Theme Literary Unit on Michigan History from Early Settlement to Statehood by Jennifer Swain

Time Description Rationale Evaluation

10-30 minutes
each day

DAY ONE
THROUGH
DAY TWELVE
Teacher will read novel, Shadow of the Wolf, (Whelan)
out loud to the class to be read over the course of the
unit. If finished prior to the end of unit, teacher will
determine if it is appropriate to continue reading the next
book in the series. Discuss aspects of the story and how they
relate to factual Michigan history by facilitating class
discussions before, during and/or after readings.

See attached Activities page for this book.

Text weakness/strength: This book is an excellent source for
content material in narrative form.

Diversity: Reading the story out loud makes it accessible
and appropriate for learners at all levels.
3 H3.0.8 - Use case studies
or stories to describe how
the ideas or actions of
individuals affected the
history of Michigan.
RL.03.2. Recount stories,
including fables, folktales,
and myths from diverse
cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key
details in the text.
Literacy: Students will
benefit from hearing the
story read out loud, building
vocabulary and prosody
skills. The activities will
cover all five stages of the
reading process (i.e., pre-
reading, reading,
responding, exploring and
applying).
Instructional: This story
serves to illustrate the
lifestyle of early settlers and
Native American Indians
living in Michigan in the
early 1800s.
Teacher will make anecdotal
notes. Teacher will use handouts
to determine comprehension and
need for additional mini-lessons
during reading.
30 min.
DAY ONE
Who were the first people in Michigan?
Every student will have a copy of the book, Michigan,
3 H3.0.1 - Identify
questions historians ask in
Every student must make a
meaningful contribution to the
(Johnson). Teacher will read pages 16-17 out loud to the
class and show pictures. Collectively as a class, complete a
Wagon Wheel to create a graphic organizer of the beginning
of Michigans history. Students will make an entry in their
social studies journals.

Text weakness/strength: The Johnson book is a good
informational text, however, it is a broad overview, and
provides only some specific details. It will require other
texts to fill in the missing information.

Diversity: This text is appropriate for third grade reading
interest level, but has a readability level of 5.9, so many
reading activities from this text may be done in pairs or
small groups.
examining the past in
Michigan (e.g., What
happened? When did it
happen? Who was
involved? How and why did
it happen?)
RI.03.7. Use information
gained from illustrations
(e.g., maps, photographs)
and the words in a text to
demonstrate understanding
of the text (e.g., where,
when, why, and how key
events occur).
Literacy: Students will use
this book as the primary
text book for this unit. They
will build skills reading
informational text.
Informational: A great deal
of relevant content
information is covered in
this text. It will be
addressed throughout the
unit.
Wagon Wheel; teacher will use a
checklist.
(To be
completed
over 2 days)
Total time:

DAY TWO
40 minutes at
centers, and

Native Americans Learning Centers
(Enough copies of each of the following books to share
between each of the centers will be provided, Michigan
Native Americans, (Marsh), Life in an Anishinabe Camp,
(Walker), The Potawatomi, (Powell), Menominee,
(Fowler), Huron Native American, (Gray-Kanatiiosh),
North American Indians, (Gorsline) ).
http://www.great-
lakes.net/teach/history/native/native_9.html
3 H3.0.4 - Draw upon
traditional stories of
American Indians (e.g.,
Anishinaabeg - Ojibway
(Chippewa), Odawa
(Ottawa), Potawatomi;
Menominee; Huron Indians)
who lived in Michigan in
order to make
Rubric (found at learning centers)
will be used to assess students.

3 key details provided during
presentation about tribal role = 2
points

1-2 key details provided during
presentation about tribal role = 1
DAY THREE
30-40 minutes
presentations.
Reading about the traditional stories of Native Americans in
the informational books at the center or watching the videos
and using the website, students will work in groups of 3-4 to
read and share information about a particular Native
American tribe (assigned to the group by the teacher). Each
group member will select the role of member of the tribe
(i.e., Chief, medicine person, religious leader, warrior, etc.)
and explore that role. The group will create a symbol that
represents their tribe to use on a classroom Michigan map
showing where the tribe lived, and use the same symbol to
make an entry on the map key. After each group labels the
location of their tribe on the map, each member will take a
turn role playing the tribal role they explored at the center.
(They may describe, create costumes and props from craft
supplies, interact with other group members, etc.)

