Unit 3 Lessons

4th Grade United States Studies
Unit 3: Human Geography in the United States
SS040301
Lesson 1
Lesson 1: Questions Geographers Ask about Human Geography

Big Ideas of the Lesson
In studying human geography, geographers examine how people and places are connected to
each other, as well as how people are connected to the Earth.
Human geography has two main themes: movement and human/environment interaction.
In studying movement, geographers ask questions such as: Why do people move?, How does
the movement of people connect places?, and How do geographic features impact movement?
In studying human/environment interaction, geographers ask questions such as: How do people
use the Earth?, How do people change the Earth?, and What are the consequences of
changing the Earth?
Lesson Abstract:
In this foundational lesson students explore questions geographers ask when studying the human
geography of the United States and determining how places are connected. With a specific focus
on movement and human-environment interaction, the teacher assists students in developing
questions about these geographic concepts. Some examples include: Why have people moved to
United States? How have people moved within the U.S.? How has the movement of people
affected cultural development in the U.S.? How have people changed the environment in the
U.S.? and, What are positive and negative effects of these changes? Students apply these
questions to what they know about Michigan. In addition this lesson provides an opportunity for
students to further develop the skill of making inferences from maps.
Content Expectations
4 H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan.
4 - G1.0.1:
Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).
4- G1.0.3:
Identify and describe the characteristics and purposes (e.g., measure distance,
determine relative location, classify a region) of a variety of geographic tools and
technologies (e.g., globe, map, satellite image).
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States
4- G1.0.4:
Integrated GLCEs
R.NT.04.04: Explain how authors use literary devices including flash-forward and flashback
to depict time, setting, conflicts, and resolutions to enhance the plot and create
suspense.
Michigan Citizenship Collaborative Curriculum

www.micitizenshipcurriculum.org
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Lesson 1
Key Concepts
human/environment interaction
movement
Instructional Resources
Equipment/Manipulative
Overhead projector or Document Camera/Projector
The Geographers Hat from Unit 1
Student journal or notebook
Student Resource
Van Allsburg, Chris. Just A Dream. New York, NY: Houghton Mifflin, 1990.
Teacher Resource
Egbo, Carol. Supplemental Materials (Unit 3, Lesson 1).Teacher-made material. Michigan
Citizenship Collaborative, 2008.
Michigan Global Connections. MEDC Website. 12 November 2008
<http://ref.michigan.org/medc/miinfo/mimaps>.
Percent of People Who Are Foreign Born Map. U.S. Census website. 12 November 2008
<http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=thematicmaps>.
United Airlines International Route Map. 12 November 2008
<http://www.united.com/ual/asset/unitedroutes_World_8_08.pdf>.
United Airlines North America Route Map. 12 November 2008
<http://www.united.com/ual/asset/unitedroutes_NA_8_08.pdf>.
Lesson Sequence
1. Putting on the Geographers Hat from Unit 1, remind students that in the previous unit they
explored the United States in spatial terms. Briefly review the three themes used in the previous
unit: Location, Place, and Regions. Then, ask students to list in their social studies journal
some of the questions geographers use in investigating these themes. Discuss the various
questions students have listed. Then, review the questions for the themes of Location, Place
and Movement listed on the Questions Geographers Ask chart located in the Supplemental
Materials.
2. Explain that in this unit students will explore themes and questions relating to what
geographers often refer to as human geography. Give each student a copy of the Unit
Graphic Organizer located in the Supplemental Materials, and explain that geographers often
think about human geography in terms of connections. They explore ways people and places
are connected to each other, as well as ways people are connected to the Earth. Place
students in small groups and give each group a copy of the Group Brainstorming Sheet

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Lesson 1
located in the Supplemental Materials. Tell groups to work together to brainstorm and list
examples of the two kinds of connections listed on the chart.
3. Give groups time to work together and then have them share their ideas in the large group.
Record ideas on a chart or overhead transparency of the Group Brainstorming Sheet. Note
that a chart showing possible answers has been included in the Supplemental Materials.
4. Referring again to the Questions Geographers Ask chart point out the geographic themes of
Movement and Human/Environment Interaction. Explain that human geography centers around
these two themes. Like the themes of location, place and regions, geographers often use maps
to investigate these themes. Make and display an overhead transparency of Map #1 located in
the Supplemental Materials or give pairs a copy of the map. Use the following questions to
guide students in interpreting the map:
What does the map show? (The ways in which Michigan is connected by air and
shipping to other places in the world.)
How is the map related to the theme of movement? (It shows air routes and shipping
lanes and connections.)
What questions does the map help answer? (What are some major places in the
world to which Michigan is connected? What are some important nonstop airline
routes? How is Michigan connected to other places?)
What are some questions the map raises? (Why is it that nonstop flights go to these
particular cities? Why do people travel to these cities? Do passengers use the
shipping lanes or are they only for goods?)
5. Place students in pairs and give each pair a copy of the sheet showing Maps #2 and #3 located
in the Supplemental Materials. Tell pairs to examine the maps and write answers to the same
four questions used in Step 4. Note that a chart showing these questions has been included in
the Supplemental Materials. Give pairs time to work and then lead a discussion on the maps
based on the answers pairs have come up with. Make sure to point out that these maps show
only the routes of a single airline. Then, pose the following question: Considering the fact that
there are many different airlines in the United States, what can we infer about how the U.S. is
connected to other places by air?
6. Make and display an overhead transparency of Map #4 located in the Supplemental Materials.
Guide students in reading the map title and key. Then, pose the following question: What does
this map have to do with the theme of movement? Discuss student responses and then guide
students in understanding that this map shows the movement of people in that it relates to
people who have moved to the U.S. from other countries. Use the following questions to
discuss the map:
What questions does the map help answer? (What states have a high percentage of
people who were born in another country? What states have a low percentage?)
What are some questions the map raises? (What are some of the countries that
people came from? Why did they migrate to the United States? Why do some states
have a high percentage of foreign born people and some states a low percentage?
How do people decide where to live when they migrate to the U.S.)

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Explain that in this unit students will have an opportunity to explore the movement of people
within and to the United States in depth.
7. Review the chart you created in Step 3 describing ways people are connected to the Earth.
Then, refer students back to the Questions Geographers Ask chart located in the
Supplemental Materials and review the three questions relating to the theme of
Human/Environment Interaction. Explain that one of the most important things that
geographers investigate are the ways in which people change the Earth and the consequences
of those changes. Introduce students to the book Just a Dream by Chris Van Allsburg or a
similar book with an environmental theme. Explain that as you read the book and share the
illustrations with students they should try to identify examples of ways in which people have
changed the Earth.
8. Read the book to students making sure to share the very descriptive illustrations with them.
Then, divide students into groups of three and give each group a copy of the Book Analysis
Chart located in the Supplemental Materials. Explain that groups should work together to
review the book and list various ways people had changed the Earth as described in the book
and the consequence of these changes. Give groups time to work. Make the book available for
groups to review the illustrations as needed. When groups have finished, have them share their
ideas with the whole class. Note that a chart showing possible answers has been included in
the Supplemental Materials.
9. Use the following questions to discuss the book and the ideas students have listed on their
charts:
How had Walter changed by the end of the story? (He became much more sensitive
to environmental issues and problems.)
How did the author make use of the technique of flash forward? (In his dream,
Walter visited the future.)
What happened to Walter at the end of the story? (Walter had another dream.)
Why did Walter think he was dreaming on the past in his second dream? (He saw
someone mowing the lawn with a motorless lawn mower and there were clothes
drying on the line.)
What was the evidence that his second dream was actually showing the future? (The
two trees that he and Rose had planted were very large.)
Which dream do you think best describes what the future will be like? (Answers will
vary.)
Are there alternative futures that may be possible? (Answers will vary.)
10. Pose the following question to students: Besides the questions we have been exploring in this
lesson, what are some other questions geographers might investigate that relate to the theme
of human/environment interaction. List student answers on an overhead transparency or
board. Note that possible answers include:
Do people in some countries tend to change the Earth more than people in other
countries?

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Lesson 1
What might be some positive consequences of changing the Earth?

Are changes to the Earth always permanent?
Did people in the past change the Earth more or less than people now?
Do people always change the Earth when they use the Earths resources?
Who has the responsibility for taking care of the Earth and its resources?
Are there ways in which countries work together to conserve the Earths resources or
solve environmental problems?
Assessment
The Map Activity from Step 5 can be used as an assessment as well as the group activity relating
to the book used in Step 8. Students could also chose one of the questions from Step 10 and write
a paragraph answering the question.

