Michigan’s

Upper Peninsula

Road Map
 
 
 
 

by

Emily Budday

Teri Harris

Rachael Gurjack

Andrew Vincentini

Ken Carlman

ELE 3600

Dr. Bob Pettapiece
 



 

Introduction

Fourth Grade Unit

Goals:

Our group decided to plan our unit on Michigan’s Upper Peninsula for two reasons. First, the Upper Peninsula is a region that is overflowing with great natural beauty, technical engineering and small town charm. We wanted to capture and teach our fourth graders about this wonderful area in Michigan. Secondly, the Upper Peninsula is commonly overlooked, or passed over quickly when units are taught on the state of Michigan. We believe that this is a serious oversight and we wanted to help teachers and students acknowledge the magnificence of the Upper Peninsula.

Skills:

We assume the fourth graders know that Michigan has an Upper Peninsula. Skills we assume the students have are:

* Reading

* How to summarize reading

* Writing (in paragraph form and letter form)

* Can add and subtract

* Measuring abilities

We may have to directly teach the fourth graders: Use of Technology:
 
 
 
 

Strands:

We have included the Michigan Framework for Social Studies Education Content Standards as the rationale for the lesson plans in this unit.
 
 
 
 

Disciplines:

The disciplines we integrated into our unit plan are as follows:

- History

- Geography

- Sociology

Controversy: There was much controversy surrounding the issue of building the Soo Locks. The Locks took five years to complete. Along with precious time needed to build the Locks came a great need for man-power. The time lost in building the Locks was considered a waste compared to the time it already took to get products through the canal. The other side of the issue was that the locks would be well worth the time and the money once completed. Once the locks were built shipping time would be quick because there would be no unloading and reloading and no animals needed to ship things. It would cost a great amount of money, but they would quickly make that money back with the opening of the locks. The five years it would take to build the Locks would be made up in one or two years, if not less.

Core Democratic Value:

This controversy includes two values: promotes the general public as well as the general good. The locks would be positive for both values. The locks are now helping people transport goods everyday.
 
 

Edmund Fitzgerald Bulletin Board

This bulletin board has two purposes. First, it will display the actors and ships involved in the incident. Secondly, it will track the major events in chronological order from the Edmund Fitzgerald’s launching in River Rouge, Michigan on June 7, 1958, to its sinking in Whitefish Bay on November 10, 1975.

The people involved in the incident includes the 29 crewmembers of the Edmund Fitzgerald along with the captain of the "Fitz", Captain Eric McSorley. Also included in the list of players are the crew of the Arthur M. Anderson, and her captain, Captain Bernie Cooper. The Arthur M. Anderson was the vessel that trailed eight to ten miles behind the Edmund Fitzgerald and aided in the "Fitz’s" navigation when her radar failed. She was the last to communicate with Captain McSorley. Fifteen minutes later, the Edmund Fitzgerald disappeared from the Anderson’s scopes.

Also included in the bulletin board will be the Whitefish Point Lighthouse and the Great Lakes Shipwreck Museum. Ironically, the electricity at the lighthouse had gone out briefly during the evening of November 10, 1975, so it was unable to provide helpful navigation for the Edmund Fitzgerald.
 
 


Use of the Five Senses

Sight:

Read-aloud books (Days 6, 9, 12)

Big Spring (Day 2) Tahoquamenon Falls (Day 3) Pamphlets From The Upper Peninsula (Day 10) Brochures (Day 16) Upper Peninsula Field Trip Smell:

Mining For Chocolate (Day 1)

Taste:

Mining For Chocolate (Day 1)

Upper Peninsula Field Trip Touch:

Shipwrecks (Day 4)

The Mackinac Bridge (Day 7) Big Spring (Day 2) Mining For Chocolate (Day 1) Soo Lock Construction (Day 12) Hearing:

Read-aloud books (Day 6, 9,12)

The Mackinac Bridge Summary Sheet (Day 7) Shipwrecks (Day 14) Sharing poems and letters (Day 4, 6)