Text weakness/strength: Some of the books certainly
provide more information than others. For this reason,
informational websites and videos have been provided to
give additional information.

Diversity: Students will work in groups assigned by the
teacher to group students of varying ability together. While
they will work in a student-centered format, the teacher will
be available for mini-lessons and to provide feedback on
progress.
generalizations about their
beliefs.
3 G1.0.2 - Use thematic
maps to identify and
describe the physical and
human characteristics of
Michigan.
W.03.7. Conduct short
research projects that build
knowledge about a topic.
ART.T.II.3.1 Illustrate
characters, environments,
and situations that support
the creation of a classroom
dramatization.
Literacy: Students will use a
variety of sources to read
about their topics (i.e.,
books, websites, videos,
etc.).
Informational: Student-
centered learning will take
place (with guidance by
teacher) and learn about
Native American Indians
through role playing and
maps.
point

0 key details provided during
presentation about tribal role, or
lack of participation = 0 points

40 minutes

DAY FOUR
Lifestyle Ingredients of Michigan Native Americans and
Settlers
http://www.youtube.com/watch?v=Pvzu78oslz4
Life of the Anishinabe
http://www.youtube.com/watch?v=g6YD8U2gLqg
Early Settler Children
3 H3.0.5 - Use
informational text and
visual data to compare how
American Indians and
settlers in the early history
of Michigan adapted to,
Teacher will grade the completed
Venn Diagrams accordingly.
http://www.michigan.gov/dnr/0,4570,7-153-
54463_18595_18596-54214--,00.html
Split the class into two groups, settlers and Native
Americans. Before viewing the videos and web pages, have
each group make some predictions about what life might be
like and write down some ideas (housing, tools/jobs,
schools, etc.) living in Michigan and using the environment
during the early days of Michigans settlement by
Europeans. Then, after viewing the videos and web pages,
teacher will have students buddy up so one settler and
one Native American are working together. Each pair will
complete a Venn Diagram to compare and contrast the
lifestyles of both the settlers and Native Americans, and find
out the similar ways in which they lived. Teacher will explain
the Venn Diagram, and ask students to consider the
following questions. In what ways do the Settlers live and
interact with the environment? The Native Americans? And,
in what ways do they both interact in the same ways?
Teacher will emphasize for students to focus on types of
houses, tools, foods, use of the woodlands, transportation,
and the concept of ownership, for each group.

Text weakness/strength: The idea that a picture is worth a
thousand words exemplifies the use of illustrations in
literacy work. These videos and websites were carefully
selected after looking at many different possible sources.
They are excellent in terms of the information that students
can learn from them. The one weakness is that students will
not create their own mental images as readily when they are
provided on the screen for them.

Diversity: Students will work in groups and pairs to help
each other in learning the material.

used, and modified their
environment.
W.03.8. Recall information
from experiences or gather
information from print and
digital sources; take brief
notes on sources and sort
evidence into provided
categories.
Literacy: Student will learn
to use visual
representations of literacy
to learn about Michigan
history.
Instructional: These videos
and websites are selected to
introduce students to the
concept that Native
Americans and Settlers had
very different ideas about
land ownership and
lifestyles. They shared
some values, but other
values were very different
and affected how they
interacted with one
another. Core democratic
values of common good
and diversity can be
discussed as part of this
lesson.
40 minutes

DAY FIVE
The European Invasion, Part One
Students will silently read pages 18 through 21 in
Michigan, (Johnson). Teacher will post primary
photographs depicting early settler life in Michigan. Using
the information in the text, photographs, as well as prior
knowledge from other lessons in the unit, students will
discuss as part of a grand conversation how French, English
and eventually, American occupancy of Michigan developed
into what we know now about Michigan in terms of places,
names, etc. Students will make an entry in their social
studies journals.

Text weakness/strength: The text contains only brief
paragraphs about the French and British control of
Michigan. Students will have to consider the photo
documents to help add to the information from the text.

