Lesson 2: History

Teacher:

Kathleen Fuller & Rachel Polikaitis

Date:
Big Idea: Factors that make up Michigans Market Economy

I. Objectives
What is the main focus of this lesson?
This lesson focuses more on the history of Michigans economy. This was briefly
touched on in the last lesson, but this lesson is giving more of an in depth focus on
the four industries that make up Michigan economy: Logging, Mining, Automobile, and
Tourism.
How does this lesson tie in to your units Big Idea?
Our big idea is, what role do the factors that make up market economy play in the
context of Michigans economy? In this lesson, we are discussing the industries that
make up Michigans economy. We are exploring the history of Michigans market
economy and where it is today. This plays into our Michigans economy part of our
BIg Idea.
What are your objectives for this lesson?
Objectives:
Students will be able to organize information they have researched into a coherent
form on a poster board
Students will be able to present information they have researched to the class.
Students will be able to list the four types of of industry that play a role in Michigan
Economy
Students will be able to give examples of the four types of industry that play a role in
Michigan Economy
Common Core State Standards:
4-H3.0.1: Use historical inquiry questions to investigate the development of
Michigans major economic activities from statehood to present.
4-H3.0.5: Use visual data and informational text or primary accounts to compare a
major Michigan economic activity today with that same or a related activity in the
past.
4-H3.0.6: Use a variety of primary and secondary sources to construct a historical
narrative about the beginnings of the automobile industry and the labor movement in
Michigan.
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of
sources.
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.

II. Before you start

Prerequisite
knowledge and skills.

The students did some research in small groups during the

last lesson about a specific industry in Michigans economy.
They need to have knowledge of what they researched about
and need to have at least one person in their group with good
fine motor skills in order to make a poster conveying their
information.

Assessment
(formative and
summative)

Formal: Students will present their research on their topic

about Michigans market economy to the class. Poster
presentation.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of
Representation

Multiple Means of
Expression (Action)

Multiple Means of
Engagement

Options for Perception

Options for
action/interaction

Options for recruiting

interest

Options for Language/Symbols

Options for Expression

Options for Sustaining

Effort & Persistence

Options for Comprehension

Options for Executive

Function

Options for Self Regulation

Materials-what
materials (books,
handouts, etc) do you
need for this lesson
and do you have
them?

Do you need to set up

your classroom in any
special way for this

Poster board (one for each student)

Markers (enough for four groups of students)
Colored paper (option for students to use on posters)
Computers (if students need to finish research)
Student journals (or wherever students wrote down their
research)

Table groups

lesson? If so, describe

it.

III. The Plan

Ti Part
me s
Motivatio
n
(Opening/
Introducti
on/
Engagem
ent)

Developm
ent

The description of (script for) the lesson, wherein you

describe teacher activities and student activities (indicate
in parenthesis where you are addressing standards and
themes)

Students should finish up any research they have left to do on

the industry their group was assigned.

Teacher should lay out all materials necessary for the students to
make posters (markers, posterboard, colored paper, etc.)
Students should take research they found and put it on the poster
in a creative way.
Students should practice what they are going to say in their
presentation to the class.
Teacher should emphasize that every student should play a role in
the presenting of their poster.
After 5-10 minutes of preparation each group should give a
presentation of their poster to the class.
Students should take notes in their journal of important facts from
each industry they think they should know.

Closure
Students will share with their tables the important things they
found in each presentation. They should make note of each

others findings in their journal as well.

Explain how this lesson supports your Big Idea. What is the takeaway?