Materials list

    1. Hard chocolate chip cookies, toothpicks, paper towels
    2. Computers, Internet, pictures of Kitch-iti-kipi
    3. Michigan waterways and tributes map (available from the Department of Natural Resources), writing materials
    4. Big plastic containers, water, paper towels, a watch, a boot, a shoe, a wheel, men’s jewelry, hats for each of the containers
    5. Fact sheet about the S.S. Edmund Fitzgerald, writing materials, lined paper
    6. The Ultimate Book of Lighthouses (book), white drawig paper, writing utensils, markers, crayons, rulers, glitter
    7. Mackinac Bridge summary sheet, 6 volt battery, light bulb, aluminum foil, manila envelopes, wire, writing material
    8. Handout on Earnings From Copper Mines in 1924
    9. Journey Back to Lumberjack Camp (book), writing utensils, crayons
    1. Pamphlets from the Upper Peninsula, postcards, writing utensils
    2. Puzzle activities on logging
    3. 2-24" long cardboard pieces, 6-1" by 1" boards, 2-12" long cardboard pieces, 1 toy boat, string, hole punch, wood glue
    4. Geography map information, plain sheets of white paper, crayons, markers, an example map done with a key
    5. Time line facts, writing utensils, lined paper
    6. Writing materials, lined paper, plain sheets of white paper, crayons, markers, brochures of the Upper Peninsula
    7. Map of Upper Peninsula, writing utensils, atlas, access to Internet

    Social Studies Content Area

    Michigan Standards Used:






    Strand 1:

    - Sequence chronologically the following eras of American History and key events…

    - Understand narratives about major eras of American and world history
     
     

    Strand 2:

    - Describe, compare, and explain the locations and characteristics of places, cultures, and

    settlements.

    - Describe, compare, and explain the locations and characteristics of ecosystems,

    resources, human adaptation, environmental impact, …

    - Describe compare, and explain the locations and characteristics of economic activities,

    trade, political activities, migration, information flow, and the…

    - Describe and compare characteristics of ecosystems, states, regions, countries, major

    world regions, and patterns…
     
     

    Strand 3:

    - Explain the meaning and origin of the ideas, including the core democratic values…
     
     

    Strand 4:

    - Describe and demonstrate how the economic forces of scarcity and choice affect the

    management of personal financial resources…

    - Describe how trade generates economic development and interdependence…
     
     

    Strand 5:

    - Acquire information from books, maps, newspapers, data sheets, and other sources,

    organize and present information in maps, graphics…


    Upper Peninsula

    Field Trips





    #1

    Destination: Whitefish Point Light and the Great Lakes Shipwreck Museum

    Address: 110 Whitefish Point Road ? Paradise ? MI- 49768

    Contact Person: Tammy Henning

    Phone Number: 1- (800) 635-1742

    Hours/Days: May 15th ? October 15th ? 10AM-6PM ? Monday-Saturday

    Cost: $6.00 adult - $4.00 children

    Food: None inside the museum, but there is a hot dog stand outside.

    Length of Tour: 1 * hrs

    Comments: Reservations are required. The tour also includes a trip to the lighthouse,

    Boardwalk, bird observatory, gift shop, and theater.

    Connection to Social Studies: The museum displays many historical artifacts, such as, the actual bell from the shipwreck of the S.S. Edmund Fitzgerald.
     
     

    #2
    Dossin Great Lakes Museum

    Location: Strand Drive, Belle Isle, Detroit, Michigan 48207

    Contact Person: Walter Weaker

    Phone Number: (313) 852-4051

    Hours/Days: Wednesday - Saturday / 10 am till 5 pm

    Admission: $2.00 adults, children free

    Tour length: 60 minutes


    Road Map



     
     
     
     
    Day 1

    Objective: 

    Mining Earth’s natural resources. Imitating the mining process through extracting chocolate chips out of a cookie. 
     
     

    Period length: 

    50 minutes

    Day 2

    Objective: Students will learn about what a spring is This will be done by using the Internet and pictures of Kitch ? iti ? kipi.










    Period length:

    50 minutes

    Day 3

    Objective: Students will look at and examine the Tahquamenon Falls ? where the water originated from and where it flows to.










    Period length:

    50 minutes 

    Day 4

    Objective: 

    Students will learn about the shipwreck of the S.S. Edmund Fitzgerald and identify some of the items that were aboard it. 
     
     
     
     
     
     

    Period length:

    60 minutes

    Day 5

    Objective: Students will complete their letter from the previous lesson about their voyage. 










    Period length:

    35 minutes

    Day 6

    Objective: Students will compose an acrostic poem using the word "lighthouse".












    Period length:

    35 minutes

    Day 7

    Objective: 

    Students will learn facts about the Mackinac Bridge while making a circuit board.
     
