third grade michigan’s changing inhabitants -...

Third Grade Michigans Changing Inhabitants

Essential Questions

Enduring Understandings GLCEs Assessments

District Resources

Who lived in Michigan in the past and why did they come? How are todays cultures influenced by the history of Michigan? What are the rights and responsibilities of Michigans citizens? How does Michigans economy affect people?

Inhabitants of Michigan are a diverse group of people who have come for a variety of reasons. Earths natural resources provide us with everything we need to live. Geographic factors affect where people settle. Culture and experience influence peoples perceptions of places and regions. Key terms: Europeans, Anishnaabeg, Three Fires (Potawatomi, Ojibwa, Ottawa), Cultural Heritage, Interdependence, Specialization, Natural Resource, Geography, Inhabitants, Cardinal directions, Regions, Adapt, Diverse

H3.0.3 Describe the casual relationships between three events in Michigans past. H3.0.4 Draw upon traditional stories of American Indians who lived in Michigan in order to make generalizations about their beliefs. 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. 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. 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)

Required: Third Grade Michigans Changing Inhabitants Assessment Formative: Create a timeline of people who came to Michigan, including captions stating why each group came. Write a historical narrative journal about the life of a settler traveling to Michigan using specific details to help explain how a settlement came to be. Create a cause and effect chart showing how cultures are influenced by Michigans history (see chart). Make a map showing the various natural resources of Michigan. Choose one and write about its affects on Michigan (see map). Persuasive writing piece-Choose the 2 rights and responsibilities that are the most important to you as a Michigan citizen. Support

Calhoun ISD Social Studies Curriculum Design Project


H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood) C5.0.1 Identify rights and responsibilities of citizenship. E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence. G1.0.1 Use cardinal directions to describe the relative location of significant places in the immediate environment. G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan. G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions. G2.0.2 Describe different regions to which Michigan belongs.

with evidence (graphic organizer to aid in writing process). Quick write-How has/does Michigans economy affect the people who live in it? Construct diorama project presentation of the changing inhabitants of Michigan (Native Americans, Settlers, European explorers, and Present day). (see rubric) District:




G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came. 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. G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in Michigan today and 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. G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.

Third Grade Michigans Changing Inhabitants Lessons Breakdown Title GLCEs Included Resources Needed Resources Suggested ResourcesLesson 1

Why Do People Move?

G4.0.2 G4.0.3

Pencils Post-it notes Chart paper Marker

If You Traveled West in a Covered Wagon by Ellen Levine

Lesson 2

Native Americans Today

G4.0.4 H3.0.4 4-H3.0.4

Native American Photographs http://www.nativeamericanlinks.com Information and Facts http://www.teachervision.fen.com/tv/tvsearch.php?keywords=native+americans+today&go.y=0&sitesearch= http://www.teachervision.fen.com/native-americans/resources/3562.html http://www.kidinfo.com/American_History/Native_Americans.html

Children of Native Americans Today By: Yvonne Wakin Dennis United Streaming Video Clip: Native Americans: People of The Forest Reservations Today http://www.answers.com/topic/indian-reservation-2 http://www.anishinaabemdaa.com/language-camp.htm View Language and Culture Camp

Lesson 3

Anishnaabeg and Three Fires

H3.0.5 H3.0.10

The Mitten: The Three Fires

United Streaming video: Native Americans: The 1st Peoples Blank Map of Michigan (to be used in next few lessons) Large map of Michigan

Lesson 4

Potawatomi H3.0.5 G1.0.1

http://www.native-languages.org/potawatomi-legends.htm

Students maps of Michigan from lesson 3

www.bigorrin.org/potawatomi_kids.htm http://www.tolatsga.org/pota.html


http://www.nativeamericanlinks.com/http://www.nativeamericanlinks.com/http://www.teachervision.fen.com/tv/tvsearch.php?keywords=native+americans+today&go.y=0&sitesearchhttp://www.teachervision.fen.com/tv/tvsearch.php?keywords=native+americans+today&go.y=0&sitesearchhttp://www.teachervision.fen.com/tv/tvsearch.php?keywords=native+americans+today&go.y=0&sitesearchhttp://www.teachervision.fen.com/tv/tvsearch.php?keywords=native+americans+today&go.y=0&sitesearchhttp://www.teachervision.fen.com/native-americans/resources/3562.htmlhttp://www.teachervision.fen.com/native-americans/resources/3562.htmlhttp://www.teachervision.fen.com/native-americans/resources/3562.htmlhttp://www.teachervision.fen.com/native-americans/resources/3562.htmlhttp://www.kidinfo.com/American_History/Native_Americans.htmlhttp://www.kidinfo.com/American_History/Native_Americans.htmlhttp://www.kidinfo.com/American_History/Native_Americans.htmlhttp://www.answers.com/topic/indian-reservation-2http://www.answers.com/topic/indian-reservation-2http://www.anishinaabemdaa.com/language-camp.htmhttp://www.anishinaabemdaa.com/language-camp.htmhttp://www.native-languages.org/potawatomi-legends.htmhttp://www.native-languages.org/potawatomi-legends.htmhttp://www.native-languages.org/potawatomi-legends.htmhttp://www.bigorrin.org/potawatomi_kids.htmhttp://www.bigorrin.org/potawatomi_kids.htmhttp://www.tolatsga.org/pota.htmlhttp://www.tolatsga.org/pota.html

Collection of artifacts and/or pictures of artifacts

Southern Michigan is Pokagon. (great informational resources)

Lesson 5

Ojibwa H3.0.5 G1.0.1

The Legend of Sleeping Bear by Kathy-Jo Wargin United Streaming video: Life in the Ojibwa Tribe Map from lesson 3

Buffalo Uses http://www.allsands.com/history/people/nativeamerican_zdc_gn.htm Birch Bark Uses http://www.bio.umass.edu/biology/conn.river/whiteb.html Reservations Today http://www.answers.com/topic/indian-reservation-2

