in.
b. I will collect the papers after about three minutes and read them over while the students are working on their models; this
is a formative assessment. Then at the end of the lesson I will assess them on their model or story they created by how well it
depicts the relationship of the Erie Canal and settlement (if they drew people, homes, stores, etc. near the river or built homes on their
model).
5. Sequence of Instruction: Lesson 1 - Vocabulary Lesson
Lessons: How will you
take them where they
need to go?
(Step-by-Step plan)
Instructional
strategies/Social
constructs: How will they
work?
(AND what will YOU do?)
Resources needed: What materials and resources will they need?
(Page #’s read, graphic organizers, books, posters, realia, etc…)
3-H3.0.1 Identify
questions historians ask
when studying
Michigan history
Pre-test/Anticipatory
set: Multiple question
starters will be on the
board for students to
get used to (Who?
Instructional
strategies/Social
constructs: Students will be
in whole group discussion
while I introduce questions
from most basic to specific
to Michigan history.
Students will work together
in deciding what questions
Resources needed:
Trade book: Schonberg, M. (2003). Michigan History.
Paper/Pencil/markers/chart paper, etc.
Worksheets (Resource B)
Michigan History Time
http://www.michigan.gov/kids/0,4600,7-247-46688---,00.html
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Unit/Vocabulary Plan SST 309 Lee, Section 02
What? When? Where?
Why? How?), then
basic questions about
life (Who is that? What
time is it? When is
dinner? Where do you
live? Why are we here?
How are you?), and
questions about
Michigan’s history
(Who was the first to
settle in Michigan?
What did they land on?
When did the American
Indians find Michigan?
Where did the first
settlers land? Why did
they come to Michigan?
How did they find
Michigan?)
Lesson:
Direct Instruction:
1. Teacher will
introduce the tree
different types of
questions by writing
them all on the board or
having them cut out and
taping them to the
board (according to the
script on A & B). The
are helpful and which are
not in studying history.
Cooperative activity
Large group
Formative
assessment/checking
for understanding as
they go along
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Unit/Vocabulary Plan SST 309 Lee, Section 02
teacher will give other
examples and ask
students if they have
any examples of
question starters, basic
questions about
everyday life or about
Michigan history to be
more specific.
2. Teacher will read a
trade book to show
students some history
about Michigan and
will ask questions
throughout the books so
students get an
understanding of what
is an acceptable
question when studying
Michigan history.
6. Resource Attachments
Resource A: A Script for Vocabulary Development
Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces word)
Questions:
Teacher-talk (Step One): Show students the 6 types of questions on the board. If you need to know a certain answer, what question
would you ask? If you need to know where something is, how is a proper way of asking it? (Students may answer). Show students 6
types of questions about everyday life on the board. Ask them if they can think of any others (students may answer). Then ask students
if they know any history about Michigan. They may or may not, so if they don’t then put some questions up on the board that deal
with history. This will get them thinking about the history of Michigan. Ask students if they have any confusion and if they understand
every question up on the board. Allow students to answer any questions they feel as though they know. Make sure they know the
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Unit/Vocabulary Plan SST 309 Lee, Section 02
difference between basic questions and specific questions pertaining to the history of Michigan for this is the whole purpose of this
lesson.
American Indians:
Teacher-talk (Step One): We now live in Michigan but who was the first to live here? Who came here way before any of us ever did?
(Allow student answers). Students will probably think the Pilgrims were the first to come to Michigan because of false teachings and
Thanksgiving but assure them that it was the American Indians who were the first to discover Michigan. Ask them if they know what
year they first found it. If they don’t know, tell them it’s ok because it was long before you or any of your close relatives were born.
The American Indian’s first settled into Michigan in 11,000 BCE. (Show pictures of American Indians). Some of the students may
have some Indian in them, ask them if they know their heritage and have them share with their neighbors for about 30 seconds.
