becoming a state - weebly

126

Chapter 4Teacher Notes

Chapter 4 Lesson 1

Ideas To ExploreThe War for Independence and the beginning ofthe United States (127)

People To MeetKing George III (III means third) (127)Daniel Boone (BOON) (128)General Anthony Wayne (an thon ee wayn) (130)President George Washington (130)

Words to Welcomeindependence (in dee pen dense) (127)liberty (lib er tee) - a core democratic value (128)

Michigan

Social

Studies

GLCEs

3H3.0.3

3H3.0.8

3H3.0.9

3H3.0.10

Words to Welcome

General Wayne

Liberty was important to thosewho started our country. Theyput the word on our first coins.

1760 1770 1780 1790 1800

The British and the Americans

1775- The War forIndependence starts.Americans fight theBritish.

1783- The War forIndependence ends.The United Statesbegins as a nation.

1796- TheBritishfinally leaveMichigan.

1760- the Britishtake Michiganfrom the French

Becoming a State

3H3.0.10 timelines ofhistory

The main theme of thislesson is 3H3.0.3 causalrelationships.

Before Michigan couldbecome a state, our coun-try had to be formed.This lesson touches on theWar for Independence,General Wayne’s move toremove the British. Thenext lesson deals with theWar of 1812. All of theseevents had to take placebefore the land we callMichigan was firmly apart of the United Statesand open for settlement.

General Wayne’s name isnow attached to our mostpopulous county.

127

Lesson Teacher Notes

Becoming A State- It Was Not Easy!Think about this while you read.

How did the War for Independencechange Michigan?

The U.S. Becomes a NationYou have learned a lot about Michigan, but

it was not yet a state. It is now 1770. Our countryhas not even been started. Before Michigan canbe a state, the United States has to be a nation!This key event has to take place first.

At this time, George III wasking of Britain. The people heredid not like a king telling themwhat to do. They did not likebeing told that they could notmove west. They did not likepaying taxes to the British. Thepeople wanted to be free. Theywanted to start their own country.

The British had 13 colonies in America.These were along the Atlantic Ocean. Thesecolonies wanted to be free. In the spring of 1775they started to fight for their freedom. This fightwas called the War for Independence. Indepen-dence means not to be ruled by someone else. The

1

Key Event

A key event mayunlock the reasonsomething happenslater.

People didnot want to paytaxes to Britain.

YEAR1775

3H3.0.3 causal relation-ships

The Warm Up

Ask your class –Suppose there was a bigbully in your school. Hetold all the kids what todo. He took part ofeveryone’s lunch money.What if it got so badeveryone decided to starta new school to be free ofhim? This is sort of whathappened when ourcountry was started.The king of England wasthe bully as far as mostAmericans wereconcerned.

2

1

128


colonies also wanted liberty. Liberty is a coredemocratic value. Liberty means to do what youwish as long as it does not hurt anyone. It is thefreedom to do anything that is not against the law.

The British Use MichiganMichigan was not

one of the 13 colonies.Most of the fighting wasfar from Michigan. Still,British soldiers were hereand they used Michigan asa base. The British senttheir soldiers from Detroitand had the tribes helpthem. These men attackedthe colonies.

Sometimes Americansettlers were kidnapped bythe tribes. A few of thesewere brought to Detroit.Daniel Boone (BOON) wasone of them. He was a famouspioneer and explorer. TheNative Americans caught himand were proud of it.

The 13 states which were once theBritish colonies. The shapes of somehave changed since the 1700s.

1775

New Hampshire

New YorkMassachusetts

Rhode Island

Delaware

ConnecticutNew JerseyPennsylvania

MarylandVirginia

North Carolina

South Carolina

Georgia

Daniel Booneand his dog.

3

Core Democratic Value

FYIDaniel Boone wastaken to Detroit in1778 by the Shawnees.

129


The Fort at Mackinac is MovedThe Americans made plans to march to

Michigan. This worried the British here. TheBritish felt Fort Michilimackinac was too easy toattack. They decided to move the fort. It wouldbe safer on Mackinac Island. They built the newfort on a hill. It had a good view of the harbor.The British could see anyone coming from faraway. The new fort was finished in 1781. If youvisit the island, you can still see it today!

The Americans never marched toMichigan. Detroit was not attacked. Thefort at Mackinac was safe.

