SUBJECT: Michigan History, Geography, Economics
GRADE LEVEL: Upper Elementary
CREATORS: Phenecia Brown, Geral Archutowski, Dan'elle Nelson, Meredith Summer, Jill Butkiewicz
|Day 1||Introduction, Motown music, KWL poster|
|Day 2||Indians in Detroit. Discuss artifacts. Make Indian head dress.|
|Day 3||Cadillac arrives. Role playing.|
|Day 4||Growth of city. Geography mapping.|
|Day 5||Famous figures of Detroit. Pocketful of history.|
|Day 6||Henry Ford-video with semantic mapping.|
|Day 7||Auto industry and unions, second part of video. Make a production line.|
|Day 8||Same as day 7, Student forum about pros and cons of unions. Short essays.|
|Day 9||Riots and protests, students summarize old newspaper articles. Discuss riot effects in reports.|
|Day 10||Places in Detroit. Internet activity. Students use information to make travel brochures.|
|Day 11||Belle Isle. Students will create their own island.|
|Day 12||Detroit and it's waterways. Guest speaker from Great Lakes Museum. Students create waterways.|
|Day 13||Taste of Detroit. Luncheon of Detroit foods.|
|Day 14||Field trip to Detroit Historical Museum. Handout to complete about the museum.|
|Day 15||Unit conclusion and evaluation. Students write in reflective journal. Handout covering unit.|
Current Student Skills
Skills to Teach with this Unit
Michigan Social Studies Framework Strands and Benchmarks
|Historical Perspective||Students use knowledge of the past to construct meaningful understanding of our diverse cultural heritage and to inform their civic judgments.|
|Geographic Perspective||Students will use knowledge of spatial patterns on Earth to understand processes that shape human environments and to make decisions about society.|
|Economic Perspective||Students will use knowledge of production, distribution, and consumption of goods and services to make personal and societal decisions about the use of scarce resources.|
|Inquiry||Students will use methods of social science investigation to answer questions about society.|
|1.2.5||Summarize the sequence of key events in stories describing life from the past in their local community, the state of Michigan, and their parts of the United States.|
|1.2.7||Recount the lives and characters of a variety of individuals from the past representing their local community, the state of Michigan, and other parts of the United States with present day life in those places.|
|1.3.4||Use primary sources to reconstruct past event in their local community.|
|1.3.6||Compose simple narratives of events from the history of the state of Michigan and of the United States.|
|1.4.3||Identify problems from the past that divided their local community, the state of Michigan and the United States and analyze the interests and values of those involved.|
|2.4.6||Describe the geography of Michigan at major times in it's history and explain the reasons for it's change.|
|4.2.5||Examine the historical and contemporary role a major industry has played in the state of Michigan and in the United States.|
|5.1.5||Organize the social science information to make and interpret maps, graphs and tables.|
|5.2.7||Construct an answer to the question posed and support their answer with evidence.|
|6.2.2||Engage each other in conversations which attempt to clarify and resolve national and international policy issues.|
Tuesday, Day Two
Indians in Detroit.
We will discuss various artifacts borrowed from a local Chippewa spokesman.
Activity-The students will create their own Indian headdress.
Wednesday, Day Three
Cadillac Arrives in Detroit.
Handouts: The students will read two brief handouts. The first handout provides a short history of Cadillac's arrival and stay in Detroit. The second handout is a description of Cadillac's account of Detroit.
(History of Detroit, Farmer, p11)
(Michigan: A history of the Great Lakes State, Rubenstein and Aiewacz, pp.30-24)
Activity- The students will perform a skit which shows Cadillac's arrival in Detroit.
Thursday, Day Four
Growth of a City.
Activity- Students develop a map detailing the growth of the city based on information from a handout. They will create a key for the map which will include color coding the areas of the city based on their acquisition.
Friday, Day Five
Famous people of Detroit.
Click here for lesson plan.
Activity- The class will try to determine the identity of recent people in Detroit's history based on various items pulled out of a pocket. The class will then create their own "Pocketful of History" for a person who lived in the 19th or 20th century in Detroit.
Tuesday, Day Seven
Video: Henry Ford's America (Part One)
Activity- The students will work in groups to develop their own production line for the product of their own choice.
Wednesday, Day Eight
Video: Henry Ford's America (Part Two)
Activity- The students will write a short paper explaining the impact of the car upon society.
Thursday, Day Nine
Riots and Protests in the History of Detroit
Primary sources: The class will read accounts of riots and protests from actual newspapers.