Diversity: Students that have difficulty reading the text may
read in pairs. Students may also use journal writing prompts
or graphic organizers as needed when writing in their
journals about the readings. Some students may need to
type their responses rather than writing them.
3 H3.0.6 - Use a variety of
sources to describe
interactions that occurred
between American Indians
and the first European
explorers and settlers in
Michigan.
Literacy: Students will learn
the difference between a
primary and secondary
source.
Informational: Students will
discover the impact of
French, British and
Americans coming to
Michigan had on the
progress from wilderness to
more evolved settlements
and ultimately statehood.
Teacher will observe the grand
conversation, utilizing a checklist
to determine participation.
40 minutes

DAY SIX
The European Invasion, Part Two
Teacher will read out loud to students pages 22 through 24
in Michigan (Johnson), having students pick up reading
when teacher stops at points throughout the reading.
Teacher will play the Erie Canal Song
http://www.youtube.com/watch?v=HcNJ2RMOd3U
Teacher will explain the concept of push/pull factors.
Students will complete the table, Pros and Cons. Students
may work together, but each student must complete his or
her own Pros and Cons form.

Text weakness/strength: This reading focuses more on
3 H3.0.3 - Describe the
causal relationships
between three events in
Michigans past (e.g., Erie
Canal, more people came,
statehood).
3 G4.0.2 - Describe diverse
groups that have come into
a region of Michigan and
reasons why they came
(push/pull factors).
RI.03.8. Describe the logical
Teacher will grade the completed
Pros and Cons forms accordingly.
reasons why people came to Michigan (pull factors) and not
so much on reasons why people left their former lives
behind (push factors).

Diversity: While each student must turn in their own
worksheet, they may work together. The video will provide
a visual representation of the material for students with
difficulty reading the material alone.
connection between
particular sentences and
paragraphs in a text (e.g.,
comparison, cause/effect,
first/second/third in a
sequence).
Literacy: Some Choral
reading is used when
students must pick-up
reading where the teacher
has stopped reading to keep
up and follow along. Song is
also used as a form of
literacy.
Informational: Reading
stage of the reading
process. Students will learn
about the factors that
brought people to Michigan,
why they came, and why
they wanted to leave their
former homes.
To be
completed in
two parts,

DAY SEVEN
Toledo War
20 minutes,


DAY EIGHT
Statehood
40 minutes.
Statehood and The Toledo War
www.funtrivia.com/en/subtopics/The-Toledo-War-
222273.html
Teacher will distribute a copy of Ohio Lands to each
student. Utilizing the media center, each student will go to
the above website and play the trivia game about the Toledo
War. Students will print off their results to turn in as proof
of participation. Each student will draw the location of the
Toledo strip and the western part of the upper peninsula on
their Outline Map.

Teacher will ask students to make predictions about what
3 H3.0.9 - Describe how
Michigan attained
statehood.
RI.03.3. Describe the
relationship between a
series of historical events,
scientific ideas or concepts,
or steps in technical
procedures in a text, using
language that pertains to
time, sequence, and
cause/effect.
Teacher will collect the quiz
results and the completed
Statehood handout to grade
appropriately.
happened in Michigan that lead to statehood. Students will
read silently pages 24 through 26 of the Michigan,
(Johnson) book. During reading, students will be expected
to make notes on post-its and stick them to the pages of the
book. Students will obtain the handout, When did
Michigan become a state? and cut out the cards on page
one which are in random order. Then, they will use the
information from the websites, handouts and book to put
the cards in chronological order and glue them on page two.
If possible, they will find the dates for each item and list
them on the card (this information will be used in the
timeline assignment later in the unit).

Text weakness/strength: The text covered the Toledo War
in about two sentences, and more information is needed to
complete the activities (supplemental website). It does,
however, provide the chronological sequence of events.

Diversity: Students will work on reading independently, and
may get help as needed from the teacher. They also may
work collaboratively on their worksheets, but each student
must turn in their own worksheet.
Literacy: Students are
participating in independent
reading. They will use pre-
reading strategy (predicting)
and during reading strategy
(note taking) and post
reading (putting information
in chronological order).
Instructional: Students will
learn how the Toledo War
was instrumental in the
formation of Michigan as a
state, what lands Michigan
encompasses and what
political issues held up the
statehood of Michigan.
10-20 minutes
each day until
the end of
the unit.