Show a video on traditional American Indian’s http://www.youtube.com/watch?v=RqapXCjcmr8
Step 2 - Building Academic Vocabulary: Write your own meaning for “Questions”
Teacher-talk: We have learned a lot about questions and specific questions today. How could you explain to your parents what you
have learned? Perhaps carry on a conversation with them and ask insightful questions. (Ask random students and write their answers
on the white board).
Step 3 - Building Academic Vocabulary: Draw a picture of one of the questions in action
(Students will be given a sheet of blank paper and will be asked to draw out either a scene of a question being asked or anything to
express that they know the question is the most important part and it is clearly shown throughout the drawing.
Settlement:
Teacher-talk (Step One): Yesterday we talked about questions and American Indians and how those are both crucial parts of learning
about the history of Michigan. Today, we are going to talk about how historians can use questions we have identified to learn about
Michigan’s history involving settlement. Did American Indian’s “settle” in Michigan? (Allow student discussion). If they are not sure,
ask them how the American Indian’s got here and what that is called. Then ask them who else has settled in the Michigan area? Do
they know any other facts? Or have any of them ever had to move someplace else and settle down. This might be a little more personal
and informative if a student experienced it firsthand.
Step 2 - Building Academic Vocabulary: Write your own meaning for “Settlement”
Teacher-talk: We have been talking about settlements and how the American Indians were the first to settle in Michigan. Can you
write in your own words a definition of the word “settlement”?
(Ask a few students to give their definition and add to the white board).
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Step 3 - Building Academic Vocabulary: Draw a picture of one of the questions in action
(Students will use the back of their blank sheets of paper to draw their picture of settlement on it. The teacher will collect these and pin
them to the wall so students can see everyone’s.
Step 4 - Building Academic Vocabulary Do activities that allow students to work with words they are learning
Teacher-talk: I am going to give you quite a few examples today of relevant questions historians might ask when studying our state’s
history. I am also going to add up there, at random, questions that are not relevant to the history of Michigan. You will work by
yourself to decipher which of the questions are relevant to the history of Michigan.
Step 5 - Do activities that allow students to work with words
Step 6 - Building Academic Vocabulary - Play games relevant questions they are learning
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource B Questions to Use to Illustrate Relevant/Purposeful Questions Historians Ask
Question Starters 1. Who?
2. What?
3. When?
4. Where?
5. Why?
6. How?
Basic Questions 1. Who are you?
2. What is for dinner?
3. When will we be there?
4. Where are we going?
5. Why are we here?
6. How are you?
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Specific questions about Michigan history 1. Who was the first to settle in Michigan?
2. What did they travel in?
3. When did the American Indians find Michigan?
4. Where did the first settlers land?
5. Why did they come to Michigan?
6. How did they find Michigan?
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource C Worksheet Name__________________________________
Date____________________
Directions: Use the 10 questions below and pick 5 of the most relevant to historians studying
Michigan history. There are more than 5 correct answers but only choose 5.
1. Who were the first settlers in Michigan? 6. Who is the President of the United States?
2. What did the first settlers travel in? 7. When did the American Indians settle in Michigan?
3. Why did anyone come to Michigan? 8. How did they find Michigan?
4. When was the Constitution written? 9. Where ocean is on the East side of the United States?
5. Why is Michigan considered part of the Northwest Territory? 10. How many states are there?
1.__________________________________________________________________________________________________________
2. __________________________________________________________________________________________________________
3. _________________________________________________________________________________________________________
4. _________________________________________________________________________________________________________
5. _________________________________________________________________________________________________________
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource C Worksheet Answer Sheet Name_Katie Lee______________________
Date_4/22/2013_______________
Directions: Use the 10 questions below and pick 5 of the most relevant to historians studying
Michigan history. There are more than 5 correct answers but only choose 5.