Lesson 6

Ottawa H3.0.5 G1.0.1

www.native-languages.org/ottawa.htm Photographs of long houses and baskets

Map from lesson 3

www.bigorrin.org/ottawa_kids.htm Construction paper

Lesson 7

Explorers and Trading

H3.0.6 H.3.0.10 G1.0.1 4-H3.0.4

United Streaming video: French Explorers: Exploration of the Mississippi River 5 small items from home for trading World map

Michigan Mitten: Father Marquette, La Salle, and the Fur Trade

Lesson 8

Explorer Research

H3.0.6

Internet and student computers Library resources Dress-up clothing


http://www.allsands.com/history/people/nativeamerican_zdc_gn.htmhttp://www.allsands.com/history/people/nativeamerican_zdc_gn.htmhttp://www.allsands.com/history/people/nativeamerican_zdc_gn.htmhttp://www.bio.umass.edu/biology/conn.river/whiteb.htmlhttp://www.bio.umass.edu/biology/conn.river/whiteb.htmlhttp://www.answers.com/topic/indian-reservation-2http://www.answers.com/topic/indian-reservation-2http://www.native-languages.org/ottawa.htmhttp://www.native-languages.org/ottawa.htmhttp://www.bigorrin.org/ottawa_kids.htmhttp://www.bigorrin.org/ottawa_kids.htm

Lesson 9

Settlers in Michigan

H3.0.6 H.3.0.10 G4.0.2 G4.0.3 G5.0.2 4-H3.0.4

Pioneer Artifact (web link available) Little House on the Prairie Pilot from www.youtube.com are listed in the lesson. Letter Writing Rubric

Google Images Pioneer Artifacts Little House on the Prairie by Laura Ingalls Wilder Little House on the Prairie Season 1 Video

Lesson 10

Settlers and Their Impact on Michigan

H3.0.5 H3.0.6

Night of the First Full Moon by Gloria Whelan Little House on the Prairie Injun Kid www.youtube.com are listed in the lesson.

Lesson 11

Erie Canal H3.0.3 H3.0.5 H3.0.10 G5.0.2

http://www.lowbridgeproductions.com/videos.html http://www.epodunk.com/routes/erie-canal/index.html#

A box of packaged items we commonly use Classroom physical map if possible.

Always Know Your Pal: Children on The Erie Canal,

Lesson 12

The Underground Railroad

H3.0.10 4-H3.0.7

The Mitten The Underground Railroad

United Streaming Video The Function and Methods of the Underground Railroad-Segment 3 A Picture Book of Harriet Tubman by David Adler Minty A Young Harriet Tubman by Alan Schroeder

Map of the 7 URR Routes http://www.gpschools.org/ci/images/michugrrmap.gif http://www.followthedrinkinggourd.org/Appendix_Teachers_Guide.htm

Lesson 13

Sojourner Truth

4-H3.0.4 4-H3.0.7

Sojourner Truth Timeline Sojourner Truth Speech Student Writing Sample

United Streaming video How Leaders and Events Shape Communities segment 4- Activists. A picture book of Sojourner Truth by David A. Adler

Battle Creek History by BC Historical Society Sojourner Truth: Aint I A Woman (Scholastic Biography) by Patricia Mckissack


http://www.youtube.com/http://www.youtube.com/http://www.lowbridgeproductions.com/videos.htmlhttp://www.lowbridgeproductions.com/videos.htmlhttp://www.epodunk.com/routes/erie-canal/index.htmlhttp://www.epodunk.com/routes/erie-canal/index.htmlhttp://www.gpschools.org/ci/images/michugrrmap.gifhttp://www.gpschools.org/ci/images/michugrrmap.gifhttp://www.gpschools.org/ci/images/michugrrmap.gifhttp://www.followthedrinkinggourd.org/Appendix_Teachers_Guide.htmhttp://www.followthedrinkinggourd.org/Appendix_Teachers_Guide.htmhttp://www.followthedrinkinggourd.org/Appendix_Teachers_Guide.htmhttp://player.discoveryeducation.com/index.cfm?guidAssetId=0E57D69B-018F-4CFE-AD37-D573DA420AAF&blnFromSearch=1&productcode=US##http://player.discoveryeducation.com/index.cfm?guidAssetId=0E57D69B-018F-4CFE-AD37-D573DA420AAF&blnFromSearch=1&productcode=US##http://player.discoveryeducation.com/index.cfm?guidAssetId=0E57D69B-018F-4CFE-AD37-D573DA420AAF&blnFromSearch=1&productcode=US##


Lesson 14

Michigan Territory or State?

H3.0.3 H3.0.9 C3.0.5

Michigan History for Kids "Steps to Statehood" (Spring 2001) pp. 6-7. The Mitten (Nov. 02): The Toledo War, p. 1-2. The Mitten (Nov. 03):The Northwest Ordinance,p. 1,3. Boundry Change Map The Toledo War informational packet from the MI Dept. of Ed.

Large wall map of the Northwest Territory

Lesson 15

Michigans Railroads

H3.0.10 G1.0.1 G1.0.2 4-H3.0.5 4-H3.0.6

Railroad Map

Lesson 16

Automobile Industry

E1.0.3 4-H3.0.1 4-H3.0.4 4-H3.0.6 4-H3.0.9

Michigan History for Kids: The Beginnings of the Automobile Industry (in three parts) The Mitten: Fords Model T

http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/erlyauto/whymich.html Index cards or Post-It notes (13 per student)

Lesson 17

Michigan Today

4-H3.0.9

The Mitten The Mighty MacThe Mitten Gerald Ford The Mitten George Romney

Pencils, highlighter Post-it notes Poster paper Marker

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

Third Grade Michigans Changing Inhabitants Lesson 1 Title: Why Do People Move? Unit of Study: Third Grade Michigans Changing Inhabitants GLCEs:

G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came. 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.

Abstract: Students will brainstorm a list of reasons as to why people move from one region to

another. The class will discuss the reasons Native Americans, European Settlers and people today move throughout Michigan.