     
     
     
     
     

    Period length:

    35 minutes

    Day 8

    Objective: 

    Students will learn about where copper comes from and how it gets to be in the form that we currently use. They will also discuss the steps included in the process.

    Period length:

    50 minutes

    *The areas in red represent the five detailed lesson plans for the unit!

    Day 9

    Objective: 

    Students will read a narrative about logging and make connections to other social studies issues.
     
     

    Period length:

    35 minutes

    Day 10

    Objective: 

    The students will be able to read pamphlets and create a postcard to send to someone as if they had visited this place.

    Period length:

    50 minutes

    Day 11

    Objective: 

    The students will learn about logging by doing the related activities.
     
     
     
     
     
     
     
     

    Period length:

    35 minutes

    Day 12

    Objective: 

    The students will know what a lock is, how it works, and understand the good the locks brought the people of Michigan.
     
     

    Period length:

    60 minutes

    Day 13

    Objective: 

    The students will learn how to make a map along with a map key. They will show this by making a geography map of the Upper Peninsula.

    Period length:

    35 minutes

    Day 14

    Objective: Students will read facts about the Upper Peninsula and unscramble the facts to put them in order to create a time line.










    Period length:

    30 minutes

    Day 15

    Objective: Students will work together as a group to find information about a specific topic, and then write an essay.












    Period length:

    35 minutes

    Day 16

    Objective:

    Students will select different cities off of the map of the Upper Peninsula and calculate the distances from one city to another.
     
     
     
     
     
     

    Period length:

    45 minutes

    *The areas in red represent the five detailed lesson plans for the unit!
     
     
     



     
     
     

    UPPER PENNINSULA UNIT VOCABULARY TERMS


      1. Upper Peninsula: the most northern part of the state of Michigan.
      2. Peninsula: body of land surrounded by water on 3 of its sides.

      3.  

         
         
         
         
         
         
         

      4. Locks: gates enclosing a stretch of water (located at each end) that are

      5.  

         
         
         
         
         

        built into a river or a canal and used to raise a ship from one water level to another.

      6. Soo Locks: locks that are located on St. Mary’s river (which connects

      7.  

         
         
         
         
         

        Lake Superior and Lake Huron) that lift ships and freighters from one body of water to the other.
         
         

      8. Mackinac Bridge: bridge that connects the Lower Peninsula with the

      9.  

         
         
         
         
         

        Upper Peninsula.

      10. Lake Superior: the largest of the five Great Lakes that borders on the

      11.  

         
         
         
         
         

        northern part of the Upper Peninsula.

      12. Spring: upward flow of water from underground to the surface and into

      13.  

         
         
         
         
         

        the air.

      14. Waterfalls: the steep falling of the water of a stream or a river

      15.  

         
         
         
         
         
         
         

      16. Kitch-iti-kipi: name of springs located in the Upper Peninsula of

      17.  

         
         
         
         
         

        Michigan.

      18. Tahquamenon Falls: name of waterfalls located in the upper peninsula of

      19.  

         
         
         
         
         

        Michigan.

      20. Shipwreck: the sinking, destruction, and loss of a ship.
      21. S.S. Edmund Fitzgerald: Great Lakes iron ore freighter that sank in Lake

      22.  

         
         
         
         
         

        Superior in 1975.

      23. Lighthouse: buildings located on the coasts of lakes and oceans built with
    a powerful light used to help guide sailors to shore. 14.) Acrostic Poem: poem, which consists of a series of lines or verses in which the first, last, or other letters of each line spell out a word when read from top to bottom.
      1. Natural Resources: non-manmade resources that are located in or on the
    Earth’s surface and consist of land, forests, water, minerals, etc.

    16.) Mining: the process of digging into the ground to obtain minerals.

    17.) Logging: the process of cutting down trees for lumber.

    18.) Industry: human and mechanical manufacturing of goods.

    19.) Scarcity: shortness of the supply of a good.

    20.) Circuit: sheet of insulating material used in electronics equipment.
     
     
     
     


     
    Lesson Plan #1- Day 1

    Mining for Chocolate

    Objective:

    The students will learn about mining Earth’s natural resources by imitating the mining process through extracting the chocolate chips out of a chocolate chip cookie.

    Rationale:

    This is a great way to start off the unit because it motivates the children.

    Strand II

    Benchmark:

    1. Human/Environment Interaction. Describe, compare and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationship among them.
    Subjects:

    Social Studies and Science

    Skills Used:

    Students will demonstrate predicting, experimenting, observing, and discussing throughout this activity.