1. Who were the first settlers in Michigan? 6. Who is the President of the United States?
2. What did the first settlers travel in? 7. When did the American Indians settle in Michigan?
3. Why did anyone come to Michigan? 8. How did they find Michigan?
4. When was the Constitution written? 9. Where ocean is on the East side of the United States?
5. Why is Michigan considered part of the Northwest Territory? 10. How many states are there?
1.__________________________________________________________________________________________________________
2. __________________________________________________________________________________________________________
3. _________________________________________________________________________________________________________
4. _________________________________________________________________________________________________________
5. _________________________________________________________________________________________________________
Who were the first settlers in Michigan?
What did the first settlers travel in?
Why is Michigan considered part of the Northwest Territory
When did the American Indians settle in Michigan?
How did they find Michigan?
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Lesson 2
Lessons: How will you take
them where they need to go?
(Step-by-Step plan)
Instructional strategies/Social
constructs: How will they
work?
(AND what will YOU do?)
Resources needed: What materials and resources will they
need?
(Page #’s read, graphic organizers, books, posters, realia, etc…)
3-H3.0.2 Explain how historians
use primary and secondary sources
to answer questions about past
Pre-test/Anticipatory set: Introduce students to
Lesson:
Direct Instruction:
1. Teacher will
Instructional strategies/Social
constructs: Students will
participate in small groups
deciphering the importance of
primary and secondary sources.
Each group will be given the
same 2 primary sources and 2
secondary sources. They will
share their findings with the
class on a poster board and
explain their reasoning.
Resources needed:
Poster board
Markers
Colored pencils
Which is True? (Attachment A)
Pictures of Primary & Secondary Sources (Attachment B)
Primary Sources for Kids:
http://www.socialstudiescentral.com/content/primary-
sources
How historians use primary & secondary sources
http://wiki.answers.com/Q/How_do_historians
use_primary_and_secondary_sources
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Unit/Vocabulary Plan SST 309 Lee, Section 02
6. Resource Attachments
Resource A: Worksheet
Name: ______________________
Date: _______________________
Which one is True? Directions: Circle the one True answer about how historians use
Primary & Secondary sources to answer questions about the past.
True or False: Primary and Secondary sources show what
happens in the future.
True or False: Primary and Secondary sources help find out what
really happened in the past.
True or False: Primary and Secondary sources are not reliable.
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource A: Worksheet Answer Sheet
Name: Katie Lee_____________
Date: _4/22/2013_____________
Which one is True? Directions: Circle the correct answers about how historians use
Primary & Secondary sources to answer questions about the past.
True or False: Primary and Secondary sources show what
happens in the future.
True or False: Primary and Secondary sources help find out what
really happened in the past.
True or False: Primary and Secondary sources are not reliable.
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource B: Artifacts (Primary & Secondary Sources)
Primary Source Secondary Sources
French & Indian War
(1763)
American Revolutionary War
Treaty of Paris: Michigan became part of
Northwest Territory
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Unit/Vocabulary Plan SST 309 Lee, Section 02
Lesson 3
Lessons: How will you take
them where they need to go?
(Step-by-Step plan)
Instructional strategies/Social
constructs: How will they
work?
(AND what will YOU do?)
Resources needed: What materials and resources will they
need?
(Page #’s read, graphic organizers, books, posters, realia, etc…)
3-H3.0.7 Use primary and
secondary sources to construct a
historical narrative about daily
life in early settlements of
Michigan
Pre-test/Anticipatory set:
Lesson:
Introduce students to how early
pioneers lived in Michigan.
Students will have a basic
understanding of pioneers and
early settlements in Michigan.
Direct Instruction:
Teacher will read over this
lesson plan written by Calhoun
ISD Department of Curriculum
called “Third Grade Settling
Michigan Lesson 2 Settlers - A
Look at their Lives”:
1. “Read the class chapters 6, 8,
and 10 from Laura Ingalls
Wilder's Little House on the
Prairie, which describes the
Ingalls' family life, home, and
Mary's and Laura's chores.
OR
Show Little House on the
Prairie Season One Pilot.