Key Concepts: Migration, Native Americans, Europeans, Inhabitants, Natural Resources Sequence of Activities: (This lesson will take approximately 30 minutes.)

1. Think-Pair-Discuss reasons why people move or have moved in and out of Michigan, past and present.

a. Students will write their ideas on post-it notes for two minutes, share with a partner for one, followed by a whole class share-out. The class will come up with a way to manipulate the post-it notes into categories of reasons why people move (shelter, food etc).

b. Teacher will create a master list of reasons why people move to display in the classroom for a future reference. (Some reasons are natural disaster, war, to get a better job, to get a better education, to get a larger home for family, to take care of an elderly family member, to get a nicer home/move into a nicer neighborhood).

2. Describe the different reasons that different groups of people have and still move to

Michigan. Introduce these groups: Anishnaabeg, European Explorers, European Settlers.

3. (Optional) Read aloud: A River Ran Wild by Lynne Cherry. Discuss the different

groups of people (Native Americans, Trader/Explorer, Settlers) that moved in and out of this community.

Connections: English Language Arts: Listening and discussion skills Mathematics: Graph results on a bar graph. Instructional Resources: Equipment/Manipulative




Student Resources: Pencils, post-it notes Teacher Resources: Chart paper Marker Optional: A River Ran Wild by Lynne Cherry

Third Grade Michigans Changing Inhabitants Lesson 2 Title: Native Americans Today Unit of Study: Third Grade Michigans Changing Inhabitants GLCEs:

G4.0.4 Use data and current information about the Anishinaabeg and other American Indians 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. H3.0.4 Draw upon traditional stories of American Indians (eg. Anishinaabeg- Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee Huron Indians) who lived in Michigan in order to make generalizations about their beliefs. 4-H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of times periods from 1837 to the present.

Abstract: The students will compare and contrast Native Americans from today and in the past through literature and classroom discussion.

Key Concepts: Native Americans, culture, past, present, misconception Sequence of Activities: (approximately 30 minutes)

1. Write down the words: Native American. Ask students what they know about this term and the people it represents. Create a T-chart on the whiteboard/chart paper. Label the sides Our Ideas about Native Americans Today and New Truths and Information about Native Americans Today. List student responses for initial ideas about these terms (column 2 will be filled in later).

2. Have students draw two pictures. One of a Native American 200 years ago and one of what they think a Native American would look like today. Share and add their observations about the Native American pictures to their initial responses on the chart paper.

3. After students have shared their preconceptions of Native Americans, share a variety of photographs, video clips and books about Native Americans today. Discuss findings and address student misconceptions.

4. Complete column two of the classroom T-chart New Truths and Information about Native Americans Today.

5. Students will choose at least four ideas from the New Truths section of the T-chart to write a paragraph, explaining the misconceptions/new ideas they learned.


Third Grade Michigans Changing Inhabitants Connections: English Language Arts: Paragraph or Quick Write of knowledge gained Extentions: Student can write a few fact questions/answers to create a match game with students or be compiled to create a classroom Jeopardy game. Blank template available on bottom of website: http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm Instructional Resources: Equipment/Manipulative: Teacher Resources: Recommended book: Children of Native Americans Today By: Yvonne Wakin Dennis

United Streaming Video Clip: Native Americans: People of The Forest, segment 15-Life On The Modern Reservation (Note- There is brief mentioning of unemployment, poverty and alcoholism in this clip) Photographs: http://www.nativeamericanlinks.com Information & Facts: http://www.teachervision.fen.com/tv/tvsearch.php?keywords=native+americans+today&go.y=0&sitesearch= http://www.teachervision.fen.com/native-americans/resources/3562.html http://www.kidinfo.com/American_History/Native_Americans.html


http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htmhttp://www.nativeamericanlinks.com/http://www.teachervision.fen.com/tv/tvsearch.php?keywords=native+americans+today&go.y=0&sitesearchhttp://www.teachervision.fen.com/tv/tvsearch.php?keywords=native+americans+today&go.y=0&sitesearchhttp://www.teachervision.fen.com/native-americans/resources/3562.htmlhttp://www.kidinfo.com/American_History/Native_Americans.html



Spending Chart Name: Day of the Week Expenses and Deposits Running Total

Third Grade Michigans Changing Inhabitants Lesson 3 Title: Anishnaabeg and Three Fires Unit of Study: Third Grade Michigans Changing Inhabitants GLCEs:

H3.0.5 (Intro)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. H3.0.10 (Continuation) Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).

Abstract: Students will learn that the Anishnaabeg were the first people to live in Michigan. They later were known as The Three Fires. They will create a map that shows where the tribes of the Three Fires were located.

Key Concepts: Three Fires, Anishnaabeg, Potawatomi, Ojibwa, Ottawa, Migrate Sequence of Activities: (This lesson takes approximately two 30 minute periods.)

1. You should have created a classroom timeline in the first unit. Add the Anishnaabeg. (Time line may already include:

12,000 9,000 years ago Paleo-Indians (They hunt caribou, mammoths, and mastodon)

9,000-3,000 years ago Archaic Indians (They learned hunting and gathering skills.)

3,000 years ago to 1600s Woodland Indians (They used nets, farmed, and built burial mounds. These are the Hopewell Indians)

1600 Present Anishnaabeg - Three Fires (Potawatomi, Ojibwa, and Ottawa) 2. Discuss the Anishnaabeg and let students know that Anishnaabeg means first people 3. Also let the students know that the first people to live in Michigan were known as the

Three Fires. Share the names Potawatomi, Ojibwa, and Ottawa with the students. 4. Show the United Streaming video: Native American: The 1st Peoples (show first two

segments approximately 4 minutes) 5. Have students look at a map of Michigan and ask them to make a prediction about where

the tribes of the Three Fires lived (they should make the connection from the previous lesson that the first people settled near the water.)

