Marking Period Curriculum Resources (Provided: Meet Michigan - Hillsdale Publishing) Vocabulary Assessment History 3 - H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?). Chap. 1: The Geography of Michigan Lesson 4 page 27 Lesson 1 page 40 Lesson 2 page 46 Lesson 1 page 78 Lesson 2 page 87 Lesson 3 page 96 Lesson 4 page 104 Lesson 5 page 114 Lesson 2 page 134 Lesson 1 page 182 Lesson 2 page 190 Lesson 3 page 202 Lesson 4 page 218 Lesson 5 page 228 Lesson 6 page 242 Lesson 7 page 254 catholic, diary, primary source, historian, territory, architect, Muslim, Nobel prize, seaport, s 1-5 religion, capital, copper, counties, feature, iron, region, artifact, diversity, dugouts, historians, mound, ornaments, birchbark, canoe, moccasin, sap, wigwam, wild rice, bon jour, opportunity, silk, profits, religious, spices, baggatiway, proclamation, pursue, rebellion, settlers, tomahawks, brandy, colonies, Detroit, portage, "Big Wheels", log jam, saw mill, barn raising, servant, horseless carriage, bargaining, National Guard, sit- down strike, strike, unite, United Auto Workers, model T, churned, hay, natural resource, wool, ballot, photography, slaves, migrating, plank road, port, stagecoach, steam engine, toll road, coal, limestone, minerals, ore, stock, settlements Page 1
3 - H3.0.2: Explain how historians use primary and secondary sources to answer questions about the past. Lesson 1 page 40 Lesson 4 page 68 Chap. 3: Visitors from Far Away Lesson 3 page 96 Lesson 5 page 114 artifact, diversity, dugouts, historians, mound, ornaments, primary and secondary, Native 2-5 Americans, sources, invention, snowshoe, tobaggon, wisdom, acre, canal, cultures, deed, land office, population, steam engine, surveyors Lesson 2 page 134 Lesson 4 page 152 Lesson 3 page 202 Lesson 4 page 218 Page 2
3 - H3.0.3: Describe the causal relationships between three events in Michigan s past (e.g., Erie Canal, more people came, statehood). Lesson 1 page 78 Lessson 2 page 87 Lesson 3 page 96 Lesson 4 page 104 Lesson 5 page 114 Lesson 1 page 126 Lesson 2 page 134 Lesson 3 page 144 Lesson 4 page 152 Lesson 5 page 168 Lesson 1 page 182 Lesson 2 page 190 Lesson 3 page 202 Lesson 4 page 218 Lesson 5 page 228 Lesson 6 page 242 Lesson 7 page 254 Lesson 1 page 262 Lesson 2 page 272 brandy, colonies, Detroit, portage, servant, settlement, Baggatiway, proclamation, pursue, rebellion, settlers, Tomahawk, bargaining, National Guard, sit- down strike, strike, unite, United Auto Workers, fur trade, cause and effect, pursuit of happiness, Great Depression, Union, boozhoo, export, flint, steel, human resources, import, interest, tinder, census, congress, encouraged, legislature, national government, slaves, wolverine 3-6 Page 3
Oct. 3 - H3.0.4: Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs. Lesson 3 page 58 Lesson 4 page 68 invention, snowshoe, tobaggon, wisdom, Potawatomi, Menominee, Huron Indians, Ojibway, Chippewa, Odawa, Ottawa, Anishinaabeg, customs, legend, longhouse, trade Assessment: 2 Sept. - Nov. 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. Lesson 1 page 40 Lesson 2 page 46 Lesson 1 page 78 Lesson 4 page 104 Lesson 4 page 153 artifact, diversity, dugouts, historians, mound, ornaments, birchbark, canoe, moccassin, sap, wigwam, wild rice, acre, canal, cultures, deed, land office, population, steam engine, surveyors, supply, demand, Native Americans, adapting, environment s 2-5 Lesson 1 page 182 Lesson 2 page 190 Lesson 3 page 202 Lesson 4 page 218 Page 4
Sept. - Nov. 3 - H3.0.6: Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan. Lesson 1 page 78 Lesson 2 page 87 Lesson 3 page 96 Lesson 4 page 104 Lesson 5 page 114 Next Spring an Oriole by Gloria Whelan opportunity cost, scarcity, bon jour, opportunity Assessment: 3 Sept. - Nov. Chap. 2-3 Nov. - Jan. Chap. 4-5 3 - H3.0.7: Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre- statehood). Lesson 2 page 46 Lesson 3 page 96 Lesson 4 page 104 Lesson 2 page 134 Lesson 3 page 144 Lesson 4 page 153 Lesson 1 page 182 Lesson 4 page 218 Next Spring an Oriole by Gloria Whelan economy, natural resources, environment, modify, barn raising, churned, hay, wool, primary and secondary sources, settlement, historical narrative, migrate, railroads, plank road, port, stagecoach, steam engine, toll road chapters 2-5 Page 5