Instructional strategies/Social
constructs:
KWL for what pioneer
life was like in early
settlements of
Michigan; individual
work
Then after the lesson
students will share their
findings with partners
Teamwork on the letter
Resources needed:
Poster boards
Blank paper for letters
Colored pencils
Wilder, L. (1962). Little House on the Prairie (ch. 6, 8 &
10)
Little House on the Prairie Part One - Pilot
http://www.youtube.com/watch?v=i69XFQkRetA&
feature=PlayList&p=DAB7AD0385D2E04A&index=0
Article: The Mitten - Pioneer Life by Michigan History
Magazine
Primary Sources for Kids:
http://www.socialstudiescentral.com/content/primary-
sources
KWL chart (Attachment A)
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Unit/Vocabulary Plan SST 309 Lee, Section 02
2. Pioneers are the first
settlers. Lead a discussion
about the aspects of the
movie(book):
a. Describe their
travel
problems.
(Very hard
with muddy,
rocky trails-no
bridges)
b. Why did they
choose to
move west?
(Promise of
free/cheap
land)
c. How did the
first settlers
adapt to, use
and modify the
natural
resources in
Michigan?
(Trees to make
plank roads
and cabins;
Water for
watering
crops,
cooking,
washing and
daily chores;
26
Unit/Vocabulary Plan SST 309 Lee, Section 02
Wildlife to eat;
etc.)
d. If possible,
discuss the
Native
American
relationship
from the pilot
3. Share The Mitten
Article “Pioneer Life”
(included)
e. Make sure you
discuss the use
of trees in
Michigan. (We
had many
more trees
than the
Ingalls’ did in
Minnesota).
4. Thinking about
pioneers and their
lifestyles, have students
illustrate the following
on a large paper folded
into four sections: Home,
Natural Resources in the
surrounding area,
Mom/daughter role, and
Father/son role.
5. Add pioneers to your
Michigan timeline.
(1800)
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Unit/Vocabulary Plan SST 309 Lee, Section 02
6. Students will (work in
partners or individually)
write a letter or diary entry
depicting a day in the life of
a pioneer.”
6. Resource Attachments
Resource A
KWL
What I Know What I Want to
Know
What I Learned
28
Unit/Vocabulary Plan SST 309 Lee, Section 02
Lesson 4
Lessons: How will you take
them where they need to go?
(Step-by-Step plan)
Instructional strategies/Social
constructs: How will they
work?
(AND what will YOU do?)
Resources needed: What materials and resources will they
need?
(Page #’s read, graphic organizers, books, posters, realia, etc…)
3-H3.0.8 Use case studies or
stories to describe how the ideas
or actions of individuals affected
the history of Michigan
Pre-test/Anticipatory set: Introduce students to case
studies. Students should
understand that case studies are
written about people or events.
This will help them when using
the examples I give them by
deciphering how to use that
information to perform the
activity correctly.
Lesson:
Direct Instruction:
Teacher will use information
from websites provided to teach
students about how certain
people affected Michigan
history or how an event
affected the way we are now.
1. Teacher will teach students
about case studies.
2. Teacher will show on
overhead both websites and
how to navigate them.
Instructional strategies/Social
constructs:
Snowball strategy to
see what different
people know about
important events and
people in affecting
Michigan history
Resources needed:
Paper for each student for snowball strategy
Michigan Famous People
http://www.e-referencedesk.com/resources/state-famous-
people/michigan.html
Michigan History Timeline
http://www.e-referencedesk.com/resources/state-history-
timeline/michigan.html Computer lab
Grading Rubric (Resource A)
29
Unit/Vocabulary Plan SST 309 Lee, Section 02
3. Students will explore the
websites for themselves.
4. Teacher will select three of
the most critical events and
people in Michigan’s history
and students will select one of
each and investigate further
about them and explain their
role in a few paragraphs.
5. Papers will be turned in at
end of lesson and will be
graded based on the attached
grading rubric (Attachment A).