The War Ends- The United States BeginsFinally the fighting ended. Peace at last!

The War for Independence ended in 1783. Thecolonies were free from Britain! Each colonybecame a state in the new United States of

1

YEAR1783

4This is another part of thetug of war over who controlsthe land of Michigan.

You can share this conceptwith your students. Initially,there were many NativeAmericans and few Europe-ans in the “tug-of-war” forNorth America. As the yearspassed, there were more andmore Europeans and fewerand fewer Native Americans.The Native Americans even-tually lost control.

130


America. It started with 13 states. GeorgeWashington became the first President. The newcountry had much land that was not in the 13states. Michigan was a part of that land. It wasmostly forest. It was a place where NativeAmericans lived. There were only a few towns.

But the British Stay in MichiganWait! After the war, the British did

not leave Michigan. They stayed in theirforts. They traded for furs with the tribes.They even gave them guns so they couldfight American settlers. Maybe the Britishfelt they could weaken our new nation.This was not fair! Michigan did notbelong to the British now!

The Americans were fed up.President George Washington took

action. He sent an army west. The general incharge was Anthony Wayne.

In 1794, there was a huge battle in Ohio.General Wayne fought the British and NativeAmericans there. He won the battle. In 1796 theBritish left Michigan. The tribes made peacewith the Americans, at least for now.

Now there were American soldiers in thefort at Detroit. They also stayed at Mackinac

YEAR1796

General AnthonyWayne lived from1745 to 1796.

from Archives ofMichigan 13862

5

3H3.0.8 actions of individuals

Get Into the Act!A Human Time Line 3H3.0.10(Use this activity after discuss-ing the meaning of chronologi-cal order.)

Five students go to the frontof the class. Each holds a cardshowing one of these dates:1760, 1770, 1780, 1790, 1800.Have them stand in chronologi-cal order. Write out the 4 eventsfrom page 126, but leave off thedates. Give one event to each of4 other students. Students coulddo research and find additionalevents from this lesson.

Examples could be: Ft. Mackinacis built (1781), General Wayne’sbattle in Ohio (1794). Now, thestudents holding the dates mustget into the correct order aroundthose with the decades. The restof the class can help the “event”students to find their correctpositions among the “decade”students.

131


Island. They kept watchbecause the British were notfar away. Canada still be-longed to them. The enemywas just across the river!

General Wayne Leaves His NameBehind

General Wayne remained at Detroitfor about four years. Then, he left to go backhome. Sadly, he died on the trip. Peoplewere proud of General Wayne. They wereproud of what his soldiers had done. Theynamed Wayne County after the general.Today, this county has more people thanany other in Michigan.

Who Has Been In Charge?The tribes lived here by themselves for

thousands of years. They were here much longerthan anyone else. The French were a big part ofour past for 140 years (1620 to 1760). The Britishwere in charge for about 36 years (1760 to 1796).How long has Michigan been a part of the

1

WAYNECOUNTY

Michigan was now a part of the new United States

1796

From 1783 to 1796, Michiganremained under Britishcontrol. General Waynemarched toward Michiganfrom the south. He built aseries of forts along theway including Fort Wayne,Indiana.

This is how Wayne Countygot its name. Indiana has aWayne County for the samereason.

If you wish to learn moreabout the fascinating historyof our state, read theauthor’s adult level book,Forging the Peninsulas. (ISBN978-1-931466-08-0)

132


United States? It has been since 1796. You do themath. Tell how many years that has been.

The British were a bridge between the daysof the French and the time of the Americans.The British left behind many ideas we use today.We speak their language. We use many of theirlaws. We follow many of their customs.

When the United States took over, bigchanges started. For a long time, Michigan wasa land of Native Americans. There were fewsettlers and towns. There were almost no roads.Soon all of this will change. Michigan will startto grow in a hurry. Many new people will movehere. They will make Michigan their home. Treeswill be cut down and cabins built. Some peoplewill say this is progress. Other people will not.

About

1620-1760

1760-1796

1796- today

Page 133. Do not feelobligated to have yourstudents do all of thequestions and activitiesassociated with eachlesson. Select the onesyou believe are bestsuited to their needs.