6. Give them each a blank map of Michigan and guide them through the process of shading in the areas where the three different tribes lived. There is a map to follow on the first page of The Mitten: The Three Fires. http://www.michiganhistorymagazine.com/kids/pdfs/mitten02.pdf

a. Potawatomi (approximately- from what is now Saginaw to the Indiana state line) b. Ottawa (approximately all along the west coast from where Lake Michigan

and Huron meet following Lake Michigan south to the Grand Rapids area) c. Ojibwa (approximately the Upper Peninsula and along Lake Huron to the

Saginaw area) 7. Make sure the students include a Map Key and a Compass Rose on their map.


http://www.michiganhistorymagazine.com/kids/pdfs/mitten02.pdf



8. Students will compare Native American Lands (maps they made) to a modern Native American map. Modern map is included.

9. Collect these maps as they will be used in later lessons. Connections: English Language Arts Mathematics Instructional Resources: Equipment/Manipulative: United Streaming video Student Resources: Blank Map of Michigan Teacher Resources: Large map of Michigan, United Streaming video The Mitten for the Map http://www.michiganhistorymagazine.com/kids/pdfs/mitten02.pdf

http://www.michiganhistorymagazine.com/kids/pdfs/mitten02.pdf

The three tribes mostcommonly associatedwith Michigan arethe Ojibway (Chippewa), theOdawa (Ottawa) and thePotawatomi. These threetribes were like members ofa family. The Ojibway werethe older brothers. TheOdawa were the next bornand the Potawatomi werethe younger brothers.These three tribes formed theThree Fires Confederacy, alsoknown as the Anishinabek. A confederacy is a loose-knitalliance that promotes common interests.

Ojibway means to roast til puckered up anddescribes the unique style of moccasins these NativeAmericans wore. The Ojibway,a tribe of around 30,000 peo-ple, lived along the southernshores of Lake Superior andwestern Lake Huron. TheOjibway were excellenthunters and fishermen.

Odawa means to trade.The Odawa were skilled

traders. They also made excel-lent bark canoes that helpedthem trade all over NorthAmerica. The Odawa livedalong the eastern shores ofLake Michigan. When the

French arrived in the GreatLakes the Odawa had around3,000 people.

The Potawatomi werecalled the people of the placeof the fire. They were someof Michigans earliest farm-ers. The Potawatomi grew

squash, corn, melons, beansand tobacco. Their villageswere larger and more perma-nent than those of theOjibway and Odawa. Therewere about 4,000 Pota-watomi living in Michiganduring the mid-1600s.

The MittenA Publication of Michigan History magazine SEPTEMBER 2001

This painting shows Native Americansliving near present-day Sault Ste.Marie. The bark-covered houses shownhere are called wigwams.

THREE FIRESTHE

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In the mid-1600s,nine NativeAmerican tribeslived in the Great Lakesarea. They totaledaround 100,000 people.The largest tribe was theHuron, who lived in theregion between LakesErie, Ontario and Huron.Tribes living in the area thatis now Michigan included theThree Fires: the Ojibway, theOdawa and the Potawatomi.Other area tribes were theMenominee, the Sac (alsoSauk), the Fox, theWinnebago and the Miami.

Each tribe was different, but they allshared three beliefs: 1)Spirits were more pow-erful than men; 2)Naturethe land, animals and plantsbelonged to everyoneand 3) No one had theright to run another persons life.

Everyone living in anIndian village worked.Women and girls did mostof the chores. They tanned(softened) animal skins, wovefishnets, chopped wood, grewcrops and cooked. Men andboys hunted and fished. Theymade bows and arrows, traps,wooden tools and canoes.

Unlike Native Americanswho lived on the GreatPlains, Michigan Native

Americans did not live intepees. Most lived in dome-shaped houses called wig-wams. Saplings were stuckinto the ground and tiedtogether to create a frame.Sheets of bark taken fromlarge trees were placed overthe saplings. When a family

moved to a newplace, they rolledup the bark cover-ing and took it withthem. They left thesapling framework behind.

Michigan Indiansobtained food in many ways.From the forests and lakesthey gathered berries, nutsand wild rice. They grew

corn, beans andsquash in gardens.They also hunted.Men and boys usedtraps and snares, aswell as bows andarrows, to take bear, moose, deer,wolf and fox.

Michigan Native Ameri-cans did not wear featheredheaddresses. They wore theirhair long. Sometimes theybraided their hair. In thesummer, Native Americanswore only a breechclothand moccasins. During cold

weather both menand women worefur hats, moc-casins, leggingsand shirts.Women also woreknee-length deer-skin skirts.

Today, manyplaces in Michi-gan have NativeAmericannames. The

word Michigancomes from anIndian language.Michi meansgreat; ganemeans lake or

water. But Native Americansgave Michigan more thannames. They taughtMichigans first white peoplehow to live in the wilderness,make canoes and hunt.

The birch-bark canoe

was a remarkable

invention. The canoe

was strong, water-

proof and lightweight.

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LEARN MORE ABOUT THE THREE FIRESThe MUSEUM OF OJIBWA CULTURE in downtown St. Ignace has

exhibits on the Native American ways of life. The museums residentChippewa artist, Ron Paquin, demonstrates how he makes birch-barkcanoes and baskets. For information, write to 566 North State Street,St. Ignace, MI 49781. Telephone (906) 643-9380 or visit on-line atwww.stignace.com/attractions/ojibwa.

The MICHIGAN HISTORICAL CENTER offers exhibits onNative Americans in the Great Lakes area. On display are arrow-

heads, trade goods and a birch-bark canoe. The museum is located at 717 West Allegan, Lansing, MI48918. Telephone (517) 373-3559, TDD: (800) 827-7007 or visit on-line at www.sos.state.mi.us/history.

The people of the ThreeFires had many storiesabout how the worldwas created by the

Great Manitou, or GreatSpirit. One of the stories isabout how North and SouthManitou Islands and SleepingBear Dunes were made.

A mother bear and hertwo cubs lived peacefully onthe western shore of LakeMichigan. They ate berriesand fish and drank from the

lake. The mother beartaught her cubs to bethankful to the GreatManitou for all things.