    Materials:

    Hard chocolate chip cookies (one per student)

    Toothpicks

    Paper towel

    Procedure:

    1. Show the class a chocolate chip cookie. Tell them that the cookies represent the land and the chocolate chips represent minerals, like coal, which they will be mining from the cookie.
    2. Distribute the cookies to the students (but tell them that they cannot eat them). Ask students to estimate how many chips are in their cookies.
    3. With their toothpicks students will attempt to extract the chips from the cookie. This should be done doing as little damage to the cookie as possible. Cookies should stay flat on the piece of paper towel, as the hills cannot be picked up. After a few minutes of mining ask students if they wish to change their estimate of how many chips are in their cookies.
    4. After students have completed the activity, ask them to share with the class, the difficulties they had with their mining operations. Ask them to predict whether mining companies might have the same kind of difficulties.
    5. Have students brainstorm ways to reclaim their land (the cookies). Can the cookie be put back together? Remind the students that most of the soil and rocks mined are sterile and plants can not grow in it.
    6. Give the students new cookies to eat (one per student).
    Evaluation:

    The students will be able to explain the mining process both orally and in writing. The students will also share with the class how difficult, or easy the procedure was. What were the difficulties they had in class with their mining operations? The students will also write about this activity in tomorrow’s journal entry.

    Day Two

    Big Spring (Kitch ? iti ? kipi)

    Lesson:

    Discuss what a spring is, how they were formed, and why water continues to flow through them. Place students in groups to search the Internet for about ten minutes for information on springs. When they are finished, join together as a class to review what was found.

    Example internet site:

    http://www.landscapecamera.com/tahqnote.html/

    http://www.exploringthenorth.com/bigspring/spring.html/

    Background Information:

    Kitch ? iti ? kipi, Michigan’s largest spring, is located 12 mile west of Manistique in Palms Book State Park. Also known as "The Big Spring," it is two hundred feet across, and forty feet deep. Over 10,000 gallons of water a minute gush from the many fissures in the underlying limestone. The flow continues throughout the year at a constant temperature of 45- degrees.

    A self-operated raft allows visitors to guide themselves to points overlooking the fascinating underwater features. Ancient tree trunks, lime-encrusted branches and swimming trout appear suspended in thin air as they slip through crystal clear waters far below. Clouds of sand are kept in constant motion by the gushing waters, creating ever-changing shapes and forms.

    Day Three:

    Tahaquamenon Falls

    Lesson:

    First, activate prior knowledge concerning waterfalls. Examine where students think the water first came from and where it flows to? Next, have the students use the Michigan Waterways, and Tributaries Map (available from the Department of Natural Resources) to trace the flow of water into and out of Tahquamenon Falls. Were the predictions correct? Where does the water come from and where does it flow?
     
     
     
     

    Background Information:

    The Tahquamenon Falls are two sets of waterfalls. The Upper Falls is more than 200 feet across and has a 50-foot drop. It is the second largest waterfall east of the Mississippi River. The Lower falls are much smaller. The tea-colored water thunders down the Upper Falls in majestic beauty. Tahquamenon Falls are located in Tahquamenon Falls State Park in Newberry, in the central eastern part of Michigan’s Upper Peninsula. This state park has a beautiful tourist attractions that feature wildlife, woods, and camping.
     
     

    Lesson Plan #2 ? Day 4

    Shipwrecks

    Objective:

    Students will learn about the shipwreck of the S.S. Edmund Fitzgerald and identify some of the items that were aboard the ship.

    Rationale:

    This activity will give students an introductory look at the shipwreck of the S.S. Edmund Fitzgerald. Students will compare their own viewpoint about the matter raised with that of another individual (6.1.2).

    Materials:

    Big plastic containers each containing: a watch a wheel

    Water a boot men’s jewelry

    Paper towels a shoe hats

    Opener:

    The teacher will say to the class, "Today we are going to learn about the shipwreck of the S.S. Edmund Fitzgerald. We are also going to go to the bottom of Lake Superior to find out what was left over from the ship."