Enrichment

Options for Lesson 1

C4L1 Our Nation BeginsMatch Up(Worksheet)

A Human Time Line3H3.0.10 (Get Into the Act!page 130)

LessonLessonLessonLessonLesson Questions &

Answers

133

Think About It. Write About It

1. Name a key event that had to take place before Michigan could become astate? 3H3.0.9 (p 127)

The United States had to become a nation.

2. Americans fought a War for Independence. Give one reason why they did this.3H3.0.1 (p 127)

The colonies wanted to be free. They wanted liberty. They no longer wanted to beruled by the British.

3. Whose soldiers were in Michigan during the War for Independence? 3H3.0.1(p 128) the British

4. Why did the British move their fort to Mackinac Island? 3H3.0.1, 3G5.0.2(p 129)

The British moved their fort to Mackinac Island because it would be a safer place.The fort was built on a hill with a good view of the harbor so they could seeanyone who was coming.

5. Which general finally forced the British to leave Michigan? When did that hap-pen? 3H3.0.1 (p 130)

General Anthony Wayne fought the British and Native Americans in Ohio. TheBritish left Michigan in 1796.

Make Chart TodayMake a chart. Compare how long France, Britain and the United States have

been in charge of Michigan. Label each part of your graph. 3H3.0.10 (p 132)

Students can make a bar chart using this information from the lesson:France in control 1620-1760, 140 years.Britain in control 1760-1796, 36 years.U.S.A. in control 1796 to today, 213 years (as of 2009).

11111

ChapterChapterChapterChapterChapterQuestions &

Answers

134

Be a GeographerMake a simple map of Michigan. Draw Wayne County on

the map. Put Detroit on your map. Label each of them. 3G1.0.2 (p131)

See the map on page 131. Students should put Wayne County inthe S.E. Lower Peninsula and Detroit should be in it.

Think Like a Historian! Focus on the War for Independence. What happened? When did it happen?

Why did it happen? Who was there? 3H3.0.1 (p 127-129)

WHAT: During the War of Independence the people in the 13 British colonieswanted to start their own country and be free from the British.

WHEN: It happened from 1775 to 1783.

WHY: They did it because they did not want to be ruled by someone else. Thepeople there wanted liberty. They wanted to pursue their happiness.

WHO: The people living in the colonies were there, so were the British soldierswho came to stop them. The Native American tribes were also there. Sometimesthey helped the British.

4 Lesson 14 Lesson 14 Lesson 14 Lesson 14 Lesson 1

S

N

EW

SESW

NENW

GEOGRAPHY

Teacher NotesTeacher NotesTeacher NotesTeacher NotesTeacher Notes


Answers

135

Blackline master map for Meet Michigan

by Hillsdale Educational Publishers

134


Chapter 4 Lesson 2

Ideas to ExploreThe War of 1812. The British and tribes try to takeMichigan one last time, but they fail. Now Michigan issafely and firmly a part of the United States.Control of the Great Lakes was a key to winning theWar of 1812. (136)

People To MeetOliver Hazard Perry (ol eh ver • haz ard • pear ee) (139)Tecumseh (Ta KUM see) (140)William Hull (135)

Places To DiscoverMonroe (139)River Raisin (RAY zin) (139)

Words to Welcometerritory (tair uh tor ee) - A territory is land that is a partof the United States, but not yet a state. (135)

Michigan

Social

Studies

GLCEs

3H3.0.1

3H3.0.2

3H3.0.3

3H3.0.6

3H3.0.7

3H3.0.8

3H3.0.9

3H3.0.10

3P3.1.3

Words to Welcome

Oliver Hazard Perry

This is the beginning ofthe road to statehoodwhich relates to GLCE3H3.0.9 attainingstatehood.

However, the main GLCEconnected to this lesson is3H3.0.1 historian ques-tions.

Why study the War of1812 as a part ofMichigan’s history?

The War of 1812 hadsome unique eventsrelating to Michigan.

Detroit was captured bythe British, one of the fewU.S. cities ever taken by aforeign power.

The only large militarybattle ever fought heretook place nearMonroe during the War of1812.

135


Three Strikes Against the BritishThink about this while you read.

How did the War of 1812 change life forthe Native Americans around Michigan?

The fight with the British was not over.Our country has fought with Britain twice.The first time was the War for Independence.General Wayne fought them a second time a fewyears later. Now there would be more trouble.

What was Michigan likein those days? It was a landof thick woods and NativeAmerican villages. Furtrading was the mainbusiness. Some people herestill spoke French. Detroitwas the only place muchlike a city. There werehardly any roads here.Most people and suppliescame by ship.