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Lesson 2
Lesson 2: Movement Push and Pull Factors

Both geographers and historians have studied how and why people have moved within the
United States.
Push factors are reasons people leave a place. Some examples of push factors include a lack
of freedom, a shortage of jobs, war, famine, or high cost of living.
Pull factors are reasons why people settle in a particular place. Some examples of pull factors
include economic opportunities, freedom, family, or culture.
Not everybody freely chose to move to new places in the United States. Native Americans were
often forced off their land and forced to move to new places.
People continue to move within the United States.
Lesson Abstract:
In this literature-based lesson, students explore five different examples of movement, or migration,
within the United States. These include the westward movement of pioneers, the Underground
Railroad, orphan trains, the Great Migration of African-Americans from the South to the North and
the forced removal of Native Americans such as the Potawatomi. Using the concepts of push and
pull factors, students apply both historical and geographic thinking to explore these movements of
people. Activities include the creation of a summary chart, the reading of a play, and the analysis of
two primary sources.
4 - G1.0.1:
Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).
4 - G4.0.1:
Use a case study or story about migration within or to the United States to identify
push and pull factors (why they left, why they came) that influenced the migration.
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 - H3.0.7:
Integrated GLCEs
R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to
create a deeper understanding by categorizing and classifying, comparing and
contrasting, or drawing parallels across time and culture. (English Language Arts)
W.GN.04.03: Write an informational comparative piece that demonstrates understanding of central
and supporting ideas using an effective organizational pattern (e.g.,
compare/contrast) and informational text features. (English Language Arts)

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Key Concepts
migration
movement
push and pull factors
The Geographers Hat from Unit 1
The Historians Hat from Unit 1
Large timeline on paper in 50 year increments marked from 1800 to 2000
Thinking Like a Historian Bookmarks from Unit 1
Student Resource
Bunting, Eve. Dandelions. San Diego: Voyager Books, 1995.
- - -. Train to Somewhere. New York: Clarion Books, 1996.
Hopkinson, Deborah. Apples to Oregon. New York: Scholastic, 2005.
- - -. Sweet Clara and the Freedom Quilt. NY: Random, 1995.
Lawrence, Jacob. The Great Migration: An American Story. New York: Harper Trophy, 1995.
Levine, Ellen. If You Traveled on the Underground Railroad. NY: Scholastic, 1988.
Rappaport, Doreen. Freedom River. New York: Hyperion Books, 2000.
The Underground Railroad. The Mitten. Spring 2001. 13 November 2008
<http://www.michiganhistorymagazine.com/kids/pdfs/mitten01.pdf>.
Teacher Resource
Exploration and Settlement:1800-1820 Map. 13 November 2008
<http://www.lib.utexas.edu/maps/united_states/exploration_1800.jpg>.
Exploration and Settlement:1835-1850 Map. 13 November 2008
<http://www.lib.utexas.edu/maps/united_states/exploration_1835.jpg>.
Levine, Ellen. If You Traveled on the Underground Railroad. NY: Scholastic, 1988.
Treaties & the Removal of the Michigan Potawatomi Lesson Plan. 13 November 2008
<http://www.nokomis.org/docs/curriculum/Lesson3C.pdf>.
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Want-Ads. 13 November 2008 <http://www.kancoll.org/articles/orphans/or_wants.htm>.

Lesson Sequence
1. Remind students that movement is one of the important themes of geography. Explain that
movement provides an example of where history and geography are connected. Explain that
both historians and geographers study how and why people have moved within the United
States as well as to the United States from other places. Explain that geographers and
historians talk about push and pull factors when they study movement of people. This means
that some push people out of places. For example, a shortage of good farmland in New
England can be viewed as a push factor resulting in people leaving New England. Historians
also investigate why people come to a particular place. The reasons that act as a magnet to
pull people to a particular location are called pull factors. For example, good farmland acted as
a magnet to pull people to Michigan in the early 1800s.
2. Create a simple T-chart on an overhead transparency or chart paper and write the term Push
Factors on one side and Pull Factors on the other. Note that a T-chart has also been included
in the Supplemental Materials for you to use if desired. Ask students to think of their own
experiences with moving as well as stories they have read about people moving. Then, have
them write one push factor and one pull factor in their social studies journal. Give students time
to think and write and then have them share their ideas in the large group. Record student
ideas on the T-Chart. Continue to add push and pull factors to the chart throughout the lesson
3. Show students the two Exploration and Settlement maps located in the Supplemental
Materials. Remind students that they previously explored these maps in Unit 2 when they
investigated a series of special purpose maps. Explain that these maps show the expanding
areas of settlement from between 1800 and 1850. Use the following questions to further
discuss the map:
How are these maps related to the theme of movement?
What direction of movement do these maps show?
What do you think a similar map showing the population in 1880 would have looked
like?
Remind students that both historians and geographers study the migration of people to new
places. Refer students to the Thinking Like a Historian bookmark you gave them in Unit 1 and
review the questions historians ask.
4. Introduce the book Dandelions by Eve Bunting or a similar book describing the movement of
pioneers westward to the class. Note that this book describes a pioneer family with two young
girls moving from Illinois to Nebraska by wagon. They encounter challenges such as starting all
over in a new place, having to clear land, having to start a farm, being far from home, etc.
Explain that as you read the book, students should look for answers to the following historical
questions:
Who was migrating, or moving, in the book?
From where were they leaving?
To where were they moving?
When were they moving?
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Why were they moving?

What push factors were described?
What pull factors were described?
5. Using the questions listed in the previous step, discuss the book with the class. If time permits,
you may wish to read a second book on the westward movement of pioneers. An excellent
choice would be Apples to Oregon by Deborah Hopkinson. This very humorous book told in tall
tale format is very different from Dandelions even though the theme is the same, thus providing
an opportunity for a text-to-text comparison.
6. Provide students with a Michigan connection by asking them how the westward movement of
pioneers effected the early history of Michigan. Discuss student ideas and then guide them in
remembering that many early settlers in Michigan had moved from places in the East such as
New York and Massachusetts. Like the family in Dandelions, they had had to clear land and
start farms.
7. Using a large paper timeline marked in 50 year increments from 1800 to 2000 explain that the
westward movement described in this section of the lesson was roughly between the years
1820 and 1860. Note that you may wish to have students create their own timeline on large
white paper and add to the timeline throughout the lesson.
8. Give each student a copy of the Migration Chart located in the Supplemental Materials. Using
the completed Migration Chart also included in the Supplemental Materials as reference,
guide students in filling out the first section on Westward Movement on the chart.
9. Write the following term on an overhead transparency or on the board: Underground Railroad.
Ask students to describe what they know about this term. Discuss students responses. Guide
students to the idea that the Underground Railroad was a secret organization of routes, safe
houses, and people. Its purpose was to guide escaped slaves from the South to freedom in the
North. The Underground Railroad was neither a railroad nor underground. Explain that it
operated mainly between 1830 and 1861. Explain that slavery was not permitted in Canada so
Michigan was an important part of the Underground Railroad because of its closeness to
Canada.
10. Introduce the book Freedom River by Doreen Rappaport or a similar book about the
Underground Railroad to the class. Share the following information regarding this book:
This book is based on a true story.
The author did a lot of historical research before she wrote the book. This included
reading the autobiography of the main character, and searching for historical
documents at Duke University.
The main character, John Parker, was born in 1827 in Virginia to an enslaved mother
and white father.
He was taken away from his mother at age 8 and sold to a doctor.
At age 12 he was sent as an apprentice to a plasterer who beat him so badly he
ended up in a hospital.