    Procedures:

    1. The teacher will start the lesson by telling the students some background knowledge about the SS Edmund Fitzgerald, including its wreck in 1958.
    2. The teacher will then ask the students for some explanations of what would cause a shipwreck.
    3. Then the teacher will tell the students that the Edmund Fitzgerald wreck was caused by one of the Lake Superiors worst storms.
    4. The teacher will talk about some other facts about the ship and provide the students with a fact sheet to follow along.
    5. Next, the teacher will tell the students that they are going to go diving find some things similar to those left behind from the ship.
    6. The teacher will set up large containers filled with water and several items, such as, a watch, a boot, a shoe, a wheel, some men’s jewelry, and some hats.
    7. The children will take turns sticking their hands inside the container and pulling out one item each.
    8. The children will then take their item back to their desk with them.

     
     

    Wrap ? Up:

    The teacher will tell the class, "Now that we have seen some items that might be found at the bottom of Lake Superior, what can you tell me about them?" Are they in good shape? Who do you think owned these items? The class will then discuss what they found. What could be different between the items they found and the actual items on the SS Edmund Fitzgerald?
     
     
     
     

    Evaluation:

    The students will then take the role of one of the men aboard the Edmund Fitzgerald. They will write a letter about themselves and their voyage. They will include something about the important item that they brought with them (the item will be the same thing that the student found in the container). Papers may then be shared with the class.
     
     

    Some Facts about the SS Edmund Fitzgerald:

    Day 5

    SS Edmund Fitzgerald




    Students will finish the letter from Day 4. This letter should be written as if they were on the ship, the SS Edmund Fitzgerald.
     
     

    Day 6

    Lighthouses






    After reading the book The Ultimate Book of Lighthouses by Samuel Willard Compton and Michael J. Rhein, the students will make acrostic poems using the word lighthouse (final copy will be done on plain sheets of white paper).
     
     
     
     

    L____________________________________

    I_____________________________________

    G____________________________________

    H____________________________________

    T____________________________________

    H____________________________________

    O____________________________________

    U____________________________________

    S____________________________________

    E____________________________________
     
     


    Lesson Plan #3- Day 7

    The Mackinac Bridge

    Objectives:

    Students will learn facts about the Mackinac Bridge while using a circuit.

    Rationale:

    Strand II Geographic Perspective

    Benchmarks:

    1. Describe, compare, and explain, the locations and characteristics of economic activities, trade, political activities, migration, information flow, and the interrelationships among them.
    2. Describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns, and explain the processes that created them.
    Materials:

    Mackinac Bridge Summary Sheet, wire, 6 volt batteries, light bulbs, manila envelopes, aluminum foil, masking tape, writing utensil.

    Procedures:

    1. Read summary and discuss with students.
    2. Students will have all supplies in front of them
    3. First, each student will write 5 yes or no questions they would like to know the answers to.
    4. Next, they must find the answers using various resources available (this may take more than a few minutes depending on the types of resources that are at hand).
    5. On the front cover of the manila envelope, the students will write their question out leaving room for the yes or no answers.
    6. Next to each question a hole will be punched. After each question, two holes will be punched, one in the yes column and one in the no column.
    7. On the inside of the envelope (the backside of the front cover) students will use tin foil to connect the hole punched for the question to the hole punched for the correct yes or no answer.
    8. After this is done with each of the questions, be sure that no aluminum foil is touching each other, or the wrong answers. To do this place masking tape on any overlaps of aluminum foil
    9. Close the manila envelope and seal it with masking tape.
    10. Have the student test their own circuit boards by attaching two wires to a 6 volt battery as well as to a small light bulb. When these wires are placed, one on the question hole, and one on the correct answer hole, the light bulb will light up.
    Closure:

    Students will do two other students circuit board tests.
     
     
     
     

    Evaluation:

    Students should know how to the circuit board works, as well as the answers to their questions.

    The Mackinac Bridge- Summary Sheet

    Michigan’s Upper and Lower Peninsula’s are about four miles apart in distance from shore to shore. Before the Mackinac Bridge was built, the only way to get from one side to the other side was by boat. In 1923, the Michigan State Legislature established a car-ferry service to help people get to both peninsulas. These ferry boats safely carried over 30 million people and their cars back and forth across the Straits of Mackinac for 34 years. Eventually, the ferry service became so busy, that people began to ponder the idea of building a bridge to connect the peninsulas. Building such a bridge would have cost about $30 million dollars back in 1923, so the idea was dropped. Through the years however, people continued to propose this idea. Traffic through the ferry system finally became so heavy that the State of Michigan began to consider more seriously building a bridge. Finally, after many years of studying this project and many months of trying to finance the project, a deal was set. Dr. David B. Steinman, one of the world’s greatest engineers of the time was hired to oversee the project.