One summer nightthere was a big thunder-storm. Lightning set theforest on fire. The motherbear gathered her cubs andjumped into the lake to escapethe flames. All through thenight they swam toward thedistant shore, away from thefire. The cubs grew tired.

First, the younger onesank beneath thewaves, then the older

cub disappeared. The mother

bear could notsave them. Shemade it to

shore and fellinto a deep sleep

on the beach. As she

slept, the Great Manitou whis-pered to her. Because youalways remembered me withthanks, I will take you to theLand of the Spirits. Your cubsare already there.

The Great Manitou creat-ed two islands to honor thebrave bear cubs. He calledthem North and SouthManitou Islands. The GreatManitou then covered themother bear with a blanket ofwhite sand. Today she restsunder Sleeping Bear Dunes.

The Creation of Sleeping Bear Dunes Placesin Michigan with

Native American namesMICHIGAN = great lake

CHEBOYGAN = Chippewa waterKALAMAZOO = reflecting river

ISHPEMING = heaven MUNISING = island in a lake

PETOSKEY = rising sunESCANABA = flat rock

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*The Mitten is produced by the staff of Michigan History

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

Department of History, Arts and Libraries. Dedicated toenhancing the quality of life in Michigan, the departmentalso includes the Mackinac Island State Park Commission,the Library of Michigan, the Michigan Film Office, and the

Michigan Council of Arts and Cultural Affairs.

For more information, contact Michigan History at

(517) 373-3703 or visit us on-line atwww.sos.state.mi.us/history/mag

1. What does the word Potawatomi mean?a. people of the place of the fireb. growers of cornc. big lake

2. What did Native American women and girls do?a. make bows and arrowsb. tan animal skinsc. catch fish

3. Most Native Americans in Michigan lived in houses called ____________________.

4. The _________________ Indians lived in southern Michigan and were good farmers.

Vocabulary

WORDSGreat Plains: Prairie land inthe middle United States

breechcloth: Square leatherpieces worn over the frontand back of the hip area

leggings: Leather pants

alliance: People joinedtogether in purpose or beliefs

saplings: Young trees

9Q M C H K E B A N H S I N A N N T E Z S

J P D O I M O T A W A T O P V A O J W F

N W N D H F M I O X P T O W B H F Z A I

J J Q A A W K S J S I H L N S D P U U Y

Q G C W G C X M I P T Q X W E L U T Z U

W U H A P H W Q B V D H O P S S N G N F

B I Y C A N O E W R Y N I R P J G O M L

W S J M Q A S G A P S S Q G B W N J K D

Z H J I K S K G Y N M O C C A S I N J S

N R T H R E E F I R E S V D O G C A Z H

Find the following NATIVE

AMERICANwords

ANISHNABEKOJIBWAYODAWA

POTAWATOMITHREEFIRES

CANOESNOWSHOEMOCCASIN

What DidYou Learn?

BONUS:Which NativeAmerican group wasknown as skilledtraders?

a. Potawatomi

b. Menominee

c. Odawa

Third Grade Michigans Changing Inhabitants Lesson 4 Title: The Three Fires: Potawatomi Ojibway (Chippewa) - Ottawa Unit of Study: Third Grade Michigans Changing Inhabitants GLCEs:

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. G1.0.1 Use cardinal directions to describe the relative location of significant places in the immediate environment.

Abstract: Discuss the Potawatomis homes, sources of food, clothing, male and female roles,

language, and cultural heritage. Key Concepts: Potawatomi, wigwam, cultural heritage Sequence of Activities: Day 1: (this lesson will take approximately 45-60 minutes)

1. Review map from lesson 2 use cardinal directions to locate the Potawatomi tribe. 2. Discuss the meaning for the word Potawatomi keepers of the fire 3. Share a Potawatomi legend with your class

http://www.native-languages.org/potawatomi-legends.htm 4. Develop a collection of items such as: piece of birch bark, picture of wigwam,

moccasins, clay pot, ear of corn, piece of buck skin, arrowheads, etc. (pictures included) Pass these items around and have students brainstorm what the materials are and

what they were used for. There is an activity sheet provided for recording their uses.

5. Teacher leads a discussion to clarify actual uses for the materials. 6. Enter into the discussion about the mens (hunting) and womens (cooking, child care,

farming) roles within the tribe. Relate these roles to our culture today. 7. Students will create a windowpane illustrating the different roles.

Day 2: (this lesson will take approximately 30 minutes)

1. Ask students, What is a natural resource? List responses on the board. (Natural resource: noun: A material source of wealth, such as timber, fresh water,

or a mineral deposit, that occurs in a natural state and has economic value. Man made: adjective: produced, formed, or made by humans, produced

artificially; not resulting from natural processes.) 2. Discuss the differences between natural resources and manmade resource 3. Using the collection of items from day one, the students will sort those items into 2

piles, one of natural resources and one of manmade resources. The teacher will provide 2 colors of sticky notes. The first color will be used to identify if a certain object helped the Native Americans to adapt to their environment. If so, the students will explain how on that first color of sticky note, placing the notes beside each item referenced.


http://www.native-languages.org/potawatomi-legends.htm



4. The students will go on a gallery walk to look at other groups ideas/opinions on the given objects. The teacher will lead a short whole-class discussion to clarify any misconceptions.

5. On the second color of sticky note, the students will be writing down what the Native Americans used to construct these objects. Repeat gallery walk and discussion.

6. To conclude this activity, gather students together to discuss how Native Americans changed and modified their environment (Native Americans changed their environment very little).

Connections: English Language Arts: Students write a response on the role of the men and women of the Potawatomi tribes. Mathematics Instructional Resources: Equipment/Manipulative Student Resources: Their map of Michigan from lesson 3, pencil, paper Teacher Resources: www.bigorrin.org/potawatomi_kids.htm (great informational resources), collection of artifacts and/or pictures of artifacts

http://www.bigorrin.org/potawatomi_kids.htm

Name:________

Native American Artifacts Record Sheet

Item # Predicted Use Actual Name Actual Use

Third Grade Michigans Changing Inhabitants Lesson 5 Title: Ojibwa Unit of Study: Third Grade Michigans Changing Inhabitants GLCEs:


Abstract: Discuss the Ojibwa homes, sources of food, clothing, male and female roles, cultural heritage, etc.