6. Resource Attachments
Resource A
Case Study Rubric
Category 3 2 1
Accurate information and
dates
All accurate information Some accurate information No accurate information
Use of case studies Uses one of each provided
by teacher
Uses one provided by
teacher
Uses none provided by
teacher
Grammar No grammatical errors Little grammatical errors Many grammatical errors
30
Unit/Vocabulary Plan SST 309 Lee, Section 02
Lesson 5
Lessons: How will you take
them where they need to go?
(Step-by-Step plan)
Instructional strategies/Social
constructs: How will they
work?
(AND what will YOU do?)
Resources needed: What materials and resources will they
need?
(Page #’s read, graphic organizers, books, posters, realia, etc…)
3-H3.0.10 Create a timeline to
sequence early Michigan history
Pre-test/Anticipatory set: Introduce students to
Lesson:
Direct Instruction:
Teacher will
Instructional strategies/Social
constructs: Students will have
the opportunity to work
individually when gathering
information and creating their
three-quarter books, with a
partner when creating their
timeline (Think-Pair-Share),
and come together as a class to
share their timelines.
Students will be assessed
during the lesson
Formative: Grade three-
quarter books
Formative: Grade
partner timelines based
on accuracy of events
Summative: Assess
knowledge through matching test
Resources needed:
Construction paper
Mitchell, J. (1987). Michigan. An Illustrated History for
Children.
Matching Worksheet (Attachment A)
Timeline rubric (Attachment B)
Example of folded book (Attachment C)
31
Unit/Vocabulary Plan SST 309 Lee, Section 02
6. Resource Attachments
Resource A: Name: _____________________________
Date: ________________________
Michigan Events Matching
Directions: Place the events in the correct order by connecting the number with
the event with lines.
1 British defeated in American Revolutionary War
2 Etienne Brule found Michigan
3 Michigan Territory created
4 American Indians settled in Michigan
5 New France defeated in French & Indian War
6 Michigan became part of Northwest Territory
32
Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource A: Name: Katie Lee_____________________
Date: 4/22/2013________________
Michigan Events Matching Answer Sheet
Directions: Place the events in the correct order by connecting the number with
the event with lines.
1 British defeated in American Revolutionary War
2 Etienne Brule found Michigan
3 Michigan Territory created
4 American Indians settled in Michigan
5 New France defeated in French & Indian War
6 Michigan became part of Northwest Territory
33
Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource B: Name: _____________________________
Date: ________________________
Timeline Rubric
Category 3 2 1
Sequence of Content Events are placed in
proper order
Most of the
events are placed in
proper order
Most events are
incorrectly placed on
the timeline.
Accuracy of Content Facts are accurate for
all events reported on
the timeline.
Facts are accurate for
most of the
events reported on
the timeline.
Facts are often
inaccurate for events
reported on the
timeline.
Dates An accurate,
complete date has
been included for
each event.
An accurate date has
been included for
almost every event.
Dates are inaccurate
or missing for several
events.
Mechanics Punctuation, spelling
and capitalization
were checked by
another student and
are correct
throughout.
Punctuation, spelling,
and capitalization are
mostly correct, but
were not checked by
another student.
There are many
punctuation, spelling,
and capitalization
errors.
(Rubric taken from Readwritething.org)
34
Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource C:
Folded Book Example
35
Unit/Vocabulary Plan SST 309 Lee, Section 02
Lesson 6
Lessons: How will you take
them where they need to go?
(Step-by-Step plan)
Instructional strategies/Social
constructs: How will they
work?
(AND what will YOU do?)
Resources needed: What materials and resources will they
need?
(Page #’s read, graphic organizers, books, posters, realia, etc…)
3-H3.0.3 Describe the causal
relationships between these events
in Michigan’s past: Erie Canal and
Settlement
Pre-test/Anticipatory set: Introduce to students what the
Erie Canal is and why it is
important to our society. (Show
attached powerpoint). Ask what
settlement means to them and if
they know why and how the
two are connected. Multiple
trade books will be brought in,
poems will be shown, and
songs will be played.