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While recuperating he escaped but was captured in New Orleans and returned to
slavery.
At age 18 he managed to buy his freedom.
He married and settled in Ripley, Ohio. He became a successful business person
there.
He began to work as a conductor on the Underground Railroad and led hundreds of
escaped slaves to freedom.
11. Read the book to students and have them look for answers to the following historical questions:
From where had they been living?
12. Using the questions listed in the previous step, discuss the book. If time permits, you may wish
to read a second book on the Underground Railroad. A good choice would be Sweet Sarah and
the Freedom Quilt by Deborah Hopkinson. Not only does this make a good choice for
comparisons with Freedom River, it also allows students to compare two very different books
by the same author, Apples to Oregon and Sweet Sarah and the Freedom Quilt, both written by
Deborah Hopkinson.
13. As a Michigan connection, make and display an overhead transparency of Michigan People
Important in the Underground Railroad located in the Supplemental Materials. Discuss the
people described on the overhead. If time permits you may also want students to read the
informational article on the Underground Railroad included in the Spring 2001 issue of The
Mitten. This provides students with an opportunity to work with informational text in addition to
all the narrative text included in this lesson.
14. Returning to the large paper timeline point out that the Underground Railroad was in operation
from approximately 1830 to 1861. Using the completed Migration Chart in the Supplemental
Materials as reference, guide students in filling out the section on the Underground Railroad on
their charts.
15. Divide students into pairs and give each pair a copy of the Primary Source and the Analyzing
a Primary Source sheet located in the Supplemental Materials. Explain that this primary source
relates to a third example of movement within the United States. Explain that pairs should work
together to analyze the primary source and answer the questions on the analysis sheet. Give
pairs time to work and then have them share ideas in the large group regarding the primary
source. Write down their ideas about the primary source but dont add any additional
information of your own.
16. Read students the book Train to Somewhere by Eve Bunting and have them look for answers
to the following historical questions:
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17. Combining what they have learned from the newspaper article on orphans and the book
discuss the Orphan Trains that ran from the 1850s through the 1920s. Make sure to point out
the time span on the time line. Share the following additional information including a Michigan
connection with students:
An estimated 100,000 homeless children were sent by train from New York City and
the Boston area to small towns and farms in the Midwest.
The very first Orphan Train Riders, a group of 14 boys, arrived in the town of
Dowagiac in Michigan in 1854.
By 1927, around 12,500 of orphans had been placed in Michigan. They had come to
forty-three different towns.
Thirty-nine percent of the orphans were girls. Most of the children were never
adopted.
Note that if you are looking for another text-to-text comparison, students can compare
Dandelions and Train to Somewhere, both written by Eve Bunting. Use the completed
Migration Chart in the Supplemental Materials as reference to guide students in filling out the
section on the Orphan Trains on their charts.
18. Read The Great Migration: An American Story by Jacob Lawrence to the class. Discuss how
millions of African Americans moved from the south to the north during the early 1900s. Explore
the reasons for the movement of people such as trying to escape the racism of the south and to
find a better life in the cities of the north. Explain that many of these African Americans settled
in Detroit. Ask students whether racism in the South was a push or pull factor in the movement
of African Americans to Detroit. Guide the discussion so that students recognize that racism
was a push factor, while factory jobs were a pull factor. Using the timeline explain that the
Great Migration took place approximately from 1910 to 1930. Then, discuss how the
Underground Railroad and the Great Migration were alike and different. Using the completed
Migration Chart in the Supplemental Materials as reference, guide students in filling out the
section on the Great Migration on their charts.
19. Pose the following questions to students: Are there ever times when people are forced to move
to a new place even though they dont want to? Why or Why not? Have them answer the
questions in their social studies journal. Give students time to write and then have them turn
and share their answers with a partner.
20. Discuss the answers to the questions in the large group. Then, explain to students that
beginning around 1830 it became the official policy of the United States government to remove
Native Americans from their lands to reservations west of the Mississippi River. Explain that in
most cases these people did not want to move but were forced to do so.
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21. Give each student a copy of the play The Removal of the Michigan Potawatomi located in the
Supplemental Materials. Assign roles to students and then read the play out loud reminding
students to look for answers to the following questions:
What pull factors were described
Use the completed Migration Chart in the Supplemental Materials as reference to guide
students in filling out the section on the Native American Removal on their charts.
22. As a final activity, search newspapers for examples of current movements of people within the
United States such as the move of some people from Michigan to other states in search of jobs.
Assessment
As an assessment have students write an informational comparative piece comparing two of the
five examples of the movement of people within the United States from this lesson. The piece
should demonstrate understanding of central and supporting ideas and use the organizational
pattern of compare/contrast as well as informational text features. Students writing should also
distinguish between push and pull factors of migration.

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Lesson 4
Lesson 4: The Impact of Immigration on Culture in the United States

Culture is the way of life of group of people. Immigrants brought their culture with them when
they immigrated to the United States. This included traditions, foods, stories, languages, music,
values and beliefs.
Different ethnic groups settled in different regions. For example, many Mexicans settled in the
southwest region of the U.S and many Chinese settled along the west coast.
The cultural influences of these various ethnic groups are evident in these regions.
Immigration has resulted in significant cultural diversity in the United States.
Lesson Abstract:
This lesson explores some of the effects of immigration on the United States with an emphasis on
how immigration has affected cultural development throughout the country (e.g. the Asian impact
on California; the Mexican impact on areas of the Southwest). It begins with a brief review of the
impact of immigration on regions of Michigan through an activity relating to the influence of Finnish
people in the Upper Peninsula. Students then use several demographic maps of the United States
to work in groups to construct generalizations about cultural influences in different regions of the
United States. Students share their generalizations with the class and construct a class list of
generalizations about cultural influences in the United States. Working with a partner, students
select a region of the country to investigate and collect evidence of cultural influences in that
region to display on a small poster board.
4- G1.0.3:
4- G1.0.4:
4 - G4.0.2:
geographic questions about the United States.
Describe the impact of immigration to the United States on the cultural development
of different places or regions of the United States (e.g., forms of shelter, language,
food).
Key Concepts
culture
immigration
movement

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Desktop U.S. Maps
Highlighters
Student Resource
American Ethnic Geography. 14 November 2008
<http://www.valpo.edu/geomet/geo/courses/geo200/usa_maps.html>.
Teacher Resource
Americans in the Raw. Ohio State eHistory. 14 November 2008
<http://ehistory.osu.edu/osu/mmh/Immigration/AmericansinRaw.cfm>.
Lake Gogebic Area. 14 November 2008
<http://www.lakegogebicarea.com/lakegogebicsnowmobile.htm>.
Photo of the Annual Finnish Music Festival. 14 November 2008
<http://www.playdembones.com/workshops.htm>.
Photo of Finlandia University. 14 November 2008 <http://huntsupguide.com/hancock_finlandia_university_finnish_american_heritage_center.html>.
UP Information. 14 November 2008 <http://www.mgh.org/uphec/up_info.html>.
Lesson Sequence
1. Pose the following question to students and have them write an answer in their social studies
journals: Besides the objects they carried with them, what else did immigrants bring to the
United States? Give students time to write and then have them share their ideas with the class.
Make a class list of their ideas. Note that possible answers include stories, beliefs, songs,
languages, recipes, traditions and dances.
2. Go over the class list generated in Step 1 and ask students to think of a term that could serve
as a label for the whole list of things. Discuss student responses and guide students to the idea
that all the things on the list are related to the term culture. Define culture for students as the
way of life of a group of people. Explain that when immigrants came to the United States they
brought elements of their cultures with them. Note to Teacher: Culture includes all the ways of
life including arts, beliefs and institutions of a population that are passed down from generation
to generation. As such, it includes codes of manners, dress, language, religion, rituals, games,
norms of behavior such as law and morality, and systems of belief as well as the art.

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3. Review the following resources used in Lesson 3 of this unit as listed here and ask students to
look for evidence of cultural elements immigrants described in these resources brought with
them. Note that examples are listed in italics.
The book Grandfathers Journey (values, what people feel is important)
The book The Keeping Quilt (religion, wedding traditions)
Photographs of Immigrants (clothing styles)
Quotations Sheet: What Did They Bring with Them? (traditional foods)
Immigrant Artifacts (instruments like the accordion and music)
4. Briefly discuss with students how immigration has led to the rich cultural diversity of the United
States. Then, explain that in this lesson students will explore cultural influences in different
regions of the United States.
5. Make and display an overhead transparency of Map #1 located in the Supplemental
Materials. Use the following questions to guide students in interpreting the map:
What is shown on the map?
Do Finnish people comprise a major ethnic group in the United States?
Where is the largest concentration of Finnish people in the U.S?
Why do you think this is true?
What did you learn in Michigan history that might help you better understand about
Finnish immigration to the United States?
6. Explain that the Internet is a good resource for locating evidence of cultural influences in
regions of the United States. Evidence can be found in both text and visual images. Make and
display an overhead transparency of Finnish Influences in Michigan: Visuals located in the
Supplemental Materials. Discuss the types of cultural influences shown in the photographs.
7. Divide students in pairs and give each pair a copy of the Finnish Influences in Michigan: Text
located in the Supplemental Materials and a highlighter. Explain that students should work with
their partners to highlight examples of Finnish cultural influences evident in the two text
selections. Give pairs time to complete the activity and then have them share ideas in the large
group. Note that cultural influences described in the text include language, cultural traditions
like the use of a sauna, cultural values like sisu, food traditions, legends and music.
8. Explain that students will now explore a set of maps showing concentrations of different ethnic
groups in the United States. Then, they will have the opportunity to choose a region and work in
a small group to locate evidence of cultural influences in that region. Divide students into small
groups and give each group a folder with Maps #2 - #7 and a copy of the Map Analysis Chart
located in the Supplemental Materials. Encourage students to also use a desktop U.S. map to
help them in locating cities in various regions. Explain that groups should carefully examine the
maps and draw conclusions regarding cultural influences in different regions of the U.S. based
on the maps. Conclusions should be recorded on the chart. Note that a chart showing sample
answers has also been included in the Supplemental Materials.

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9. Give groups time to work and then have them share their conclusions in the large group. Guide
students in formulating possible reasons for concentrations of ethnic groups in certain regions.
For example, ask them why Florida has a high concentration of Cubans and California has a
high concentration of Chinese.
10. Assign groups to one of the six ethnic groups shown on the maps. Explain that groups should
use the Internet to locate visual and textual evidence of the cultural influence of their assigned
group. Remind them that in Steps 6 and 7 they practiced finding evidence based on the visuals
and text you provided. Give students sufficient time to gather evidence and then have them
create a poster display of what they have found.
11. Write the term diversity on an overhead transparency or on the board. Remind students that
diversity is a core democratic value. Ask students what this term means. Then, guide students
in understanding that as Americans we value differences in cultural and ethnic background, as
well as in race, lifestyle, and beliefs. Finally, ask them to do a journal entry explaining how the
core democratic value of diversity relates to what they have learned in this lesson.
Assessment
The Map Analysis Charts can be used as an assessment as well as the evidence of cultural
influences gathered in Step 10. In addition, instead of doing the journal entry for Step 11, students
could write a short paragraph on the same topic.