Key Concepts: Chippewa, Ojibwa, birch bark canoes, reservations, cultural heritage Sequence of Activities: (This will take approximately 45 minutes.)

1. Review map from lesson 3 - use cardinal directions to locate the Ojibwa tribe. Discuss the tribes clothing, gender roles, food, and homes. The Ojibwa means puckered up and refers to the unique style of moccasins these Native Americans wore.

2. Share the Ojibwa legend, The Legend of Sleeping Bear by Kathy-Jo Wargin 3. Lead a discussion on how the first people used the environment to meet their needs.

Make sure to point out that they were not wasteful, everything had a use. Discuss how birch bark was very important to the tribes.

4. Watch the United Streaming video: Life in the Ojibwa Tribe. This video shows how birch bark was harvested, birch bark canoes, wigwams, etc.

5. Lead the students in a discussion on Native Americans today. Be sure to use the term reservations and discuss some of the components of these.

6. Have students observe two Native American photographs (past and present). The students will determine which is which and write a short paragraph depicting their reasons/evidence of how they knew the time period of each.

Connections: English Language Arts: Have students write their own legends. Mathematics Instructional Resources: Equipment/Manipulative: Student Resources: Map from lesson 2




Teacher Resources: Book- Legend of Sleeping Bear by Kathy-Jo Wargin For more information on the Three Fires see The Mitten, Three Fires http://www.michiganhistorymagazine.com/kids/pdfs/mitten02.pdf United Streaming video: Life in the Ojibwa Tribe Buffalo Uses http://www.allsands.com/history/people/nativeamerican_zdc_gn.htm Birch Bark Uses http://www.bio.umass.edu/biology/conn.river/whiteb.html Reservations Today http://www.answers.com/topic/indian-reservation-2

http://www.michiganhistorymagazine.com/kids/pdfs/mitten02.pdfhttp://www.allsands.com/history/people/nativeamerican_zdc_gn.htmhttp://www.bio.umass.edu/biology/conn.river/whiteb.htmlhttp://www.answers.com/topic/indian-reservation-2

NativeAmericans


Lesson 6 Title: Ottawa Unit of Study: Third Grade Michigans Changing Inhabitants GLCEs:


Abstract: Discuss the Ottawa homes, sources of food, clothing, trading, male and female roles, language, cultural heritage, etc.

Key Concepts: Ottawa, weaving, long houses, trading, cultural heritage Sequence of Activities: (This lesson takes approximately 60 minutes.)

1. Review map from lesson 3 use cardinal directions to locate the Ottawa tribe. Discuss farming, their homes, their language, and gender roles.

2. Discuss the meaning for the word Ottawa: to trade. 3. Share an Ottawa legend with your class:

www.native-languages.org/ottawa.htm 4. Show photographs of long houses and baskets discuss the purposes of each. Let the

students know that the Ottawa people were known for their weaving skills (see teacher resources).

5. Lead a discussion on trading, the reason for, what was traded, etc. (Be sure to tie in the way we trade with money today).

6. Students will participate in Trade Activity (included).

Connections: English Language Arts: Write a paragraph comparing the tribes of The Three Fires. Mathematics: Weave placemats out of construction paper or dye and weave reed mats. Instructional Resources: Equipment/Manipulative toilet paper rolls, construction paper, glue, markers, scissors Student Resources: Map from lesson 2 Teacher Resources: www.native-languages.org/ottawa.htm www.bigorrin.org/ottawa_kids.htm http://www.michiganhistorymagazine.com/kids/pdfs/mitten02.pdf


http://www.native-languages.org/ottawa.htmhttp://www.native-languages.org/ottawa.htmhttp://www.bigorrin.org/ottawa_kids.htmhttp://www.michiganhistorymagazine.com/kids/pdfs/mitten02.pdf

TradeActivity

CRAFT MATERIALS: Scissors Cardboard tissue tubes Colored paper Fine-tipped markers Glue

Time needed: 30 minutes

TeacherInstructions:

1. Gathersuppliesallowingallstudentstohaveenoughtoiletpaperrollsandconstructionpaperbutnotenoughforalltohavetheirownscissors,glue,ormarkers.Theywillneedtotradeoneormoretimestoacquireallofthematerialstheywillneed.Youwillneed4X6brownrectanglesforbody,2X3creamcolorforface,andsomeotherpiecesforhair,headband,andfeathers.

2. Divideclassinto5groupsgivinggrouponeallofthescissors,grouptwoallcardboardtissuerolls,etc.untileachgrouphasoneofthesupplymaterials.

3. AppointachieftoeachgroupremindingstudentsthatNativeAmericansreliedontradetogetthethingstheyneeded.Allowstudentstimetodiscusstheirplanfortrading.

4. Passoutasetofinstructionstoeachchief.

5. Groupsworktogethertocompletetheactivity.

--------------------------------------------------------------------------------------------------------------------------------------------------------------

1. For each figure, wrap a cardboard tissue tube with large brown rectangle of colored paper and glue the paper in place.

2. Draw the facial features on the small tan rectangle piece of paper with markers. Glue the face onto the tube.

3. For the hair, cut fringe along one side of a small paper rectangle. Roll the hair around a marker to make curls, trim it, and glue it into place.

4. Cut and decorate headbands and feathers for the Native Americans.

Third Grade Michigans Changing Inhabitants Lesson 7 Title: Explorers Unit of Study: Third Grade Michigans Changing Inhabitants GLCEs:

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. H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood) G1.0.1 Use cardinal directions to describe the relative location of significant places in the immediate environment.

Abstract: European explorers will be introduced and reasons for their exploration in Michigan will be discussed.