Activity- the class will split into 4 groups. Each group will discuss one of the riots or protests to determine if they had any effect on society. Each group will report their findings to the class.
Friday, Day Ten
Places in Detroit
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Note: This lesson will require students to use the Internet to research the places in Detroit.
Activity- Students will create travel brochures detailing various places in Detroit. They will present their brochures to the class at the end of the period.
Tuesday, Day Twelve
Detroit and It's Waterways
Guest Speakers: A speaker from the Dossin Great Lakes Museum will give a short presentation about local waterways
Activity- The students will add on to their own waterways which will surround their island projects.
Wednesday, Day Thirteen
Taste of Detroit
The students will discuss a variety of foods that are available to them in Detroit.
Activity- The students will prepare a lunch using products made in the Detroit area. ( example: the students can prepare Kowalski hotdogs on Wonder bread and have Vernors pop. For dessert they can prepare hot fudge sundaes using Sanders products.)
Thursday, Day Fourteen
Field Trip, Detroit Historical Museum
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Friday, Day Fifteen
Conclusion and Evaluation
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the students will do a reflective journal stating whether or not they would be better off living in "old time" Detroit or "modern" Detroit.
Unit Evaluation- The students will complete the handout covering the unit.
The students will be listening to the sounds of Motown. They will be using their listening skills when viewing the videos.
The sense of touch will be used in several hands on activities that the students will be completing during the course of the unit.
Smell and Taste
The students will incorporate the senses of smell and taste in the lesson, "Taste of Detroit."
Students will learn about Henry Ford with a video that nurtures their inner thinking and learning at their own pace.
The creation of their own island will nurture students special and geographical awareness.
The Detroit places bulletin board will offer a great visual learning supplement.
Students will be able to display kinesthetic awareness dramatically when they role play.
The class will be exposed to classic Motown music.
Students will form a bond as a class when they go on their field trip and will all the planned activities.
Students will actively participate in completing a class poster of the three KWL areas: What students already know; what students would like to know; and lastly what students will have learned at the end of the unit
Students will gain background knowledge about Detroit by hearing the ideas of their classmates on the topic. Students will gain knowledge of when and how issues about the city cam about comparing their thoughts to those of their peers.
Students will listen to Motown music to introduce the Detroit unit.
Students will be able to discuss their ideas about the unit and Detroit in small groups.
This activity should lead nicely into the Detroit unit. The logical are to flow into learning is about the historical Indians.
Students will be monitoring each other's growth when they participate
in the discussions. The teacher will be able to tell the individual students
have gained knowledge about Detroit by the quality of information that
they put on the class poster at the end of the unit.
To have students become aware of the people that have influenced Detroit's past.
The students will be able to identify important aspects in the lives of the people who have had an influence in the history of Detroit.
It is important for the students to understand how various people have influenced the history of Detroit.
The class will listen to a song by Stevie Wonder.
Students will be given a group grade based on the number of items that are appropriately placed in the "pockets" according to the following rubric:
|Appropriately Placed Item||Grade|
|5 or more items||A|
|3 to 4 items||B|
The finished travel brochures will reflect the students' knowledge of the Internet, as well as their knowledge of their locations.
Language arts skills can be evaluated by the brochures as well, along
with the oral presentation at the end of the lesson.
The morning of the field trip, develop a semantic map on the historical topics that have been discussed with the students over the past week and a half. Show the students pictures of historical sights from the past and present. Ask the students questions with regards to how things were in the past. Tell the students to look at the clothes people wore, the type of transportation used, the type of houses during the era begin observed, etc.
Students will be evaluated based on their participation in the class discussion (semantic map) and their written and oral activities.
Field Trip Information
Detroit Historical Museum
Tour Duration: 90 minutes
Education programs for this unit: Students will see exhibits during a variety of time periods throughout Detroit. The program will enhance each students' knowledge of historical sites and time periods throughout the history of Detroit. This will also allow students to view first-hand historical perspectives within Detroit that are evident in today's contemporary society.
After the students have discussed, watched videos, read books and walked through the history of Detroit with their teacher's guidance, the students will learn:
What have we learned about the city of Detroit that we didn't know before this theme?
The students will write a reflective journal stating whether or not they would be better off living in Detroit in the past or the present Detroit.
The students will receive a handout entitled My City. With this they
may express what they have learned throughout the entire unit. They may
now put everything together.
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