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Lesson 4
Lesson 4: The Impact of Immigration on Culture in the United States

Culture is the way of life of group of people. Immigrants brought their culture with them when
they immigrated to the United States. This included traditions, foods, stories, languages, music,
values and beliefs.
Different ethnic groups settled in different regions. For example, many Mexicans settled in the
southwest region of the U.S and many Chinese settled along the west coast.
The cultural influences of these various ethnic groups are evident in these regions.
Immigration has resulted in significant cultural diversity in the United States.
Lesson Abstract:
This lesson explores some of the effects of immigration on the United States with an emphasis on
how immigration has affected cultural development throughout the country (e.g. the Asian impact
on California; the Mexican impact on areas of the Southwest). It begins with a brief review of the
impact of immigration on regions of Michigan through an activity relating to the influence of Finnish
people in the Upper Peninsula. Students then use several demographic maps of the United States
to work in groups to construct generalizations about cultural influences in different regions of the
United States. Students share their generalizations with the class and construct a class list of
generalizations about cultural influences in the United States. Working with a partner, students
select a region of the country to investigate and collect evidence of cultural influences in that
region to display on a small poster board.
4- G1.0.3:
4- G1.0.4:
4 - G4.0.2:
Describe the impact of immigration to the United States on the cultural development
of different places or regions of the United States (e.g., forms of shelter, language,
food).
Key Concepts
culture
immigration
movement

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Lesson 4
Desktop U.S. Maps
Highlighters
Student Resource
American Ethnic Geography. 14 November 2008
<http://www.valpo.edu/geomet/geo/courses/geo200/usa_maps.html>.
Teacher Resource
Americans in the Raw. Ohio State eHistory. 14 November 2008
<http://ehistory.osu.edu/osu/mmh/Immigration/AmericansinRaw.cfm>.
Lake Gogebic Area. 14 November 2008
<http://www.lakegogebicarea.com/lakegogebicsnowmobile.htm>.
Photo of the Annual Finnish Music Festival. 14 November 2008
<http://www.playdembones.com/workshops.htm>.
Photo of Finlandia University. 14 November 2008 <http://huntsupguide.com/hancock_finlandia_university_finnish_american_heritage_center.html>.
UP Information. 14 November 2008 <http://www.mgh.org/uphec/up_info.html>.
Lesson Sequence
1. Pose the following question to students and have them write an answer in their social studies
journals: Besides the objects they carried with them, what else did immigrants bring to the
United States? Give students time to write and then have them share their ideas with the class.
Make a class list of their ideas. Note that possible answers include stories, beliefs, songs,
languages, recipes, traditions and dances.
2. Go over the class list generated in Step 1 and ask students to think of a term that could serve
as a label for the whole list of things. Discuss student responses and guide students to the idea
that all the things on the list are related to the term culture. Define culture for students as the
way of life of a group of people. Explain that when immigrants came to the United States they
brought elements of their cultures with them. Note to Teacher: Culture includes all the ways of
life including arts, beliefs and institutions of a population that are passed down from generation
to generation. As such, it includes codes of manners, dress, language, religion, rituals, games,
norms of behavior such as law and morality, and systems of belief as well as the art.

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Lesson 4
3. Review the following resources used in Lesson 3 of this unit as listed here and ask students to
look for evidence of cultural elements immigrants described in these resources brought with
them. Note that examples are listed in italics.
The book Grandfathers Journey (values, what people feel is important)
The book The Keeping Quilt (religion, wedding traditions)
Photographs of Immigrants (clothing styles)
Quotations Sheet: What Did They Bring with Them? (traditional foods)
Immigrant Artifacts (instruments like the accordion and music)
4. Briefly discuss with students how immigration has led to the rich cultural diversity of the United
States. Then, explain that in this lesson students will explore cultural influences in different
regions of the United States.
5. Make and display an overhead transparency of Map #1 located in the Supplemental
Materials. Use the following questions to guide students in interpreting the map:
What is shown on the map?
Do Finnish people comprise a major ethnic group in the United States?
Where is the largest concentration of Finnish people in the U.S?
Why do you think this is true?
What did you learn in Michigan history that might help you better understand about
Finnish immigration to the United States?
6. Explain that the Internet is a good resource for locating evidence of cultural influences in
regions of the United States. Evidence can be found in both text and visual images. Make and
display an overhead transparency of Finnish Influences in Michigan: Visuals located in the
Supplemental Materials. Discuss the types of cultural influences shown in the photographs.
7. Divide students in pairs and give each pair a copy of the Finnish Influences in Michigan: Text
located in the Supplemental Materials and a highlighter. Explain that students should work with
their partners to highlight examples of Finnish cultural influences evident in the two text
selections. Give pairs time to complete the activity and then have them share ideas in the large
group. Note that cultural influences described in the text include language, cultural traditions
like the use of a sauna, cultural values like sisu, food traditions, legends and music.
8. Explain that students will now explore a set of maps showing concentrations of different ethnic
groups in the United States. Then, they will have the opportunity to choose a region and work in
a small group to locate evidence of cultural influences in that region. Divide students into small
groups and give each group a folder with Maps #2 - #7 and a copy of the Map Analysis Chart
located in the Supplemental Materials. Encourage students to also use a desktop U.S. map to
help them in locating cities in various regions. Explain that groups should carefully examine the
maps and draw conclusions regarding cultural influences in different regions of the U.S. based
on the maps. Conclusions should be recorded on the chart. Note that a chart showing sample
answers has also been included in the Supplemental Materials.

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Lesson 4
9. Give groups time to work and then have them share their conclusions in the large group. Guide
students in formulating possible reasons for concentrations of ethnic groups in certain regions.
For example, ask them why Florida has a high concentration of Cubans and California has a
high concentration of Chinese.
10. Assign groups to one of the six ethnic groups shown on the maps. Explain that groups should
use the Internet to locate visual and textual evidence of the cultural influence of their assigned
group. Remind them that in Steps 6 and 7 they practiced finding evidence based on the visuals
and text you provided. Give students sufficient time to gather evidence and then have them
create a poster display of what they have found.
11. Write the term diversity on an overhead transparency or on the board. Remind students that
diversity is a core democratic value. Ask students what this term means. Then, guide students
in understanding that as Americans we value differences in cultural and ethnic background, as
well as in race, lifestyle, and beliefs. Finally, ask them to do a journal entry explaining how the
core democratic value of diversity relates to what they have learned in this lesson.
Assessment
The Map Analysis Charts can be used as an assessment as well as the evidence of cultural
influences gathered in Step 10. In addition, instead of doing the journal entry for Step 11, students
could write a short paragraph on the same topic.

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Lesson 5
Lesson 5: Adapting to Different Environments in the United States

The geography of a place influences the culture (how people live) there.
People have adapted to different environments of the United States. As a result, cultural
characteristics such as housing styles, recreational activities, and land use varies in different
regions.
History is often the story of how people have adapted to their environment.
Lesson Abstract:
In this lesson students explore how the culture of a place is influenced by geography. They
examine how people have adapted to different environments in the United States by looking at
housing styles, recreational activities, and land use in different regions. Next, in a brief case study
of adaptation on the Great Plains, they connect back to previous lessons in the unit by exploring
how migration often results in people having to adapt to a new environment. Finally, in a researchbased activity, they investigate how people have adapted to a specific geographic challenge such
as earthquakes in California, hurricanes along the Gulf Coast, or dry conditions in the Southwest.
4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer
4 - G5.0.1: Assess the positive and negative effects of human activities on the physical
environment of the United States.
Key Concepts
adaptation to the environment
culture
Desktop U.S. Maps
Student Resource
Bunting, Eve. Dandelions. San Diego: Voyager Books, 1995.
Prairie Settlement. Library of Congress. American Memory Project. 16 November 2008
<http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l104)>.