Lesson:
Direct Instruction:
1. Teacher will begin lesson by
explaining what the Erie Canal
is and what settlement is.
2. Teacher will show videos,
poems, and play songs for
students to learn more about the
Erie Canal and stories of people
who traveled along it.
(Attachment A).
3. Teacher will read trade
books to students so they will
Instructional strategies/Social
constructs:
Students will use a
KWL strategy
(Attachment B) to write
down that they already
know about the
relationship between
the Erie Canal and
settlement, what they
want to know and then
what they learned while
performing the
activities.
They will also create
either a model of the
Erie Canal with
settlement near it or
write a short story by
themselves to show
their understanding of
the causal relationship
between the two.
Resources needed:
Modeling clay for students who decide to create a small
replica
Blank and construction paper for those who want to create a
story book
Markers
Colored pencils
Harness, C. (1999). Amazing Impossible Erie Canal.
Spier, P. (2009). The Erie Canal.
Stacy, D. (2007). Erie Canal Cousins.
Mitchell, J. (1987). Michigan. An Illustrated History for
Children.
Attachment A
Attachment B
36
Unit/Vocabulary Plan SST 309 Lee, Section 02
understand people traveled the
Erie Canal to settle in different
areas and that it was a major
improvement in transportation.
Guided Practice:
4A. Teacher will provide time
for students to look through
trade books themselves so they
understand connections.
4B. Students will use their
newfound knowledge to create
a model or story about the
relationship between the Erie
Canal and settlement.
Independent Practice:
5. Teacher will
37
Unit/Vocabulary Plan SST 309 Lee, Section 02
6. Resource Attachments
Resource A: Erie Canal & Settlement Powerpoint
38
Unit/Vocabulary Plan SST 309 Lee, Section 02
Resource B:
KWL
What I Know What I Want to
Know
What I Learned
39
Unit/Vocabulary Plan SST 309 Lee, Section 02
7. Citation Page - APA format
Works Cited
Erie canal cousins. (n.d.). Retrieved from http://www.amazon.com/Erie-Canal-Cousins-Dorothy-Stacy/dp/0979294703
Michigan famous people. (2011). Retrieved from http://www.e-referencedesk.com/resources/state-famous-people/michigan.html
Michigan history timeline. (2011). Retrieved from http://www.e-referencedesk.com/resources/state-history-timeline/michigan.html
Michigan history. (n.d.). Retrieved from
http://www.barnesandnoble.com/listing/2688071686064?r=1&cm_mmca2=pla&cm_mmc=GooglePLA-_-Book-_-
Q000000633-_-2688071686064
Native american heritage - michigan. (n.d.). Retrieved from http://www.youtube.com/watch?v=RqapXCjcmr8
Pioneer life. (2001, December). The Mitten: A Publication of Michigan history magazine, Retrieved from
http://scope.oakland.k12.mi.us/docs/SS/MI Mitten Resources/Pioneer Life.pdf
The erie canal. (n.d.). Retrieved from http://www.amazon.com/The-Erie-Canal-Peter-Spier/dp/1615398783
Timeline rubric. (2004). Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-timeline2.pdf
Wilder, L. (1962). Little house on the prairie. HarperCollins. Retrieved from http://www.target.com/p/little-house-on-the-prairie-
revised-hardcover/-/A-12850440?ref=tgt_adv_XSG10001&AFID=Google_PLA_df&LNM|12850440&CPNG
40
Unit/Vocabulary Plan SST 309 Lee, Section 02
=NoCPNG&ci_src=14110944&ci_sku=12850440&kpid=12850440&LID=PA&ci_src=17588969&ci_sku=12850440
What is a primary source?. (n.d.). Retrieved from http://www.princeton.edu/~refdesk/primary2.html