START DAY
SEVEN
THROUGH
DAY TWELVE
The Underground Railroad
Students will learn of yet another group of people that came
to Michigan by listening to the teacher read (in place of
novel reading this day) Chapter 3 of Walking the Road to
Freedom, (Ferris). After hearing about Sojourner Truth,
students will have a choice project(s) to complete.
Readers Theater
http://www.readerstheaterallyear.com/articles/20101211_1
There are a minimum of 8 parts, up to an entire class. The
students will read the parts, and the Chorus will play the
role of the slaves escaping to freedom.
Or
3 H3.0.8 - Use case studies
or stories to describe how
the ideas or actions of
individuals affected the
history of Michigan.
3 P3.1.3 - Give examples
of how conflicts over core
democratic values lead
people to differ on
resolutions to a public
policy issue in Michigan.
SL.03.4. Report on a topic or
Teacher will observe
presentations and use a checklist
to determine if all students have
performed adequately. Teacher
will also be giving individual
conferences during the course of
the projects to keep students on
track.
Read, Henrys Freedom Box, and think of other creative
ways the enslaved people might have tried to make it to
freedom, share their ideas with the class.
Or,
Read some of the songs and poems (Sojourners Song or
Freedom Train) from the Michigan Reader, (Wargin), and
write a poem that would give clues to the run-away slaves to
help them get to freedom and share with the class.
Or,
Work in a group, and each person make 1-2 squares of a
quilt (made from fabric squares to be tied together at the
end) that would be similar to the quilts used by the
conductors on the railroad to send messages to the run-
away slaves. Share with the class.
Or,
Students may select one person that had an impact on civil
rights and slavery, and write a biography about that person.
They might need to look up information on the internet.
Share with the class when completed.

Text weakness/strength: The weakness of these projects is
that students are only picking some of the projects to
complete, and therefore they are not getting all the
information. There is quite a bit of overlap with the
activities, so students will get most of the information by
doing the projects they have chosen to complete. Also,
students will get to see the results of other projects during
the presentations.

Diversity: These projects have differentiated ability levels
and teacher will assist students with their selections if they
are having trouble.

The projects will be worked on over the course of the
text, tell a story, or recount
an experience with
appropriate facts and
relevant, descriptive details,
speaking clearly at an
understandable pace.
L.03.3a. Choose words and
phrases for effect.
ART.T.I.3.1 Identify and
describe different
characters though vocal
expression.
ART.VA.I.3.1 Compare the
use of various materials to
communicate ideas and
sensory experiences in an
artwork.
Literacy: Application phase
of the reading process.
Students have different
options for their responses,
from written responses, to
drawings, to poetry, etc.
Instructional: Students will
learn of the importance of
the Underground Railroad,
how it worked, some of the
stops along the way to
freedom for slaves and ways
in which the secret trail for
slaves to escape were
communicated through
members of the
Underground Railroad.
remainder of the unit. They can be worked on when other
work in class is finished early, as homework, and 20 minutes
will be given in class each day to work on these projects for
the remainder of the unit. All presentations given on the
last day of the unit.


20 minutes


DAY NINE
Legends of Michigan
Students have heard many stories about Native American
legends throughout the course of the unit up to this point.
Teacher will read the book, The Legend of the Petoskey
Stone, (Wargin). After reading the book, students will refer
to their Outline Map of Michigan, select a region, and make
up a Legend for that region. They may work in groups of 2-3
people to create and write a legend. Students will be
encouraged to reread the book, The Legend of the Petosky
Stone, to study the Authors style of how a legend is
created. Teacher will provide a template for making a frame
to go around their written legend. Each group will frame
their legend, perhaps add an illustration and teacher will
display them. Teacher will conclude the lesson by opening
up the floor for any students that want to share their stories,
and pose the following questions: Where do legends come
from? How did the Native Americans learn about legends
since they did not have written language long ago? Is there
any truth in legends? What legends have become part of
everyday life?

Text weakness/strength: This text will work well for this
activity, as the readability level and interest level are both
close to third grade levels.