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Lesson 5
Sod House Photos. 10 November 2008 <http://lcweb2.loc.gov/cgi-bin/query/r?

ammem/ngp:@FILREQ(@field(SUBJ+@BAND(sod+buildings))
+@FIELD(COLLID+ndfa)>. (search sod buildings)
Teacher Resource
American West 1840-95. Learn History. 16 November 2008
http://www.learnhistory.org.uk/west/homesteaders.htm>.
Arizona Mine. 16 November 2008
<http://wwwdelivery.superstock.com/WI/223/2062/PreviewComp/SuperStock_2062523154.jpg>.
Cattle Ranch. 16 November 2008 <http://www.nebraskahorseback.com/images/Move_cows_w.Nancy.JPG>.
Desert House. ABC News. 16 November 2008
<http://a.abcnews.com/images/Business/ht_desert_house_051221_ssh.jpg>.
House in Hawaii. 16 November 2008 <http://www.aloha.net/~hobbit/houdar.jpg>.
Kansas Farm. 16 November 2008 <http://media-2.web.britannica.com/eb-media/00/93900-0045EA76A32.jpg>.
Log House. 16 November 2008 <http://www.astroshow.com/Alaska07/141aLogHouse.jpg>.
Louisiana House. 17 November 2008
<http://www.shallowwaterangler.com/destination/lafitte_louisiana-redfish_trout/>.
Lumber Mill. 17 November 2008 <http://www.vfmdesign.com/perthmrc/images/bc9-4.jpg>.
Ocean Front House. 17 November 2008
<http://www.1500pebblebeachdrive.com/images/OceanFrontHouseCoverA.jpg>.
Row House. 17 November 2008
<http://skyways.lib.ks.us/orgs/schs/preservation/bradley/RossRowHouse3.jpg>.
Ski Resort. 17 November 2008 <http://www.bestskiproperty.com/images/SilverLakeLodge-J.JPG>.
Wind Farm. 17 November 2008 <http://uchooze.net/wind-farms/images/wind-farm.jpg>.

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Lesson Sequence
1. Write the term culture on an overhead transparency or board. Review the meaning of the term
(the way of life of a group of people). Ask students to summarize what they learned in the
previous lesson by posing the following question and having them write a response in their
social studies journal: How did immigration influence the culture of various regions in the United
States? Discuss student responses.
2. Remind students that architecture, or the way buildings are designed, is a component of
culture. Then, display an overhead transparency of Houses in the United States located in the
Supplemental Materials. Lead a discussion of the transparency using the following questions:
How do the houses differ?
Why are there so many different housing styles in the United States?
Long ago when people moved to a new area, how do you think they decided what
kind of house to build?
How does geography influence housing styles?
3. Write the phrase adapting to the environment on an overhead transparency or board. Explain
that geographers often study how people have adapted, or changed, to fit the environment
where they live. Display the transparency from Step 2 again and explain that housing is an
example of how people adapt to their environment. Share the following ideas regarding the
specific houses and encourage students to share their own thoughts regarding how these
houses reflect adaptation to a particular environment:
Like log cabins of the past, houses in areas with lots of trees tend to be made of
wood and have a balcony or porch from which to enjoy scenic views.
Houses along rivers are often on stilts and have docks where boats can park in
front.
Houses in urban areas with little space are often set on top of each other in row
houses or apartments.
Houses along the coastline have lots of windows and decks.
Houses in dry areas often have flat roofs since they dont have to repel rain and
snow. Landscaping reflects rocks and cactus instead of grass.
4. Make and display an overhead transparency of Land Use in the United States located in the
Supplemental Materials. Using one photograph at a time, discuss how geography influences
the ways in which people use land. For example, in areas of the plains where it was hard to
grow many crops farmers adapted by using land as range for cattle.
5. Using the overhead transparency from Step 4 again, briefly discuss how people are likely to
change the land when they use it for certain activities. Explain that these changes may have
positive or negative effects on the environment. Ask students to choose one of the photographs
on the transparency and explain how the way people have used the land in the photograph
may have changed the land. Note that this concept will be dealt with in depth in Lesson 7.
6. Explain that people also adapt their recreational activities to their environment. For example,
people surf in California but not in Michigan even though both places have coastlines on large
bodies of water. Place students in pairs and ask pairs to come up with another regional
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Lesson 5
example of differences in recreational activities. Give pairs time to work and then have them
share their ideas with the large group as you record their examples on chart paper or an
overhead transparency.
7. Remind students that geography and history are often interrelated. Explain that history often is
based on stories of how people have adapted to new environments. Make and display an
overhead transparency of Adapting to a New Environment located in the Supplemental
Materials. Review the six examples relating to the migration of people which were covered in
the previous two lessons. Using the transparency, discuss how each group encountered a
different environment as a result of their migration. Then, ask students to think of a challenge
this new environment presented. Write their ideas in the appropriate place on the transparency.
Note that a chart showing sample answers has also been included in the Supplemental
Materials. Discuss how the various groups may have met the challenges by adapting to the
new climate. For example, escaped slaves living in Canada likely changed their clothing styles
to fit the new colder climate. The Potawatomi may have learned to grow different kinds of foods
in their new environment. Note that as an alternative, this activity could be done in small groups
instead of the large group.
8. Remind students they encountered another example of migration in a previous lesson that is
not reflected on the transparency from Step 7. Ask students what group is missing from the
chart. Discuss their responses and guide them in identifying pioneer settlers who moved west.
Remind them of the book Dandelions which describes a family moving west.
9. Explain that people encountered many challenges in their new environment when they moved
to the Great Plains. Display an overhead transparency of Photographs from the Great Plains.
Ask students what type of material they think was used to build the house and school shown in
the photographs. Discuss student responses and then explain that these buildings were made
of sod, or clumps of clay and grass. Use the following questions to discuss the photographs:
Pioneers in Michigan usually built log cabins. Why would settlers in the plains use
sod to build a house?
How would log houses and sod houses be similar? How might they be different?
What are some other ways a lack of trees would present a challenge to early settlers
on the Great Plains?
10. Place students in pairs or groups of three and give each student a copy of the Mystery Source
located in the Supplemental Materials. Explain that students should work together to do the
following:
Identify the type of primary source.
Identify two challenges of the plains environment which are described in this primary
source.
11. Give pairs time to work. Then, ask students to identify the type of primary source they are
analyzing. Ask students what clues led them to identify the source as a letter. Then, ask
students what challenges they were able to identify in the letter. Note that challenges include
the following:
Strong winds
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Lesson 5
Blowing dust
The sod was heavy
The sod was hard to plow
12. Make and display an overhead transparency of Adapting to Life on the Great Plains located
in the Supplemental Materials and give each student a copy of the sheet. Using the chart,
discuss the various challenges, or problems, settlers on the Great Plains encountered and the
ways they adapted to their environment by finding a solution to the problem. Note that as an
alternative, show only the Problem section of the overhead transparency and ask students to
predict how they may have solved the problem. Explain that in fifth grade students will study
many examples of adapting to the environment including how Native Americans adapted to
many different regions, how European settlers adapted to life in North America, and how
enslaved Africans adapted to environments often quite different from those in Africa.
13. As a culminating activity, have pairs of students investigate adaptation in a particular region of
the United States. Give each pair a copy of the Investigation sheet located in the
Supplemental Materials. Review the directions and have pairs choose one of the questions to
investigate. Make sure to encourage students to come up with their own idea in addition.
Provide time and resources such as suggestions for websites so students can complete their
investigation. Note that this is not an in-depth investigation they merely need to find one
example of adaptation. For example, people adapt to life in the earthquake regions of California
by building houses that can withstand an earthquake. When pairs have completed their
investigations, place them in groups of four or six to share what they have discovered.
Assessment
The Investigation from Step 13 can be used as an assessment.

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Lesson 6
Lesson 6: How People Have Used the Environment of the United States
The United States is rich in natural resources which include fertile soil, water, forests, and a
wide variety of minerals.
These resources have greatly influenced the growth and development of the country.
Many important human activities have developed from the use of these resources including
farming, mining, lumbering, and manufacturing.
Lesson Abstract:
In this lesson students study various ways people have used the environment in the United States
through an exploration of natural resource use. The lesson begins with a review of the natural
resources of Michigan and how these resources influenced the growth and development of the
state. Students then use a variety of resources including maps, tables, and informational text to
investigate how people have used the fertile soil, trees, water resources, and minerals of the
United States.
4- G1.0.4:
Key Concepts
resource use
Desktop U.S. Maps
Highlighters
Physical map of the U.S.
Student Resource
Energy and Mineral Resources Map. 17 November 2008
<http://static.howstuffworks.com/gif/maps/pdf/NAM_US_THEM_Resources.pdf>.
Everything We Have Comes From Natural Resources. 17 November 2008
<http://www.mii.org/pdfs/have/EverythingWeHave.pdf>.