    Building of the Mackinac Bridge began on May 7, 1954. This was no easy task because of the many hazards of marine construction over the dangerous, turbulent Straits of Mackinac. The brave workers had nerves of steel as they stood high above the water day in and day out for 3 * years. During construction they used 42,000 miles of wire in the main cables and over one million steel bolts to build the bridge. Sadly, five brave men died as they fell from various parts of the bridge.

    Nicknamed, Big Mac, the bridge opened to traffic on November 1, 1957 and is the world’s longest suspension bridge. The final cost to build the bridge was almost $100 million dollars. The bridge is five miles in total length and weighs over one million tons. Thousands of vehicles including cars, trucks and campers cross the bridge every year. There is a one-way toll of $1.50 to cross the bridge. The money is used to pay the Mackinac Bridge Authority Workers and to help paint and keep the bridge in good condition.

    Day 8

    Bringing Copper Mines to the Market &

    Earnings from Copper Mines in 1924



     
     
     

          1. Mined copper ore is processed into a fine, gray powder called concentrate.
          2. Many mines mix the concentrate with water so they can ship it easier.
          3. At a smelter, the copper concentrate is make into copper cathode.
          4. The copper cathode and rod are sold to both traders and directly to wire companies.
          5. Copper plays a huge role in our everyday lives.
    Day 9

    Logging

    Unit:

    Upper Peninsula and Logging

    Content Areas:

    Language Arts and Social Studies

    Objective:

    Student will read a narrative about logging and make connections to other social studies concepts. They will use the text for fourth grade and apply parts to concepts needed to be grasped for the grade level. Topics such as character analysis, applying knowledge learned, and story mapping.

    Rationale:

    It is important for students in fourth grade to have an understanding of reading a chapter book and applying knowledge from it to use for application.

    Materials:

    Journey Back to Lumberjack Camp (book) By: Janie Lynn Panagopoulos

    writing utensils

    crayons

    Procedure:

    1. Activate prior knowledge about logging.
    2. Review basic historical facts about logging before reading (see additional handouts).
    3. Read the chapter book together.
    4. Ask questions throughout to indicate retention.
    5. Do hands-on activities throughout the story.
    Evaluation:

    The students will understand the concept of reading and applying knowledge learned from an informational/fictional book about logging in Michigan.

    Moving Logs








    Loggers not only had to cut the trees, they also had to get the logs to the sawmills to be cut into lumber. Since logs ate very heavy, this was no simple task. It was easier to move logs in the winter when they could be loaded on sleds and pulled along icy roads. In this way the heavy logs could be moved to riverbanks and floated downstream to sawmills in the spring when the water was too high. Loggers stamped their own mark on the ends of logs to keep their logs from getting mixed up with logs from other camps. Some sample log marks are shown below. One log has been left empty so that you can design your own log mark. You might want to use your initials or a symbol in your design.
     
     




    Logging match

    Match the words in Column A with their meanings in Column B. Your answers should spell a common logging word.
     
    Column A  Column B


    ___ 1. Poor logging season K. turn left
    ___ 2. Good logging season  B. used to carry logs in winter
    ___ 3. Log mark L. warm winter with little snow
    ___ 4. Logging sleds M. a brand stamped on logs
    ___ 5. Tote road  J. used to move logs in spring
    ___ 6. Teamsters  U. cold winter with spring rains
    ___ 7. River  E. logging road
    ___ 8. Board foot R. man who drove a team of horses
    ___ 9. Gee  C. turn right
    ___10. Haw A. 1 foot long, 1 foot wide, 1 foot thick


    Day 10

    Pamphlets From The Upper Peninsula

    Lesson:

    Have the children take one pamphlet from the pile that has been collected from the Upper Peninsula. Have them read their pamphlet on their own and create a postcard to send to someone as if they had visited the place themselves. Be sure to review what is included in a post card, how to address it, and valuable information about the place they "visited." Have them send it to another student in the class, and have the other student read it, and then look at the corresponding brochure. The postcards would then keep on rotating, and continue on until each student has gained information on many different place in Michigan’s Upper Peninsula.
     