3 - H3.0.8: Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan. Lesson 4 page 68 Chap 3: Visitors From Far Away Lesson 3 page 96 Lesson 4 page 104 Lesson 5 page 114 fur trade, brandy, colonies, Detroit, portage, servant, settlements, census, congress, legislature, national government, slaves, wolverine s 2-5 Lesson 1 page 126 Lesson 2 page 134 Lesson 5 page 168 Lesson 6 page 242 Lesson 7 page 254 Next Spring an Oriole by Gloria Whelan Nov. - Jan. 3 - H3.0.9: Describe how Michigan attained statehood. Lesson 1 page 126 Lesson 2 page 134 Lesson 5 page 168 census, congress, legislature, national government, slaves, wolverine 4 Page 6
Sept. - Nov. Continue through the end of the year 3 - H3.0.10: Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood). Lesson 1 page 40 Lesson 3 page 59 Lessons 1-5 common good, state flag, state symbol, coral, deposit, fossil, human characteristics, natural characteristics, nature, opinion, state game seal, state seal, Tuebor s 2-6 Lesson 1 page 126 Lesson 2 page 134 Lesson 4 page 153 Lesson 5 page 168 Lessons 1-6 Lesson 1 page 262 Lesson 2 page 272 Geography 3 - G1.0.1: Use cardinal directions (north, south, east, and west) to describe the relative location of significant places in the immediate environment. Lesson 4 page 27 Lesson 3 page 59 Lesson 4 page 68 explore, specialization, silk, profits, religious, spices s 1-3 Chap. 3: Visitor From Far Away Lessons 1-3 Page 7
3 - G1.0.2: Use thematic maps to identify and describe the physical and human characteristics of Michigan. Lessons 1-4 Lesson 3 page 96 Lesson 4 page 104 Lesson 1 page 182 Lesson 5 page 228 Lesson 1 page 262 Lesson 2 page 272 Lesson 4 page 298 Lesson 5 page 304 Chap. 8: Public Issues Facing Michigan's Citizens Lesson 2 page 387 climate, lake effect, glacier, persuasive, public policy, religion, Catholic, diary, primary source, chapters 1, 3, 5, 6, physical and human characteristics, & 8 borders, government, coral, deposit, fossil, Kalkaska, Latin, human characteristic, natural characteristic, nature, opinion, state game mammal, state seal, Tuebor, climate, lake effect, glacier, persuasive, public policy, sugar beets, maple syrup, tourist attractions, evaporate, fresh water, fairness Sept. - Nov. 3 - G2.0.1: Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions. Lesson 4 page 27 Lesson 5 page 304 compare, peninsula, capital, copper, counties, feature, iron, region s 1 & 6 Page 8
Nov. - Jan. 3- G2.0.2: Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest). Lesson 4 page 27 Chap. 4 Becoming a State Lesson 4 page 153 Chap. 8: Public Issues Facing Michigan Citizens Lesson 2 page 387 region, Midwest, Great Lakes Region, peninsula, capital, copper, counties, feature, iron, supply and demand, venn diagram, acre, canal, cultures, deed, land office, population, steam engine, surveyors s 1, 4, & 8 Jan. - March 3 - G4.0.1: Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E) Lesson 6 page 242 Lesson 7 page 254 Lessons 3-6 architect, Muslim, Nobel prize, seaport, advertize, interdependence, brine, s 5 & 6 consumers, export, producers, trading partner, service jobs, tourist attractions, agriculture, manufacturing, services, research/development, economic activity, loan, life sciences, research, solar cells, tax breaks, universities Page 9
3- G4.0.2: Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). Lesson 4 page 27 Lesson 1 page 40 Lesson 2 page 46 Lessons 1-5 adapting, environment, birchbark, canoe, moccassin, sap, wigwam, wild rice, migrate, scarce, customs, legend, longhouse, trade, religion, Catholic, diary, primary source, ethnic group, heritage, Great Migration, migrated, Pow wow s 1-6 Lesson 4 page 153 Lessons 1-6 Lesson 1 page 262 Lesson 2 page 272 Page 10