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Lesson 6
Natural Resources and the Environment. U.S. Department of Agriculture. 17 November 2008
<http://www.usda.gov/wps/portal/!ut/p/_s.7_0_A/7_0_1OB?
navtype=SU&navid=NATURALRESOURCES>.
State Agricultural Profiles. 17 November 2008 <http://www.agclassroom.org/kids/ag_facts.htm>.
State Mineral Production. Mineral Information Institute. 17 November 2008
<http://www.mii.org/pdfs/resources/ResourcesWeUse.pdf>.
Teacher Resource
Environment and Natural Resources Websites. 17 November 2008
<http://www.usa.gov/Citizen/Topics/Environment_Agriculture/Environment.shtml>.
A Look at Michigan Agriculture. 17 November 2008
<http://www.agclassroom.org/kids/stats/michigan.pdf>.
Majestic Trees of America. Arbor Day Foundation. 17 November 2008
<http://arborday.org/trees/majTreesMain.cfm>.
Oil and Gas Fields Map. Mineral Information Institute. 17 November 2008
<http://www.mii.org/pdfs/study/StudyoftheEarth.pdf>.
Trees. Kentucky Division of Forestry. 17 November 2008 <http://www.forestry.ky.gov>.
Whats in a Pencil Besides Wood?. Mineral Information Institute. 17 November 2008
<http://www.mii.org/pdfs/every/pencil.pdf>.
Lesson Sequence
1. Write the term natural resource on an overhead transparency or board. Have students work
with a partner to define the term. As a class, discuss student responses and guide them to the
idea that natural resources are materials found in nature that people find useful. Ask students to
name examples of natural resources. Make a list of their ideas.
2. Utilizing the same partners as Step 1, give each pair a copy of the Review Chart located in the
Supplemental Materials. Explain that pairs should work together to review what they have
learned previously about the natural resources in Michigan and fill in the chart. Give pairs time
to work and then have them share what they have written on the chart. Summarize their ideas
by making an overhead transparency of the chart and filling it in as students share. Briefly
review how these resources influenced the growth and development of Michigan.
3. Referring to a physical map of the United States ask students how they would characterize the
physical geography of the United States. Discuss student responses and guide students in
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understanding that the U.S. has great variety in landforms, climate, bodies of water, and
vegetation. Ask students to make an inference about the natural resources of the United States
based on what they know about the wide variety of its physical characteristics. Discuss student
ideas and guide students in understanding that variety in the physical environment of a country
results in a wide variety of natural resources.
4. Make and display an overhead transparency of What Do All These Things Have in Common?
located in the Supplemental Materials. Ask students to skim the information on the
transparency and then write an answer to the question in their social studies journals. Give
students time to think and write and then have them share their answers first with a partner and
then in the large group. Note that the common answer will probably be that all these things are
made from natural resources. Guide students in understanding that in fact all these things are
made trees. Explain that we often think only of wood and wood products when we think of trees
but far more products are made from trees as is shown on the transparency.
5. Give each student a copy of the Informational Text Selection on trees and the multiple choice
assessment located in the Supplemental Materials. Explain that students should read the article
and then answer the question. Encourage the use of highlighters and underlining. Note that this
can also be given as a homework assignment. An answer sheet for the assessment has been
included in the Supplemental Materials.
6. Explain that trees have been important in the United States throughout our history. Give each
student a copy of the Trees and History selection located in the Supplemental Materials and a
highlighter. Explain that students should carefully read the selection and highlight the different
ways trees have been used. When they have finished they should create a list of the uses.
7. Give students time to read the selection and make their lists. Have selected students share
their lists and create a master list on chart paper or an overhead transparency. Explain that
social scientists often find it useful to categorize items on a list. Ask students to view the master
list and think of possible categories that are evident. Note that the following labels can be used
to categorize the uses described in the reading selection:
Food for people
Food for animals
Drinks
Medicine
Everyday objects
Transportation
Buildings
Instruments
Use the labels to categorize the items on your master list.
8. Write the word Land on an overhead transparency or board. Explain that land is a very
valuable natural resource. Ask students to work with a partner to make a list of ways people in
the United States use land. Give students time to work together and then have them share
ideas in the large group as you create a master list of their ideas on the transparency or board.
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Lesson 6
Note that possible uses include: farming, range land for animals like cattle, wind farms, solar
energy farms, growing trees, mining, etc.
9. Explain that since our earliest times one of the most important uses of land in the United States
has been agriculture, or farming. Explain that students will be working in small groups to
investigate agriculture in various states in order to make generalizations about agriculture in the
United States as a whole. Explain that you will be modeling the process they will be using by
investigating agriculture in Michigan.
10. Make and display an overhead transparency of the Michigan Agriculture fact sheet located in
the Supplemental Materials and give students a copy of the sheet. Review the various
headings used on the fact sheet. Then, make and display an overhead of the Investigating
Agriculture in a State chart located in the Supplemental Materials. Using a highlighter and a
think-aloud process, guide students in identifying and summarizing significant information
about agriculture in Michigan. Record the information on the chart. Note that a completed chart
with sample answers has been included in the Supplemental Materials.
11. Place students in groups of four and give each student a copy of the Investigating Agriculture
in a State chart located in the Supplemental Materials. Explain that students should work
together to identify four different states from four different regions of the United States. Then,
each group member should gather information about agriculture in one of the states at the
following website: http://www.agclassroom.org/kids/ag_facts.htm. Information should be
summarized on the chart just as they saw modeled in the previous step. Note that as an
alternative the fact sheets on the various states can be downloaded for students to use.
12. Give individual group members time to gather information and complete the chart for their
assigned state. Then, have group members meet together and share what they have found.
Give each group a copy of the Summarizing Chart located in the Supplemental Materials and
have them work together to complete the chart for their four assigned states.
13. Make an overhead transparency of each of the group charts created in the previous step. Have
groups select a member to display and explain their group chart. After all the charts have been
shared, lead a discussion on agriculture in the United States using the following questions:
What are some of the main crops grown in the United States?
What are some of the main animals raised in the United States?
How does agriculture vary in different regions of the United States?
How do you think agriculture affects the economy of the United States?
14. Write the word Water on an overhead transparency or board. Explain that like land, water
has been a very valuable resource in the United States. Give each student a copy of the Water
Use Prediction Sheet located in the Supplemental Materials and have them write an answer to
each question in the Prediction column of the sheet. Then, give each student a copy of the
Water Use Questions and Answers Information Sheets located in the Supplemental Materials.
Explain that students should read the information sheets and analyze the visual included with
them. Then, they should write an answer to the questions on the Prediction Sheet in the column
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Lesson 6
labeled Actual based on what they have read. Note that a chart showing correct answers has
been included in the Supplemental Materials.
15. Make and display an overhead transparency of Whats in a Pencil? located in the
Supplemental Materials and give students a paper copy of the diagram. Have students analyze
the diagram and then write an inference in their social studies journals that can be made based
on the diagram. Give students time to work and then have them share what they have written
with the large group. Note that possible inferences include the following:
It takes a lot more than wood to make a pencil.
Several different things go into making a pencil.
Products from several different states are needed to make a pencil.
16. Ask students which of the natural resources studied so far in this lesson are used in making
pencils. Discuss student answers and then guide them in understanding that trees, water and
fertile soil (to grow soybeans for the oil used in erasers) are all needed to make pencils. Ask
students what other categories of natural resources are shown in the diagram of the pencil.
Discuss student responses and guide them in identifying minerals and metals as important
products in making pencils. Explain that minerals are natural resources found in the ground and
removed by mining.
17. Make and display an overhead transparency of State Mineral Production located in the
Supplemental Materials and give students a copy of the table. Give students time to scan the
table and then guide a discussion using the following questions:
What five states are the top mineral producers in the United States? Are you
surprised about any of these states? Why or why not?
What are some of the low ranking states? Why do you think this is true?
What rank does Michigan have in mineral production? Why do you think this is true?
Which minerals listed are you unfamiliar with?
What conclusions can be drawn about the United States and mineral production from
the information in the table?
18. Make and display and overhead transparency of the Oil and Gas Fields Map located in the
Supplemental Materials. Use the following questions to discuss the map and the importance of
oil and gas as a natural resource:
What regions of the United States have oil and gas fields?
What region has the biggest concentration of oil and gas fields?
Michigan has some oil and gas fields. Why are they not shown on the map?
How are these natural resources used in the United States?
Even though the U.S. has oil and gas fields it still imports a lot of oil. Why do you
think this is true?
If time permits have students access the Energy and Mineral Resources Map at the following
website: http://static.howstuffworks.com/gif/maps/pdf/NAM_US_THEM_Resources.pdf. This
interactive map shows the location of energy and mineral resources in the U.S. and provides a
good way to pull together the last few steps of this lesson.

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Lesson 6
19. Explain that the big idea of this lesson is that the United States has a great of variety of
resources which it uses in many different ways. Using these resources has both positive and
negative effects on the environment of the United States. Explain that this will be the big idea of
the next lesson.
Assessment
The following activities can be used for assessment: the multiple choice assessment from Step 5,
the reading activity from Step 6, the agriculture research activity from Step 11 and the water use
chart from Step 14. In addition, students could write a short essay identifying important natural
resources in the United States and explaining how they are used. As an alternative, students could
create a poster, PowerPoint or picture book that answers one of the following questions:
How have human/environmental interactions influenced the cultural development of the
United States?
How have people used the natural resources of the United States?