     

    Day 11

    Logging




    Historical Background:

    During the last half of the nineteenth century lumbering was a big business in the Upper Great lakes region. The huge white pines and other trees that grew abundantly in northern Michigan, northwestern Wisconsin, and northeastern Minnesota became the prime resource for an industry that made a tremendous impact upon the economy and history of these states. Logging camps, sawmills, and boomtowns sprang up through the area, while the vast forests quite literally turned into towns and cities in America’s young Midwest.

    What’s the Chance of Forest Fire?

    When the lumberjacks had finished their work, they left behind the dead stumps and branches from the trees that they had cut. When these dried they were a perfect place for forest fires to start- and they did! In the year 1871 two huge fires, the Peshtigo fire in Wisconsin and the great Chicago fire, burned over thousands of acres of land and killed more than a thousand people. Today we know more about how to prevent such fires. Test your knowledge of forest fire prevention by reading the statements below and placing an I for Increased beside the things that increase the danger of fire and a D for Decreased beside the things that decrease the danger of fire.
     

    _____ It is cool and cloudy

    _____ Farmers clear their land by burning

    _____ Loggers have cut all the trees in a forest leaving only brush & stumps

    _____ A storm is moving through with rains and wind, but no lightning.

    _____ Campers leave their fire to burn out by itself

    _____ Forest lands are damp from a long, heavy rain

    _____ There has been no rain for weeks

    _____ Lightning is streaking the sky

    _____ Loggers cut only part of the forest, leaving many young trees

    _____ It is a hot, windy day

    _____ Farmers clear away dead brush and stumps with machinery

    _____ Someone throws away a cigarette that is still burning


    In the Lumberjacks Kitchen

    Match the lumberjack’s kitchen terms listed below with the ones we use today.
     
    _____dinner 1. Kitchen, dinning room
    _____ long sweetening 2. biscuits
    _____ grub 3. Eggs
    _____ sinkers 4. Oven
    _____ doorknobs 5. Poor cook
    _____ jerk the hash 6. A pile of pancakes
    _____ pratties 7. Sugar
    _____ stack  8. Serve the food
    _____ belly burgler  9. Doughnuts
    _____ baker 10. Pancake
    _____ cackleberries 11. Food
    _____ black lead 12. Cook’s helper
    _____ box up the dough 13. Noon meal
    _____ crumb chaser  14. Knead bread
    _____ flappers 15. Coffee
    _____ cookhouse  16. Potatoes


    Lesson Plan #4 ? Day 12

    Soo Lock Construction

    Title:

    Soo Lock Construction

    Objectives:

    Students will know what a lock is, and how a lock works. The students will also be able to understand the good that the locks brought to the people of Michigan.

    Rationale:

    1. Describe major events
    1. Explain and demonstrate how businesses confront scarcity and supplying the marketplace.
    1. Describe how trade generates economic development
    2. Acquire information from maps, text, etc.
    Materials:

    2-24" long cardboard pieces string

    6-1" by 1" boards hole punch

    2-12" long cardboard pieces wood glue

    1 toy boat

    Opener:

    An important part of the Upper Peninsula is the great Soo Locks. Locks lower and raise ships so they can pass through a canal. In the Upper Peninsula ships needed to go through Lake Superior and Lake Huron to ship products. The problem to this is that Lake Superior’s waters are 20 feet higher than lake Huron’s. Before Locks, the people would have to unload from one ship and reload to another, which wasted a lot of time. The Locks were invented in 1855.

    Procedure:

    1. Assign people four to a group by having them count off.

    2. Have the students take their six boards and make 2 U’s by using wood glue, and then

    let these dry.

    3. Now take the cardboards (24") and punch four holes in each.

    4. Now take the other cardboard pieces and punch four holes in each corner.

    5. Take string and hang the smaller pieces in between the two sides (two big pieces).

    6. Connect two long pieces to the posts using wood glue.

    7. Raise and lower your Locks by pulling the string.

    8. The students have now created a Lock. Have them put the toy boat on it and try it out.

    Closure:

    Now you can see how a lock works. This was a great idea, with these Locks thousands of ships pass through these canals. Industry went up due to this great invention.

    Discuss the controversy surrounding the building of the Soo Locks. (See introduction, controversy section.)

    Evaluation:

    Does everyone seem to understand how the locks work and how important they are? Were the students excited to build their projects?

    Resources:

    The Mighty Soo: Five Hundred Years at Sault Ste. Marie (book), by Clara Ingram Judson





    Day 13

    Geography Map






    Lesson:

    With the information below make a geography map of the Upper Peninsula. Make your own key; work in groups of two or three maximum.