Diversity: The book will be read out loud and students will
have the opportunity to examine the book for themselves.
3 Write narratives to
develop real or imagined
experiences or events using
effective technique, well-
chosen details, and well-
structured event sequences.
Literacy: Students will have
exposure to narrative text.
Also, students will use the
Exploring stage of the
reading stages.
Instructional: Many Native
American legends have
survived through oral
traditions. Students will be
encouraged to discuss and
discover how oral traditions
are carried on from
generation to generation.
Teacher will collect completed
legends and grade appropriately.
45 minutes

DAY TEN
The Only King in America
Teacher will remind students to think about the reasons
people came to the United States and to Michigan, one
reason being that they were fleeing from an oppressive
Monarchy. Then teacher will show the brief video about
Strang:
http://www.youtube.com/watch?v=62UNHJk4qWo
Students will discuss how they think people responded to
Strang deciding he would be king? Strang had many
followers. Did he have a right to proclaim Beaver Island for
himself? Did authorities have the right to prosecute him?
Teacher will explain, as discussed in previous parts of this
unit, how the Michigan Constitution was provided to protect
the citizens from anyone trying to be King. It also provides
voting rights so that citizens can decide if they approve any
new rules that the government wants to impose. What if
Michigan did not have a constitution?
Students will use their Outline Map of Michigan to select a
place to set up their own land and form their own
government. They will name it, decide what kind of
government they would like to have, and write a
constitution (the rules) for their new land (They should
include a pre-write, draft, revision, editing and publishing
the final product). They may decorate their constitution
with illustrations to help others understand the rules of their
land. They must also decide what punishments should
happen if people break the rules. Teacher will display the
constitutions to share.

Text weakness/strengths: The text is sketchy on this subject.
Even the video does not provide much information (very
brief). However, students will have information from the
text about how and why Michigan achieved statehood to
help with the concepts of the Michigan constitution.
3 C3.0.5 - Describe the
purpose of the Michigan
Constitution.
3 C5.0.1 - Identify rights
(e.g., freedom of speech,
freedom of religion, right to
own property) and
responsibilities of
citizenship (e.g., respecting
the rights of others, voting,
obeying laws).
Literacy: Students will
create an original written
work to share with the class.
Students will work through
all five stages of the writing
process.
Informational: Students will
explore several core
democratic values (i.e.,
liberty, equality, truth, etc.).
Also, students will learn
about the value of
government for the people.
Teacher will use a checklist for
student discussion and
responses.
Teacher will have to fill in missing pieces of information
throughout the activity.

Diversity: Students will be working in small groups. Some
students may include illustrations, rather than writing.
Within a group, students will be encouraged to work with
their own strengths (i.e., writing, geography, editing,
illustrating, etc.).
40 minutes

DAY ELEVEN
Resources in Michigan
One of the reasons people came to Michigan is because
there were so many natural resources available. The
resources provided opportunities for people to make
money, which made moving to Michigan very attractive.
Students will read pages 26-29 in Michigan, (Johnson)
about resources and jobs in Michigan. Students will be
making a poster of any one of Michigans natural resources
(i.e., a wooded area with trees and lumberjacks, mining,
water, etc.) They may use three dimensional objects like
leaves, pine needles or pine cones to show types of trees,
minerals (salt, etc.), handmade paper, etc. They will explain
as many products (printed pictures or drawings, etc.) that
could be made from the resource as possible. This project
will be completed at home and returned to school. I would
welcome family involvement and contributions to this
project.

Text weakness/strength: The text was very comprehensive
about industries in Michigan during the 1800s through
present day. Many natural resources are discussed.

Diversity: Students can use their abilities and work at their
own level to create their poster. This project may be
completed with the assistance of family members at home.
3 E1.0.3 - Analyze how
Michigans location and
natural resources influenced
its economic development
(e.g., how waterways and
other natural resources
have influenced economic
activities such as mining,
lumbering, automobile
manufacturing, and
furniture making).
3 G5.0.2 - Describe how
people adapt to, use, and
modify the natural
resources of Michigan.
E.ES.03.41 - Identify natural
resources (metals, fuels,
fresh water, farmland, and
forests).
Literacy: Visual and written
representation of
information.
Informational: Michigan
natural resources and
industries.