Michigan was still nota state. The people here had no say in govern-ment. The President of the United States chosethe person to be in charge. He named WilliamHull the first governor of our territory in 1805.Mr. Hull had a surprise when he reachedDetroit. The town had burned to the ground!

GovernorWilliam Hull

2

YEAR1805

The Warm Up

Tell your students-Suppose your family hadjust moved halfway acrossthe country and not onlyhad the house you plannedto live in burned down, butthe whole city had burnedtoo. How would they feel?

This is exactly whathappened to William Hull.When he reached Detroit hefound the largest town inMichigan burned tothe ground.

FYIWilliam Hull was born in1753 in Derby, Connecticut.He died in 1825.

136


We Have Had Enough! The War of 1812The British were a thorn in the side of our

young country. They stopped our ships on theoceans for no reason. They wanted NativeAmericans to attack our settlers. Finally, theUnited States became so angry it declared war!This war is called the War of 1812. However,our country was not ready and the war did notgo well for our side. The British made a sneakattack on Fort Mackinac and they captured it!Was starting the war a mistake?

Governor Hull became General Hull. Hewas put in charge of the American soldiers here.Now he and his soldiers crossed the DetroitRiver. They planned to attack the British fort on

British soldiersat the fort onMackinacIsland.Picture drawnby GeorgeRasmussen.

YEAR1812

2

1

Encourage your studentsto think like historiansand to ask the kinds ofquestions historians ask.

Who?What?When?Where?Why?

How did it change things?

137


the other side. General Hull had almost tentimes more soldiers than the British. It shouldbe easy to win!

Then General Hull began to worry. Heworried about the Indians. Many of themfought on the British side. Hull was afraid theirwarriors would attack Detroit. He feared whatthey might do. Lots of people lived outside thefort. They had no protection. The general wentback to Detroit.

The Breakfast Surprise!The next thing people in Detroit knew,

British cannon balls were falling on their homes!One family was just starting to eat break-fast. A cannon ball fell through the roof.It smashed throughthe table and wentinto the basement.It did not hurtthem, but theyleft fast! A manclimbed out ofbed. He got up tosee what was thematter. In thatinstant, a cannonball went rightthrough his bed!

2

Picture drawn by George Rasmussen.

YEAR

1812

Get Into the Act!

The British Bombard Detroit3H3.0.1

A few students build Detroitusing wooden blocks. Anothergroup of students is positionedacross the Detroit River (Use acard to indicate the river on theclassroom floor.) Each studentis supplied with several wad-ded newspapers to use as can-nonballs that they throw toknock down the blocks. (Thisfun activity might be best for aFriday afternoon when the kidsare too antsy to do much else!)

138


Next, the British soldiers and NativeAmericans crossed the river. They marched onthe fort. General Hull had his cannon ready tofire. His men were tense, but prepared. Theywould put up a good fight. Then General Hullsurprised everyone. He told his men to give up.He wanted them to surrender. He did not askanyone. People said, “What?” The men andwomen could not believe it. The British soldiersjust walked in. They took Detroit and no shotswere fired.

People have often wondered, did GeneralHull do the right thing? His action did savelives. On the other hand, Detroit was capturedby another nation. This has happened to only afew American cities.

DETROIT

MICHIGAN

CANADA

FORT MALDENFrenchtown (Monroe)

Fort Meigs

Battle of Thames

Perry's Victory

LAKE HUR

O

N

LAKE ERIE

(Tecumseh killed)

The War of 1812

General Hull raiseda white flag. Hesurrendered to theBritish. Their soldiersmarched into Detroit.

YEAR1812

WW

SS

EE

NN

2

3P3.1.3 conflicts over CDVslead people to differ

The desire to placeLIFE over LIBERTY

Get Into the Act!Interview in Detroit:War of 1812

Two or three student reportersgo back in time to interviewDetroit citizens after GeneralHull surrendered the city to theBritish in the War of 1812. Workwith both the reporters and thecitizens to prepare good ques-tions and answers. If your citywas surrendered to a foreigncountry without a fight, howwould you feel? Think of hu-man life consequences, whatare the positive and negativeend results, effects on the com-munity, etc.

