American History Toolkit

Items

• This Land is Our Land Inquiry Unit: "How did (does) Europeans’ view of land impact their (our) relationship and interactions with Indigenous peoples?"
  SOCIAL STUDIES: 3 – H3.0.5 Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.
  DescriptionSOCIAL STUDIES: 3 – H3.0.5 Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.3 – H3.0.6 Use a variety of sources to describe interactions that occurred between Indigenous Peoples and the first European explorers and settlers in Michigan.5 – U1.4.1 Describe the convergence of Europeans, Indigenous Peoples, and Africans in the Americas after 1492 from the perspective of these three groups.5 – U2.1.1 Describe significant developments in the Southern colonies, including: - interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.5 – U2.1.2 Describe significant developments in the New England colonies, including: - interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples, growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.5 – U2.1.3 Describe significant developments in the Middle colonies, including: - interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.6 – G2.2.3 Explain how culture and experience influence people’s perception s of places and regions. 6 – G4.3.2 Describe patterns of settlement and explain why people settle where they do and how people make their livings.6 – C1.1.1 Compare and contrast different ideas about the purposes of government in different nations, nation-states or governments. 6 – P3.1.1 Integrate Michigan process and skills standards into a grade-appropriate project. Clearly state a global issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Identify public policy issues related to global topics and issues studied.7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. 7 – H1.2.4 Compare and evaluate differing historical perspectives based on evidence.7 – G4.3.3 Explain the patterns, causes, and consequences of major human migrations.7 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups.7 – G4.4.2 Describe examples of cooperation and conflict in the era being studied.LITERACY/ELA RI.3.3 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.

  CreatorAn Oakland University Student and C3 Teachers

  PublisherC3 Teachers
• Lawmakers or Lawbreakers? The Crosswhites and Community of Marshall, Michigan
  4 – H3.0.3 Use case studies or stories to describe the ideas and actions of individ­uals involved in the Underground Railroad in Michigan and in the Great Lakes region.
  Description 4 – H3.0.3 Use case studies or stories to describe the ideas and actions of individ­uals involved in the Underground Railroad in Michigan and in the Great Lakes region. 4 – G1.0.3 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. 4 – C5.0.3 Describe ways in which people can work together to promote the val­ues and principles of American democracy. 4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
• Cultural Diversity Inquiry Unit: What do Things I Wear Say About Me?
  SOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community
  DescriptionSOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community 3 – G4.0.2 Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).LITERACY/ELA STANDARDS: RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.SL.2.1a-c: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. W.3.2a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.1a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

  PublisherSikh Coalition
• Asian American Education Resource Database
  AHT note: all standards listed in the database are from Illinois. It is our hope that we will be able to align each resource in this database to Michigan standards, but we haven't had the opportunity yet.
  DescriptionAHT note: all standards listed in the database are from Illinois. It is our hope that we will be able to align each resource in this database to Michigan standards, but we haven't had the opportunity yet.

  PublisherAsian Americans Advancing Justice: Chicago