Teacher will grade posters
appropriately.
20 minutes

DAY TWELVE
Timeline of Michigan History until Statehood
The Michigan (Johnson) book contains a sample timeline,
and several brief biographies of people with Michigan
connections.
Teacher will provide a display going across the room (string,
rolled paper, etc.) with paperclips for students to add
information to a timeline. The timeline should begin 8,000
B.C.E (only one or two additions at this time to represent the
Native American Indians already living in Michigan) and run
until Mid-1800s C.E. Teacher will assign an event to each
student (to be initially written in their social studies journal
with a brief explanation), and the student will use
information and books from the unit to write out an index
card with a description of the event in their own words,
include the accurate date and clip it to the timeline.
Students will be cautioned to check the accuracy of their
information and dates, and avoid plagiarism.
Next, teacher will provide a sign-up list, and each student
will sign-up for a person that made a significant contribution
to Michigan during the timeframe of the timeline. The
student will write on an index card about the person, their
contribution to Michigan and the approximate dates of the
contribution to add to the timeline. At the end, students will
have to decide if any other events should be added to the
timeline and find out the dates to add them.

Text weakness/strength: The students will be utilizing a
variety of texts and information obtained throughout the
entire unit to create the timeline. They have numerous
excellent text sources to choose from.

Diversity: Students have already obtained much of the
information from other assignments, so they are going to be
placing former work in the proper time sequence on the
3 H3.0.10 - Create a
timeline to sequence early
Michigan history (American
Indians, exploration,
settlement, statehood).
8 Gather relevant
information from multiple
print and digital sources,
assess the credibility and
accuracy of each source,
and integrate the
information while avoiding
plagiarism.
Literacy: Students are
compiling information in
written form, sequencing
and adding it to the
timeline. This also
represents the application
stage of the reading stages.
Informational: Students
learn what a timeline is and
how it is formed and used.
They will have a visual way
to see the chronological
sequence of events learned
throughout the unit. This is
a unifying activity to
culminate the entire unit
and complete the thematic
unit tying the activities
together.
Rubric, provided to students at
beginning of lesson, will be used.

3 or more index cards added to
timeline = 5 points

2 index cards added to timeline
= 3 points

1 index card added to timeline
= 1 point

0 index cards added to timeline
= 0 points
timeline. They can work together in any manner necessary
(pairs, small groups or as an entire class) to achieve the final
goal of correct sequencing.



References

Dale, J. (n.d.). TEACH: Native Peoples of the Region. Great Lakes Information Network. Retrieved February 11,
2013, from http://www.great-lakes.net/teach/history/native/native_9.html

Ferris, J., & Hanson, P. E. (1988). Walking the road to freedom: a story about Sojourner Truth. Minneapolis:
Carolrhoda Books.

Fowler, V., Viola, H. J., & Jeffery, D. (2001). The Menominee. Austin, TX: Raintree Steck-Vaughn.

Johnson, E. M. (2009). Michigan. New York: Children's Press.

Kalman, B., & Walker, N. (2003). Life in an Anishinabe camp. New York: Crabtree Pub. Co..

Kanatiiosh, B. A., & Fadden, D. K. (2004). Huron. Edina, Minn.: ABDO Pub..

Levine, E., & Nelson, K. (2007). Henry's freedom box. New York: Scholastic Press.

Marsh, C. (2004). Michigan Native Americans. Marietta, Georgia: Gallopade International.

Michigan Minutes: The King of Beaver Island - YouTube. (2009, January 29). YouTube. Retrieved February 11,
2013, from http://www.youtube.com/watch?v=62UNHJk4qWo

Michigan State Symbols Game. (n.d.). Learninggamesforkids.com. Retrieved February 5, 2013, from
www.learninggamesforkids.com/us_state_games/michigan/which_symbols.html

Michigan Resources. (n.d.). Resources and Industry. Retrieved March 31, 2013, from
http://www.legislature.mi.gov/documents/publications/NaturalResources.pdf

Montgomery, C. (2010, December 10). Underground Railroad Codes - Readers Theater All Year. Welcome to
Readers Theater All Year. Retrieved February 11, 2013, from
http://www.readerstheaterallyear.com/articles/20101211_1
Qmwne. (2005, December 11). The Toledo War. FunTrivia.com. Retrieved February 5, 2013, from
www.funtrivia.com/en/subtopics/The-Toledo-War-222273.html

TEACH: Native Peoples of the Region. (n.d.).Great Lakes Information Network. Retrieved April 2, 2013, from
http://www.great-lakes.net/teach/history/native/native_1.html

Wargin, K., & Darnell, K. (2001). The Michigan reader for boys and girls. Chelsea, MI: Sleeping Bear Press.

Wargin, K., & Frankenhuyzen, G. v. (2004). The legend of the Petoskey stone. Chelsea, MI: Sleeping Bear Press.