Teacher Resource/Backgroundon the War of 1812http://clarke.cmich.edu/detroit/warof1812

139


The Biggest BattleOther Americans did not give up so easily.

They came from the south to take back Detroit.The British did not wait for them. They attackedfirst. It was the battle at the River Raisin nearMonroe. Over two thousand men were in thefight. This was the biggest battle ever fought inMichigan. Sadly, the British won.

Lake Erie Is Important. Who will Control it?At the start of the war, the British

controlled Lake Erie. Their ships stoppedany others. The British ships brought sup-plies to their army. The Americans weregoing to do something about this. OliverHazard Perry built some ships to fight theBritish. Finally, the British ships andPerry’s ships went to battle. The fightwas fierce. Cannons boomed. Bullets andcannon balls whizzed through the air.

The Americans were not doing well.Most of the sailors on Perry’s ship hadbeen killed or hurt. The British thoughtthey had won, but Perry would not quit.There was one American ship with almostno damage. Perry risked his life to reach it.He got into a rowboat and left his ship.Perry took over his undamaged warship.

2

Oliver Hazard Perry was ayoung commander duringthe war of 1812.

53H3.0.8 actions ofindividuals

Area of Perry's fightwith the British on Lake Erie

140


Then he sailed near the British ships andfired his guns. Believe it or not, Perryfinally won. News of his success spreadacross the nation.

Perry’s win gave the Americans control ofLake Erie! The British were in trouble. Theycould not get supplies. They could not bringmore soldiers to help. Remember, there werefew roads in those days. Most travel was byboats on rivers or lakes.

What Did the Tribes Think?The British had the help of

many Native Americans. One ofthem was Tecumseh. He hopedthe British would keep settlersaway. The tribes did notwant American settlershere. They did not wanttowns started. They didnot want roads built. Itwas their land!

Tecumseh Speaks!One time Tecumseh heard of a new treaty

between another tribe and the United States.That tribe got money for the land. He was veryupset. In his own language he said, “Sell acountry! Why not sell the air, the clouds, and the

Oliver Hazard Perryleft his ship in themiddle of the battleto reach anotherone.

Tecumseh was a strong andproud leader. He is wearingpart of a British uniform. Picturedrawn by George Rasmussen.

YEAR1813

I

WAS

THERE

3


3H3.0.8 actions of indi-viduals

Ask students if theywould have as muchcourage as Perry. Howwould history be differentif he had given up?

3P3.1.3 conflicts overCDVs lead people todiffer


3H3.0.6 interactions be-tween Indians and others

3H3.0.2 primary sources

Here is a web site withmore teacher backgroundon Tecumseh.

http://www.mce.k12tn.net/indians/famous/tecumseh.htm

141


great sea, as well as the earth? Did not the GreatSpirit make them all for the use of his children?” Hefelt the land belonged to all tribes, not just theone making the treaty. The Americans fearedTecumseh and his warriors.

The British LeaveOnce the American ships controlled Lake

Erie, the British left their fort near Detroit.Tecumseh heard about this and gave an angryspeech. He told the British they were afraid. Hesaid they were like animals running away withtheir tails between their legs. When he finishedtalking, all his warriors jumped up. They shooktheir tomahawks!

Even though Tecumseh was upset, hewent with the British. They headed east. Theywere marching across Canada. Before long, theAmericans caught them. There was a battle.Then an American soldier shot Tecumseh andhe fell dead. The British lost this fight. All ofthis took place in September, 1813.

The British and the United States madepeace in 1814. The British never touchedMichigan again. With the British gone, moresettlers wanted to move here. The British werestill in Canada, so we kept soldiers in our forts–just in case!

2

An American soldier from the War of 1812.Picture drawn by Aaron Zenz.

4


3H3.0.6 interactionsbetween Indians andothers

Sometimes there wascooperation;

sometimes there wasfighting;

sometimes there wastrade.

142


What was Michigan like in 1814? It washard to travel. Most goods came by ship. Thegovernment said between 5,000 and 7,000people lived here, but that did not count theNative Americans. There were still many ofthem living here. Fur trading was important.There were some farms. Most of the land wascovered by trees.

St. Ignace-1671-

Sault Ste. Marie-1668-

Detroit-1701-

Dearborn-1795-Monroe

-1780-

Port Huron-1790-

Michigan in 1814Towns - a fewRoads - almost noneRailroads - none

The dates are when each townwas started.