Jan. - March 3 - G4.0.3: Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. Lessons 1-3 Lesson 5 page 304 explore, specialization, credit, entrepreneur, expenses, capital resources, export, flint and steel, human resources, import, interest, ethnic group, heritage, Great Migration, Pow wow, service jobs, tourist attractions 6 3 - G4.0.4: Use data and current information about the Anishinaabeg and other American Indian lndians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage. Lesson 1 page 262 Lesson 7 page 370 ethnic group, heritage, Great Migration, migrated, Pow wow, equal protection, equality, popular sovereignty s 6 & 7 Page 11
3 - G5.0.1: Locate natural resources in Michigan and explain the consequences of their use. Lessons 2-4 Lesson 1 page 78 Lessons 1-3 Lesson 5 page 228 borders, government, natural resources, Great Lakes, explore, specialization, credit, entrepreneur, s 1, 3, 5, 6 profit, capital resources, export, & 8 flint and steel, human resources, import, interest, tinder, conservation, negative consequence, "big wheels", log jam, sawmill Lesson 5 page 304 Chap. 8: Public Issues Facing Michigan's Citizens Lesson 2 page 387 3 - G5.0.2: Describe how people adapt to, use, and modify the natural resources of Michigan. Lessons 1-4 Lesson 1 page 78 Lesson 4 page 153 Lessons 1-3 Lesson 5-6 conservation, negative consequences, lumberjacks, shanty boys, "big wheels", log jam, sawmill, climate, maple syrup, sap, sugar beets, fruit belt Civics and Government Lessons 2-4 s 2-6 Page 12
3 - C1.0.1: Give an example of how Michigan state government fulfills one of the purposes of government (e.g. protecting individual rights, promoting the common good, ensuring equal treatment under the law). Lesson 2 page 8 Lessons 3-4 democracy, voting, candidate, voters, individual rights, common good, equal treatment, consequences, election, rights, tax s 1, 5, 7, & 8 Lesson 1 page 320 Chap. 8: Public Issues Facing Michigan's Citizens Lesson 2 page 387 3 - C2.0.1: Describe how Michigan state government reflects the principle of representative Lessons 1-2 government. deeds, federal government, marriage license, public services, reelection, courthouse, state senate, state house, veto, income tax, property tax, sales tax, surverys, representative government 7 3 - C3.0.1: Distinguish between the roles of state and local government. Lesson 7 page 254 Lesson 3 page 337 deeds, federal government, marriage license, public services, reelection, courthouse, state senate, state house, veto s 5 & 7 Page 13
3 - C3.0.2: Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fees, fines). Lesson 1 page 1 Lesson 1 page 320 Lesson 2 page 330 Lesson 5 page 354 democracy, voting, candidate, voters, consequences, election, rights, tax, representative government, republic, city council, county commission, representatives, district, state house, state senate, income tax, property tax, sales tax, communication, surveys, jury, justices, Michigan State Supreme Court, courthouse s 1 & 7 3 - C3.0.3: Identify the three branches of state government in Michigan and the powers of each. Lesson 5-6 bill, budget, executive, judicial and legislative branch, separation of powers, civic responsibility, disagreement, sue Assessment: 7 3 - C3.0.4: Explain how state courts function to resolve conflict. Lesson 4 page 348 Lesson 6 page 363 jury, justices, Michigan State Supreme Court, civic responsibility, disagreement, sue, constitution, amendment, Supreme Court, term limits Assessment: 7 3 - C3.0.5: Describe the purpose of the Michigan Constitution. Lesson 4 page 348 constitution, amendment, Supreme Court, term limits Page 14