Key Concepts: Explorers, Europeans, trading, geography, cardinal directions Sequence of Activities: (approximately 45 minutes)

1. Add explorers to Michigan timeline: Etienne Brul, Father Jacques Marquette, and Ren Robert Cavelier de La Salle can be used. 1618 1763.

2. Help students locate Europe on a map (preferably their own map) using cardinal directions and follow routes from Europe to Michigan.

3. Teacher led discussion on European explorers, why they came, and how they got here, etc. (Some Michigan History for Kids Mitten articles are available

a. Father Jacques Marquette http://www.michiganhistorymagazine.com/kids/pdfs/mittenoct02.pdf

b. La Salle http://www.michiganhistorymagazine.com/kids/pdfs/mittenoct03.pdf c. The Fur Trade

http://www.michiganhistorymagazine.com/kids/pdfs/mittenoct04.pdf 4. View and discuss Father Marquette power-point from the Pioineer/Native Americans

MLToolbox Unit. (Included) 5. (Optional) Students can create a Father Marquette Timeline for the power-point

provided. This is also adapted from the Pioineer/Native Americans MLToolbox Unit. (Included)

6. Show the United Streaming video: French Explorers: Exploration of the Mississippi River

7. Introduce the concept of the explorers and Native American trading. a. Discuss what was traded (guns, kettles, deer skins, furs, etc.) and how these trades

changed the lives of the Native Americans 8. Students will participate in a trading activity:

a. Each student brings in 5 small items from home. b. Split the class into 2 groups - Native Americans and European Explorers. c. Have them trade their items without speaking because of the language barrier

between the two groups.


http://www.michiganhistorymagazine.com/kids/pdfs/mittenoct02.pdfhttp://www.michiganhistorymagazine.com/kids/pdfs/mittenoct03.pdfhttp://www.michiganhistorymagazine.com/kids/pdfs/mittenoct04.pdf



9. After the activity, discuss the ways they were able to communicate (body language, facial expressions, etc.)

10. Discuss the value of particular items and why they would or would not trade their items with people.

11. If time permits, you may discuss Antoine de la Mothe Cadillac. Connections: English Language Arts: Follow-up writing summarizing their trading experience. Mathematics: value Instructional Resources: Equipment/Manipulative: United Streaming video: French Explorers: Exploration of the Mississippi River Student Resources: 5 small items from home Teacher Resources: World map Small world maps for students http://anthropology.msu.edu/marquettemission/Photo_Gallery.html artifacts

http://anthropology.msu.edu/marquettemission/Photo_Gallery.html

Timeline For Father Jacque Marquette

On the next slide is a timeline with dates and descriptions of important events.

Using your notes, drag the date and description that matches to the timeline. Make sure your dates go from earliest to most recent.

If you have time, decorate your slide and see if you can put your name on the slide using a text box.

When you are done, hit file, save as and save this in your home directory.

Father Jacque Marquette Timeline

16731705

1672

1671

1675

16371677

1668

1654

1666

Born in Laon, France

Entered Jesuit seminary

Arrived in France, later called Canada

Sent to Sault Ste. Marie

Opened mission on Mackinac Island

Met with Louis Jolliet, got permission to explore great river

Found the Mississippi River

Got called back to St. Ignace died on the way

Indians return to grave; take bones back to St. Ignace; buried the under the chapel

Chapel burned; no record of his gravesite

Father Marquette and the Jesuit Missionaries in

Michigan

http://www.ssc.msu.edu/~anp/marquettemission/Jesuits.html

What is a missionary?

A Priest or other member of a churchSomeone who wants to spread religion to other parts of the worldIn Michigan in the 1600 and 1700s, it was someone who wanted to teach the Native Americans about Christianity

Where did they come from?

The Missionaries who came to Michigan in the early 1700s were from France.

Why did they come?

Most missionaries came to Michigan to teach the Native Americans about Christianity.They believed that the Native Americans needed help. The Native Americans believed in many gods and that was not what the priests thought.

Why were they important?

They sent letters back to their church leaders describing what they saw.Some drew maps to document the way the land looked to them.They believed that the fur traders should not use alcohol to make better trades. They spoke out against this behavior.

Sending letters homeThe Jesuit Superiors in France used letters that the missionaries wrote to

them to report to people what life was life here in Michigan. In one report, they talk about the difficulties facing the missionaries here.

At the Sault, the Fathers are, cultivating the soil and some of the Indians have even begun to imitate their example. In their Chapel, they regularly give instruction both to adults and children, and celebrate the rites of the Church; The greatest obstacle in their way is the devotion paid by the savages to their personal manitous, or medicine, a devotion inculcated, from earliest infancy, in both boys and girls. Notwithstanding, this: and other difficulties, the missionaries at the Sault have baptized more than three hundred persons of all ages.

The Jesuit Relations and Allied Documents Volume 54

Map MakingBecause of his

knowledge of Native American languages, Marquette was chosen to do do some exploring with Louis Jolliet. On his travels he created this map of the Michigan/Wisconsin area.

Speaking out against alcohol

Our Father, we ask thee to take steps to prevent them from giving us intoxicating liquor as eagerly as they do. To thus deceive us by urging us to drink, in order to make us spend in this way all that we bring back from our hunt, is just the same as if they robbed us. I repeat, as nearly as I can in our language, the expressions used by our Savages when they state their opinion to me respecting liquor.Herefore, to show them that I speak the truth on this point, as soon as 1 learn that some wretched frenchman has taken the clothing of a savage, giving him perhaps twenty ~01s worth of liquor for clothes worth from ten to twelve francs, I make a great stir in the village. I say that I will certainly have the clothes given back, but that it is also necessary that the savage who has been foolish enough to give his clothing for almost nothing, to obtain liquor, must atone for his sin. Father Jacques Bigot Oct. 1684

The Jesuit Relations and Allied Documents Volume 63

What did the Native Americans think?

The Native Americans called the priests Black Robes because of the clothes that they always wore.Not all of the Native Americans were happy to have people come and tell them to give up their way of life.

http://www.usgennet.org/usa/mo/county/stlouis/jesuit/marquette.jpg

Who is Father Marquette?