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SS040307
Lesson 7
Lesson 7: Modifying the Environment in the United States

When people use natural resources for human activities like farming, mining, lumbering, and
manufacturing, they modify (or change) the environment.
Changes to the environment have positive and negative effects.
Environmental issues relating to changes in the environment include irrigation of desert areas,
urban growth, construction of dams, open pit mining, and clear cutting of forests.
Lesson Abstract:
In this lesson students explore how people have modified the environment in the United States. In
particular, students study how the utilization of natural resources such as fertile soil, trees, water,
minerals, and fossil fuels results in the modification of the environment. Students begin with a
review of ways people have modified the environment of Michigan. Next, they gather evidence of
modification in the United States by re-examining maps and other resources from previous
lessons. Using a short case study of Las Vegas and Hoover Dam, students gather further
evidence as they examine concepts such as irrigation of desert land, urban sprawl, and dams.
After working in small groups to research and report on specific examples of modification (such as
the filling in of wetlands, strip mining, off shore drilling), students engage in a class discussion
about the positive and negative effects of these human activities to answer the question, Is it
worth it?
4- G1.0.3:
4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer
Key Concepts
modification of the environment
resource use
Desktop U.S. Maps
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Lesson 7

Student Resource
About Wetlands. National Wetlands Research Center. 21 November 2008
<http://www.nwrc.usgs.gov/wetlands.htm>.
The Debate over Clear Cutting of Forests. Mongabay. 21 November 2008
<http://www.mongabay.com/external/sierra_nevada_clearing-cutting.htm>.
Dredging Issue: Coastal Wetlands and Sediments of the San Francisco Bay System. 21 November
2008 <http://marine.usgs.gov/fact-sheets/SFwetlands/sfwetlands.html>.
Facts about Hoover Dam. U.S. Department of the Interior. 21 November 2008
<http://www.usbr.gov/lc/hooverdam/educate/kidfacts.html>.
Industrial Agriculture and Water Pollution. Sustainable Table. 21 November 2008
<http://www.sustainabletable.org/issues/waterpollution/>.
Off-shore Drilling. Wikipedia. 21 November 2008 <http://en.wikipedia.org/wiki/Offshore_drilling>.
The Price of Strip Mining. Time/CNN. 21 November 2008
<http://www.time.com/time/magazine/article/0,9171,904921,00.html>.
Pros and Cons of Coal Burning Power Plants PowerPoint Created by Students. 21 November
2008 <www.eng.fsu.edu/~kuhnal/COAL.ppt>.
Van Allsburg, Chris. Just A Dream. NY: Houghton Mifflin, 1990.
Teacher Resource
Camping on the South Rim. LA Times. 21 November 2008 <http://www.latimes.com/travel/la-trwwesterncanyons-pg,0,6099700.photogallery?index=2>.
Earthshots: Satellite Images of Environmental Change. U.S. Department of the Interior. 21
November 2008 <http://edcwww.cr.usgs.gov/earthshots/slow/tableofcontents>.
Grand Canyon. 21 November 2008 <http://www.silverspurtours.com/gfx/grand-canyon-village.jpg>.
Grand Canyon South Rim Village Map. About.com. 21 November 2008
<http://gocalifornia.about.com/library/weekly/n_az_gc_map_vlg.htm>.
History of Las Vegas photos. Early Vegas. 21 November 2008
<http://www.earlyvegas.com/early_downtown_vegas.html>.
Page 2 of 6
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Lesson 7
Lake Mead Photos. University of Nebraska-Lincoln. 21 November 2008

<http://www.hprcc.unl.edu/nebraska/Lake-Mead-2007.html>.
Metropolitan Areas of the United States Map. University of Texas. 21 November 2008
<http://www.lib.utexas.edu/maps/united_states/us_metro_area_99.pdf>.
One Planet Many People: Atlas of our Changing Environment. United Nations Environment
Programme. 21 November 2008
<http://na.unep.net/OnePlanetManyPeople/index.php>.
Lesson Sequence
1. Review the term adapting to the environment. Then write the following term on an overhead
transparency or board: modifying the environment. Explain that geographers often study the
ways in which people change, or modify, the environment. Discuss how these terms are
different.
2. Review the book Just a Dream from Lesson 1 by re-examining the illustrations. As students
view each illustration, ask them to identify ways in which the environment has been modified.
Note that the following are illustrated in the book:
The land was covered by mountains of trash.
Many trees had been cut down.
Factories with huge smokestacks had been built. These polluted the air.
A hotel had been built on Mount Everest.
People had overfished the Earths waters.
The land had been covered with roads and cars and trucks were everywhere.
Smog had filled Grand Canyon.
3. Remind students that the book Just a Dream was about a possible future, then pose the
following question: To what extent have some of the things illustrated in the book happened
already?
4. Divide students into pairs and give each pair a set of the timeline cards depicting the
Environmental History of Michigan located in the Supplemental Materials. Explain that pairs
should place the cards in the correct chronological order and then list three ways the
environment of Michigan was changed, or modified, by people. Note that the correct sequence
for the timecards has also been included in the Supplemental Materials. Give pairs time to work
and then have them share lists in the large group. Note that changes include the following:
Animal populations were reduced
Forests were cleared for farming
Farming resulted in soil erosion
Forests were lost to lumbering
Factory waste polluted rivers
Land was used up as cities grew.
Sewage was dumped in rivers.
Manufacturing resulted in air pollution
Page 3 of 6
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Lesson 7
The Great Lakes were polluted.

5. Explain that attempts were made in Michigan to reverse or minimize some of these changes to
the environment. For example, trees were planted, there was improved sewage control, laws
were passed to limit factory emission and protect the Great Lakes.
6. Explain that the human activities that led to environmental changes often had positive
economic consequences. For example, farming and lumbering helped Michigan grow and
develop. Cities provided places for people to live and find jobs. Explain that people often have
to balance environmental concerns with economic concerns. Explain that this lesson will help
students better understand that balancing act.
7. Make and display an overhead transparency of the Grand Canyon South Rim Village Map and
Photographs included in the Supplemental Materials. Remind students that they analyzed this
map in the previous unit when they were exploring the connection between physical
characteristics and human characteristics. Pose the following question and ask students to
write an answer in their social studies journal: According to this map and the two photographs,
how has the environment of the Grand Canyon area been modified, or changed? Give students
time to think and write and then have them share their answers.
8. Make and display an overhead transparency of the Metropolitan Areas map located in the
Supplemental Materials. Remind students that they analyzed this map in a previous lesson on
special purpose maps. Pose the following question: How do you think the environment has
been changed by the growth of cities and the development of metropolitan areas? Make a list
of student responses. Note that possible answers include the following:
Areas of forest were cleared.
Open lands were covered with roads and buildings.
Wetlands were filled.
Animal populations were reduced and plants were eliminated.
Rivers and lakes were polluted.
9. Make and display an overhead transparency of the Photographs of Las Vegas located in the
Supplemental Materials. Explain that Las Vegas is one of the fastest growing areas of the
United States. Explain that historians often use historic photographs like these to study how
places have been changed by people. Ask students to analyze the photographs in terms of
evidence for changes in the desert environment of Las Vegas resulting from the growth of the
city.
10. Make and display an overhead transparency of the Satellite Photographs of Las Vegas
located in the Supplemental Materials. Explain that geographers often make use of satellite
photographs like these to study how places have been changed. Share the following and
discuss the changes evident in the photographs:
Since the early 1970s, the growth of Las Vegas, which is located in the desert in
Nevada, has been remarkable.

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SS040307
Lesson 7
In the 1950s there were just over 24,000 people living there. Now the population is
over one million, not including tourists. It is estimated that the population may double
by 2015.
The satellite images show how the city has spread in all directions.
The city has displaced the few areas of vegetation and replaced the natural desert
with housing and irrigated golf courses
11. Explain that since Las Vegas is in a desert area, water has been a problem. Since it has grown
so rapidly people must have found a way to solve this water problem. Pose the following
question to students: How do you think the water problem was solved? Ask students to write an
answer in their social studies journal. Give students time to write and then have them share
their ideas in the large group.
12. Make and display an overhead transparency of the Photographs of Hoover Dam and Lake
Mead located in the Supplemental Materials and share the following information:
Hoover Dam, one of the largest dams in the world, was completed in 1936 on the
Colorado River.
It was built to control the river, to provide irrigation water for farmlands nearby, and to
provide a supply of water of communities in Nevada and California.
Above the dam, Lake Mead was created. This human-made lake, or reservoir, now
supplies 85% of the water used in Las Vegas and the majority of the water used to
irrigate farms in the Imperial Valley of California.
The electricity generated at Hoover Dam provides power to over 1.3 million people.
Note that a fact sheet about Hoover Dam designed for students can be found at the
following website: http://www.usbr.gov/lc/hooverdam/educate/kidfacts.html
13. Draw students attention to the photograph of Lake Mead again. Point out the difference in color
in the rock walls along Lake Mead. Ask students what they think causes the color change.
Discuss student answers. Then, explain that a recent drought plus the huge amounts of water
needed in Las Vegas have resulted in a lowering of the water levels of Lake Mead. Explain that
the construction of Hoover Dam caused changes in the environment by creating Lake Mead.
Once again humans are changing the environment of the area by drawing vast amounts of
water from Lake Mead.
14. Pose the following question: Based on what you have learned about Hoover Dam, what are
some of the positive consequences of building dams. Discuss student answers and then share
the following:
Generating of electricity
Recreational purposes (creation of lakes)
Supply of water for humans
Irrigation of agricultural lands
Flood control
Tourism