3 - C5.0.1: Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws). Lessons 2-3 Lesson 5 page 228 Lesson 1 page 320 Lesson 7 page 370 freedom of speech, freedom of religion, right to own property, voting, citizenship, popular s 1, 5, 7, & sovereignty, responsibility, equality, 8 diversity, justice, patriotism, fairness Chap. 8: Public Issues Facing Michigan Lesson 1 page 378 Economics Sept. - March 3 - E1.0.1: Explain how scarcity, opportunity costs, and choices affect what is produced and consumed Lesson 3 page 59 in Michigan. Lessons 1-2 Lesson 4 page 104 Chap. 4: Becoming A State Lesson 4 page 153 Lesson 5 page 168 Lessons 1-6 Lessons 2-4 Junior Achievement explore, specialization, ancestors, missionaries, priests, silk, profits, religious, spices, conservation, negative consequences, lumberjacks, shanty boys, "big wheels", logjam, saw mill, incentive, lock, limestone, coal, minerals, ore, stock, ton, architect, Muslim, Nobel Prize, seaport, scarcity, opportunity costs s 2-6 Page 15
Nov. - March 3 - E1.0.2: Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan. Lesson 3 page 144 Lesson 3 page 202 Lesson 6 page 314 sales, tax breaks, incentive, high technology, automation alley, life sciences, loan, research, solar cells, tax breaks, universities s 4-6 Sept. - April 3 - E1.0.3: Analyze how Michigan s location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making). (H, G) Lesson 1 page 40 Chap. 3: Visitor From Far Away Lesson 1 page 78 Lesson 2 page 87 Lesson 4 page 104 adapting, environment, birchbark, canoe, moccassin, sap, wigwam, wild rice, opportunity costs, scarcity, traders, incentive, lock, coal, limestone, minerals, ore, stock, ton s 2-6 Lessons 3-4 Lesson 1-4 Lessons 3-5 Page 16
Jan. - April 3 - E1.0.4: Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. (H, G) Lesson 3 page 144 Lesson 3-6 Lesson 4 page 298 incentive, lock, coal, limestone, minerals, ore, stock, ton, advertise, interdependence, brine, consumers, exported, producers, trading partner, entrepreneur, natural, human and capital resources, goods, services s 4-6 Junior Achievement Jan. - March 3 - E1.0.5: Explain the role of business development in Michigan s economic future. Lesson 7 page 254 Lesson 6 page 314 high technology, automation alley, life sciences, loan, research, solar cells, tax breaks, universities s 5 & 6 Jan. - April 3 - E2.0.1: Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan). Lesson 2 page 87 Lesson 6 page 242 Lesson 3 page 284 specialization, interdependence, explore, silk, profit, religious, spices, advertise, brine, consumers, producers, exported, trading partner s 3, 5, & 6 Page 17
Jan. - April 3 - E3.0.1: Identify products produced in other countries and consumed by people in Michigan. Lesson 3 page 153 Lesson 3 page 284 opportunity cost, scarcity, bon jour, opportunity, traders s 4 & 6 Junior Achievement Public Discourse, Decision Making and Citizen Involvement 3 - P3.1.1: Identify public issues in Michigan that influence the daily lives of its citizens. Lessons 2-3 Lesson 6 page 363 Chap. 8: Public Issues Facing Michigan Citizens Lesson 1-3 city ordinance, public policy issue, points of view, fairness, recycling,brownfield, carbon dioxide, green house gas, nuclear power, eyesore, radioactive, toxic chemicals, water pollution s 1, 7, & 8 3 - P3.1.2: Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative resolutions. Chap. 8: Public Issues Facing Michigan Citizens Lesson 1-3 city ordinance, public policy issue, points of view 8 Page 18
3 - P3.1.3: Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in Michigan. Lesson 3 page 27 Lesson 5 page 114 city ordinance, public policy issue, points of view s 1, 3, 4, 7, & 8 Lessons 1-2 Lesson 6 page 363 Chap. 8: Public Issues Facing Michigan Citizens Lesson 1 page 378 Lesson 3 page 398 3 - P3.3.1: Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned argument. Lessons 2-3 Lesson 1 page 40 position, justify, argument, public policy s 1, 2, & 8 Chap. 8: Public Issues Facing Michigan Citizens Lesson 2-3 3 - P4.2.1: Develop and implement an action plan and know how, when, and where to address or inform others about a public issue. Lessons 2-3 Chap. 8: Public Issues Facing Michigan Citizens Lesson 1-2 action plan, implement, public issue, inform s 1 & 8 Page 19
3 - P4.2.2: Participate in projects to help or inform others. Lessons 2-3 Chap. 8: Public Issues Facing Michigan Citizens Lesson 3 page 404 (Take a Stand - part F) inform s 1 & 8 Community Involvement Project - Food Drive, Recycling, Charitable Donations, etc. Page 20