    Day 14

    Time Line

    Lesson:

    The students will have to unscramble the facts below and put them in order in a time line. The students can work in groups of two.

    Day 15

    Brochures

    Lesson:

    Students will count off numbers one through five. The groups will have different subjects that they will need to focus on in the Upper Peninsula. Some examples are lakes, museums, attractions, entertainment, etc. This will be done by drawing out of a hat. The groups will then get brochures that match with their given subject or topic. Each group will find information regarding the specific topic. The students will then write a short persuasive essay to make that subject as interesting as possible for one to want to visit. The students can also use plain sheets of lined paper for drawings if they choose to. Students will then share their information about their topic with the rest of the class.


    Lesson Plan #5 ? Day 16

    Mapping the Upper Peninsula

    Objective:

    Students will select different cities off of the map of the Upper Peninsula and calculate the distances from one city to another.

    Rationale:

    Benchmark used: Acquire information from books, maps, newspaper, data sheets, and other sources to organize and present information in maps. (Strand 5)

    Materials:

    Map of the Upper Peninsula, writing utensils, atlas or access to the internet.

    Opener:

    The teacher will say to the class, "Today we are going to look at a map of Michigan’s Upper Peninsula. We are also going to figure out the distances between different cities located in the Upper Peninsula."

    Procedures:

    1. The teacher will start the lesson by passing out a map of Michigan’s Upper Peninsula to the class.
    2. The teacher will ask the children to look at the map and think about what they think the distances are between some of the cities listed on the map.
    3. The teacher will choose two cities and tell the children her guess.
    4. Next, the teacher will demonstrate to the children how to figure out the correct distance either by using an atlas or the internet.
    5. Once the teacher has modeled for the students how to do the activity, she will have them get into pairs.
    6. The teacher will instruct the students to pick 10 different cities and guess how far apart each city is from another city.
    7. The teacher will have the children use an atlas or the internet to figure out the correct distance in miles.
    Wrap ? Up:

    The teacher will ask the children "How many of you guessed right on your distances? How many guessed wrong? Were you surprised with your findings?" The class will discuss their answers.

    Evaluation:

    The students will write on a sheet of paper how long they think it would take to drive from one of these cities to the other. They will also write a guess of how far they think their home is from Escanaba, MI.
     
     


    References






    Internet Sites

    http://innovations.copper.org

    http://sos.state.mi.us/history

    http://www.upmichigan.com/4seasons/

    http://www.wpbnb.com/

    http://www.exploringthenorth.com/bigspring/spring.html

    http://www.bluebirdmeadows.com/15-45.htm

    http://www.uptravel.com/uptravel/coe.htm

    http://landscapecamera.com/tahqnote.html

    www.exploringthenorth.com/lights/lights.html

    www.shipwreckmuseum.com/fitz/edmundmain.phtml

    www.uplive.com

    www.topozone.com
     
     

    Other References

    Brill, Marlene Targ. Celebrate The States: Michigan. New York: Marshall Cavendish,

    1998.

    Compton, Samuel Willard, and Rhein, Micheal. The Ultimate Book of Lighthouses,

    Houghton Mifflin, 1989

    Dunbar, Willis, and May, George. Michigan: A History of the Wolverine State.

    Willliam B. Eandmans Publishing Co. 1995

    Fradin, Dennis Brindell. From Sea To Shining Sea: Michigan. Chicago: Children’s

    Press, 1992.

    Hillstrom, Kevin and Laurie. Adventure Guide to Michigan. Hunter publishing Inc, 1998

    Hintz, Martin, Michigan. Children’s Press, 1998

    Judson, Clara Ingram. The Mighty Soo. New York: Follett Publishing Company, 1955.

    Lewis, Ferris. Michigan: Yesterday and Today. Hillsdale School Supply Publishers,

    1960

    Mitchell, John and Tom Woodruff. Michigan: An Illustrated History For Children.

    Michigan: Suttons Bay Publications, 1987.

    Modrzynski, Mike. Hiking Michigan, Falcon Press Publishing Co. Inc, 1996

    Osolinski, Stan. Michigan. Portland: Graphic Arts Center Publishing Co., 1977.

    Panagopoulous, Janie Lynn, Journey Back to Lumberjack Camp

    Sirvaitis, Karen. Michigan. Lerner Publications Co. 1994