Whelan, G., & Meers, T. (1997). The shadow of the wolf. New York: Random House.

YouTube. (n.d.). YouTube. Retrieved April 2, 2013, from http://www.youtube.com/


APA formatting by BibMe.org.

State Important Facts (Dates and Events):
Who? What happened?
Summary:
Journal Writing

Prompts:
What was discussed?

How did two groups relate to one another?

What agreements or disagreements appeared in the writings?

What are three things you learned today?

Graphic Organizer:
















Michigans Journey to Statehood
Cut out the strips below. Place them in correct order and paste them on the next page.
In 1830, due to the opening of the Erie Canal, the number
of settlers jumped to 31,000.





Finally, after 18 months the United States government
approved Michigans statehood. The Toledo War was
resolved.
Michigan fought to keep a portion of land near the Ohio
border. This fight kept the U.S. government from
approving Michigans Statehood.




On January 26, 1837, Michigan became the 26
th
state of
the United States of America.
In 1847, the capital was moved from Detroit to Lansing
due to Detroits accessibility along the water and potential
danger from threatening outsiders.




By the mid-1800s, Michigan had enough residents to apply
for statehood.
By 1840, the population grew to over 200,000.






It was decided that Michigan would give the Toledo Strip
to Ohio, and in turn gain the western half of the upper
peninsula. This land turned out to be an incredible natural
resource full of mining opportunities.
At the first constitutional convention, it was decided
Detroit would be the state capital.





Michigan had nine thousand settlers in 1820.


Michigans Journey to Statehood
Paste strips here in the correct order.
1






6
2






7
3






8
4






9
5






10





Place Disadvantages, Cons, or Opinions Here

Place Advantages, Pros, or Facts Here
Jobs

Resources

Native Americans

Religion

Transportation Transportation

Jobs

Resources

Native Americans

Religion

PROS






















CONS


Industry
Most of the forestland in Michigan is in the hands of private
owners. Approximately 11 million acres are owned by
individuals or small groups and 1.5 million acres are owned by
industrial wood products companies. Private ownership
accounts for two-thirds of the forestland in the state, while
public forests make up the remainder. Each year about 322
million cubic feet of timber are harvested from Michigans
public and private forests to manufacture products ranging
from paper to lumber to furniture. The state is also a leader
in plantation grown Christmas trees. One fifth of all
Christmas trees in the U.S. come from Michigan. About
150,000 Michigan citizens work in forest-related industries
that contribute about $9 billion to Michigans economy.
Forest-based recreation and tourism bring in around $3
billion and provide jobs to 50,000 people in the state.



Michigan Resources. (n.d.). Resources and Industry. Retrieved March 31, 2013, from
http://www.legislature.mi.gov/documents/pu







Trees




Native Americans Settlers
Keep in mind to include ways in which these people interact with their environment. How is life in Michigan different from other areas of the newly
forming country at this point in Michigans history? Why did these people want to live in Michigan? What did Michigan have to offer?
When did Michigan become a state?
Michigan finally became a state in
January of 1837.






Farmers decided Michigan would
not be a good place to move to
Michigan was part of large
territory called the Northwest
Territory





Steamboats and the Erie Canal
caused more people to move and
settle in Michigan. Soon, Michigan
had enough people to become a
state.
To become a state, the Michigan
Territory needed 60,000 people
and a constitution.





Ohio and Michigan had a conflict
over a piece of land known as the
Toledo Strip. That dispute got in
the way of Michigan becoming a
state.
The population of Michigan grew
slowly.






The first steamboat arrived at
Detroit. These boats were a big
improvement over boats that only
had sails.
President chose Lewis Cass to be
the governor of the Michigan
Territory





A new state would need a
constitution so that it could
choose leaders and make laws.
Governor Mason ordered a
census, or a counting of the people
living in an area. This showed
about 85,000 people lived in
Michigan, far more than the
60,000 required to become a
state.
the federal government suggested
that Ohio get the Toledo Strip and
Michigan get the western part of
the Upper Peninsula
In 1805, the population of the
Michigan Territory was not even
5000 people. It was way short of
having enough people to become
a state.



Michigan initially rejected the offer
saying that the Upper Peninsula
was wilderness that had little
value. Michigan did finally agreed
to this solution.