Page 5 of 6
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SS040307
Lesson 7
15. Pose the following question: What do you think might be some negative consequences of
building dams? Discuss student answers and then share the following:
Archaeological and historical places might be covered by water after dams are
created.
The temperature of the river might change. This could affect fish and water plants.
The dam might become a barrier to the movement of fish populations.
There could be changes in water quality.
There might be some climate changes as the dam changes the amount of
precipitation in the air and perhaps air temperatures.
Dams might result in people having to move.
16.
As a supplemental activity, use all or part of the North America PowerPoint showing satellite
images of environmental changes which can be downloaded at the following website: One
Planet Many People: Atlas of our Changing Environment. United Nations Environment
Programme. 21 November 2008 <http://na.unep.net/OnePlanetManyPeople/index.php>. The
PowerPoint includes the photographs of Las Vegas and several other examples of change.
17.
Place students in small groups and assign each group to one of the following human activities
that have resulted in changes to the environment in the U.S:
Use of pesticides and fertilizers in agriculture
Clear cutting of forests
Power generation by coal burning power plants
Strip mining
Filling in wetlands
Offshore drilling for oil
Give each group a copy of the Gathering Information chart located in the Supplemental
Materials. Explain that groups should research their assigned topic and summarize what they
have found on the chart.
18.
Give groups time to conduct research. Note that the Student Resources include useful
websites for the various topics. When groups have completed the summary charts have them
design a short presentation on their assigned topic. Have each group give their presentation.
19.
As a summary activity, have students engage in a class discussion about the positive and
negative effects of the human activities studied in this lesson by focusing on the question, Is
it worth it?
Assessment
The group research project in Steps 17 and 18 could be used as an assessment, as well as
individual participation in the group discussion from Step 19. In addition, students could create a
graphic organizer such as web illustrating how people have changed the environment of the United
States and the positive and negative consequences of the changes.

Page 6 of 6
November 24, 2008

SS040308
Lesson 8
Lesson 8: Public Issues Related to Geography

Human activities such as mining, drilling for oil, constructing dams, diverting water, and
expanding cities result in changes to the environment.
Since environmental changes can have negative consequences, people often disagree about
how to control these activities.
Disagreements about how to solve problems caused by environmental changes may become
public issues.
Lesson Abstract:
This lesson expands on the last lesson by having students identify current geographic issues
affecting the United States. After students review the concept of public issues, they briefly explore
water diversion and related public policy issues. Using websites, newspapers, and news telecasts,
students then identify additional geographic issues.
.
4- G1.0.4:
4 P3.1.1: Identify public issues in the United States that influence the daily lives of its citizens.
.
Key Concepts
public issue
Student Resource
Current Environmental Issues. Global Stewards. 23 November 2008
<http://www.globalstewards.org/issues.htm>.
Current Environmental Issues Website Resources. Simon Fraser University. 23 November 2008
<http://www.sfu.ca/~sfpirg/hot_topics/current_environmental_issues.htm>.

Page 1 of 3
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Lesson 8
Teacher Resource
Egbo, Carol. Supplemental Materials (Unit 3, Lesson87). Teacher-made material. Michigan
Pact puts plug on Great Lakes water diversion. MPNnow.com. 23 November 2008
<http://www.mpnnow.com/news/x502300365/Pact-puts-plug-on-Great-Lakes-waterdiversion>.
White Pine County Fights Water Pipeline. Las Vegas Now. 23 November 2008
<http://www.lasvegasnow.com/global/story.asp?s=5412769>.
Lesson Sequence
1. Begin the lesson by reviewing the idea that human activities such as farming, mining, drilling for
oil, lumbering, and damming rives modify, or change, the environment. Explain that because
there are often negative consequences when people change the environment, people often
disagree about how to control these activities.
2. Write the term issue on a board or overhead transparency. Explain to students that the word
"issue" has several different meanings. One common usage is to describe an "issue" of a
printed product, such as a stamp or a newspaper. When "issue" is used within a governmental
context, it refers to an idea, problem, or proposal about which different people or groups of
citizens have differing points of view. Add the word public before the word issue and explain
that this term refers to issues that effects large groups of people including communities,
counties, states, and the country.
3. Share the following criteria for defining a public issue on the board or overhead transparency
and discuss each one with students
The issue is of public concern to the citizens in a whole community or a large part of
it.
People disagree on how to settle or resolve the public issue.
Disagreements about the public issue are based on different points of view.
4. Divide students in pairs and give each pair a copy of Newspaper Article #1 located in the
Supplemental Materials and make an overhead transparency of the article. Explain that this
article describes a public issue relating to an environmental problem. Explain that students
should read the article together and identify the public issue. Give pairs time to work and then
have them share their ideas about the issue. Note that the actual issue is whether or not to
build a pipeline to carry water from rural areas in Nevada to Las Vegas.
5. Make and display an overhead transparency of the Looking at Both Sides of an Issue chart
located in the Supplemental Materials and write the issue as described in Step 4 in the
appropriate place on the transparency. Using the transparency of Newspaper Article #1, guide
students in identifying the two sides of the issue. Note that it may be helpful to highlight one
side in one color and the other side in a different color. Possible answers include the following:

Page 2 of 3
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SS040308
Lesson 8
Yes: The need for water in Las Vegas is growing. Las Vegas needs a new source of
water. Water is available in White Pine County. The Water Authority believes the
pipeline will not affect the water of people living in the rural areas.
No: People living in White Pine County may find their livestock and crops in danger.
The pipeline may even endanger the survival of the people there. The pipeline is not
the solution to the problem of water in Las Vegas. The pipeline might lead to other
water problems in other places.
6. Pose the following question to students: What might be another alternative to the pipeline that
would help solve the water problems of Las Vegas. Discuss student responses. Then, make an
display an overhead transparency of the Analyzing Quotations sheet located in the
Supplemental Materials. Read over the two quotations and guide students in identifying the
possible solution to water problems of the dry southwest described in the quotations. Note that
this solution involves diverting water from the Great Lakes to the Southwest.
7. Divide students into groups of four and give each group a copy of the Looking at Both Sides of
an Issue chart located in the Supplemental Materials. Have one member of each group write
the following issue in the appropriate place on the sheet: Should water be diverted from the
Great Lakes to dry places in the Southwest? Explain that groups should work together to list
reasons for each side of this issue on the chart under the columns Yes and No.
8. Give groups time to work and then have them share what they have written on their charts.
Make a master list of their ideas on a transparency of the Looking at Both Sides of an Issue
chart. Note that a chart showing sample answers has also been included in the Supplemental
Materials.
9. Take a quick vote regarding students positions on this issue. Note that if time permits you may
want them to write their position and give a reason.
10. Ask students if anything could be done to prevent water diversion from the Great Lakes.
Discuss their responses. Then, make and display a transparency of Newspaper Article #2.
Read the article out loud with students and discuss how federal laws now prevent water from
being diverted from the Great Lakes to other parts of the country. As an alternative, have
students read the article independently. Explain that in a later civics unit students will have the
opportunity to learn more about public issues and the role of the federal government in
resolving public issues.
11. As a culminating activity have students use newspapers, websites, and news telecasts to
identify other current environmental public issues. As a way to get them started have them look
for information regarding the lifting of the ban on offshore drilling.
Assessment
The group activity from Step 7 can be used as an assessment. Students could also be given a
short newspaper article relating to a current geographic issue in the United States and asked to
identify the issue.
Page 3 of 3
November 24, 2008

Unit 3 Lessons

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4th Grade United States Studies

Unit 3: Human Geography in the United States

Lesson 1: Questions Geographers Ask about Human Geography

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

What might be some positive consequences of changing the Earth?

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Lesson 2: Movement Push and Pull Factors

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

4th Grade United States Studies

Want-Ads. 13 November 2008 <http://www.kancoll.org/articles/orphans/or_wants.htm>.

4th Grade United States Studies

Why were they moving?

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

4th Grade United States Studies

Who was migrating, or moving, in the book?

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Lesson 4: The Impact of Immigration on Culture in the United States

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Lesson 4: The Impact of Immigration on Culture in the United States

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Lesson 5: Adapting to Different Environments in the United States

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Sod House Photos. 10 November 2008 <http://lcweb2.loc.gov/cgi-bin/query/r?

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

4th Grade United States Studies

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies

4th Grade United States Studies

4th Grade United States Studies

4th Grade United States Studies

Michigan Citizenship Collaborative Curriculum

4th Grade United States Studies