He was a Jesuit priest from France.He studied the Native American languages.He began the settlements in Sault Ste. Marie and St. IgnaceHe used his knowledge about languages to help Louis Jolliet explore the Mississippi River.

Jacques Marquette

Source: Currey, J. Seymour. Chicago: Its History and Its Builders. Chicago: S.J. Clarke Publishing Co., 1912.


Lesson 8 Title: Explorer Research Unit of Study: Third Grade Michigans Changing Inhabitants GLCE:

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.

Abstract: Students will be learning about various explorers of Michigan. They will research an explorer and create a wax museum to represent their explorer.

Key Concepts: explorers, Europe Sequence of Activities: (This lesson takes approximately five 45 minute lessons.)

1. Each student (or pair) will be assigned a Michigan explorer. They will then research this person to find a picture, reasons why they came, where they came from, and the route they took to and through Michigan.

2. Students then take the information and write a paragraph on their explorer. 3. Give students the opportunity to present their findings to the class by creating a wax

museum. a. Students dress up as their explorer and pose as a wax person. b. Others walk through the museum and push students buttons. c. When his or her button is pushed the student talks as if they are the explorer

telling what they researched about the person. Connections: English Language Arts - paragraph writing and presenting researched topic Mathematics Instructional Resources: Equipment/Manipulative- internet and student computers, library resources, etc. Student Resources - dress-up clothing Teacher Resources - list of teacher-chosen explorers Extension *Can adapt this activity to lesson 18 with the auto industry.


Name: _______________

Michigan Explorer Research Guide Explorers Name: ____________________________ Years Alive: ________________________________ Country of Origin: ____________________________ Family: ____________________________________ Why did this explorer come to Michigan? ___________ __________________________________________ __________________________________________ __________________________________________ What route or areas did they travel? ______________ __________________________________________ __________________________________________ Interesting Facts: ____________________________ __________________________________________ __________________________________________

Third Grade Michigan's Changing Inhabitants Unit OverviewThird+Grade+Michigans+Changing+Inhabitants+Lesson+Breakdownhttp://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/erlyauto/whymich.html

Third Grade Michigan's Changing Inhabitants Lesson 1 Why Do People MoveConnections: Student Resources: Pencils, post-it notesTeacher Resources: Chart paperMarker

Third+Grade+Michigan's+Changing+Inhabitants+Lesson+2-+Native+Americans+TodayAbstract: The students will compare and contrast Native Americans from today and in the past through literature and classroom discussion.Connections:Instructional Resources:

Third+Grade+Michigan's+Changing+Inhabitants+Lesson+2-+Michigan+Tribes+1996+MapThird+Grade+Michigan's+Changing+Inhabitants+Lesson+3-+Anishnaabeg+and+Three+FiresConnections:Student Resources: Blank Map of MichiganTeacher Resources: Large map of Michigan, United Streaming video

Third+Grade+Michigan%27s+Changing+Inhabitants+Lesson+3+-+The+Mitten+The+Three+FiresThe Mitten September 2001The Three FiresNative American LifeCreation of Sleeping Bear DunesWhat did you learn?

Third Grade Michigan's Changing Inhabitants Lesson 4 - Three Fires REVISED 5-10Abstract: Discuss the Potawatomis homes, sources of food, clothing, male and female roles, language, and cultural heritage.Key Concepts: Potawatomi, wigwam, cultural heritageConnections:Student Resources: Their map of Michigan from lesson 3, pencil, paperTeacher Resources: www.bigorrin.org/potawatomi_kids.htm (great informational resources), collection of artifacts and/or pictures of artifacts

Third+Grade+Michigan's+Changing+Inhabitants+Lesson+4+Artifacts+Record+SheetThird+Grade+Michigan's+Changing+Inhabitants+Lesson+5-+OjibwaAbstract: Discuss the Ojibwa homes, sources of food, clothing, male and female roles, cultural heritage, etc. Key Concepts: Chippewa, Ojibwa, birch bark canoes, reservations, cultural heritageConnections:Student Resources: Map from lesson 2Teacher Resources: Book- Legend of Sleeping Bear by Kathy-Jo Wargin

Native American ImagesThird+Grade+Michigan's+Changing+Inhabitants+Lesson+6-+OttawaAbstract: Discuss the Ottawa homes, sources of food, clothing, trading, male and female roles, language, cultural heritage, etc.Key Concepts: Ottawa, weaving, long houses, trading, cultural heritageConnections:Student Resources: Map from lesson 2Teacher Resources: www.bigorrin.org/ottawa_kids.htm

Third+Grade+Michigan's+Changing+Inhabitants+Lesson+6-+Trade+ActivityThird+Grade+Michigan's+Changing+Inhabitants+Lesson+7-+ExplorersAbstract: European explorers will be introduced and reasons for their exploration in Michigan will be discussed.Key Concepts: Explorers, Europeans, trading, geography, cardinal directionsConnections:Student Resources: 5 small items from homeTeacher Resources: World map

Third+Grade+Michigan's+Changing+Inhabitants+Lesson+7-+Father+Marquette+interactive+timeline+powerpointTimeline For Father Jacque MarquetteFather Jacque Marquette Timeline

Third+Grade+Michigan's+Changing+Inhabitants+Lesson+7-+Father+Marquette+powerpointFather Marquette and the Jesuit Missionaries in MichiganWhat is a missionary?Where did they come from?Why did they come?Why were they important?Sending letters homeMap MakingSpeaking out against alcoholWhat did the Native Americans think?Who is Father Marquette?

Third+Grade+Michigan's+Changing+Inhabitants+Lesson+8-+Explorer+ResearchAbstract: Students will be learning about various explorers of Michigan. They will research an explorer and create a wax museum to represent their explorer.Key Concepts: explorers, EuropeConnections: Student Resources - dress-up clothingTeacher Resources - list of teacher-chosen explorers

Third+Grade+Michigan's+Changing+Inhabitants+Lesson+8-+Explorer+Research+Student+Research+Guide