YEAR1814

In 1814, ifyou neededsupplies, youmight walk ortake an oxcart.

3H3.0.7 daily life

EnrichmentDetroit 1812: What WouldYou Do? (Worksheet)

Tecumseh’s Speech(Worksheet)

The British Bombard Detroit(Get Into the Act!) page 137

Interview in Detroit: War of1812 (Get Into the Act!) page138


Answers

143

Think About It. Write About It1. What country did we fight in the War of 1812? 3H3.0.1 (p 136) Britain (orEngland)

2. Name two Michigan forts captured in the War of 1812. 3H3.0.1 (p 136, 138) FortMackinac and Detroit

3. Why was Perry’s victory important? 3H3.0.8 (p 140)

Perry’s victory was important because it gave the Americans control of Lake Erie.This meant the British could not get supplies or bring more soldiers to help.

4. Why did Tecumseh and other Native Americans help the British in that war?3H3.0.8 (p 141)

Tecumseh and other Native Americans thought that the British would keep othersettlers away. They did not want American settlers to start new towns or buildfarms on their land.

5. Where did the largest battle take place in Michigan? 3H3.0.1 (p 139) RiverRaisin near Monroe

Brain StretchersHow did the War of 1812 change life for the Native Americans around

Michigan? 3H3.0.1 (p141-142)

After the war, the Native Americans no longer had the British to help them try tokeep American settlers from coming. Once the British were gone, more settlersmoved to Michigan and the Native Americans began to lose more land.

Think Like a HistorianChoose Perry or Tecumseh. Tell how the person you chose affected the

history of Michigan. 3H3.0.8

Perry helped defeat the British and helped the Americans to win the War of1812. This led to more settlers coming here. He helped the Americans pursuetheir happiness by making it easier for them to come to Michigan.

22222


Answers

144

Tecumseh worked to help the tribes pursue their happiness by keepingAmerican settlers out of the area. This worked for a time. Once he was killed andthe British lost the war, the settlers came into the land of the tribes anyway.

Write about cause and effect and the War of 1812. What were some causes?How did the war affect Michigan? 3H3.0.3 (p 136, 141)

Some causes of the War of 1812 were the British stopping American ships on theoceans and their help to the Native Americans in attacking American settlers. Asto the effects, during the war there was some fighting in Michigan, including abig battle near Monroe. The British took over Detroit and the fort at MackinacIsland. After the war, the British no longer had a grip on the area. Settlers felt itwas safe to move here.

Take a Stand!The army put General Hull on trial after the war. This was because he

surrendered Detroit. Take a stand. Did he do the right thing or the wrong thing?Support your position with a core democratic value. You may wish to includecommon good or patriotism. 3H3.0.8, 3P3.1.3

I think General Hull did the right thing. It was not worth losing lives tofight over Detroit even though it was an American city. I feel he was thinking ofthe common good. I feel history proves he was right. We got Detroit back and noone was killed fighting for it.

I think General Hull did the wrong thing to give up Detroit without a fight.He had many soldiers and they were ready to fight. They might have won thebattle. His actions were not patriotic. Suppose all the soldiers in the armythought the way he did. We would have lost the war and lost our freedoms too.


First- the cause

Second- the effect


Answers

145


144


Chapter 4 Lesson 3

Ideas To Explorecredit (kred it) - Money loaned to buy a product. (148)entrepreneur (on tray pren ur) - A person who takesthe risks to run a business. (149)profit - The money left after a business pays itsexpenses. (149)

People To MeetJosette LaFramboise (la fom bwaws) (146)Madeline LaFramboise (145)Benjamin Pierce (150)

Places To DiscoverAda (A da) (150)Lowell (low el) (150)

Words to Welcomeboozhoo (booz hoo) - the way the Ojibwa say

hello or welcome (146)capital resources (150)export (ex port) (147)flint and steel - old tools to start a fire (148)human resources (149)import (em port) (147)interest (148)tinder - something like dry grass that is easy to

burn (148)

Michigan

Social

Studies

GLCEs

3H3.0.3

3H3.0.7

3E1.0.1

3E1.0.2

3E1.0.3

3E1.0.4

3E3.0.1

Words to Welcome

3H3.0.7 daily life and3E1.0.4 what entrepre-neurs do are the mainthemes for this lesson

The concepts of importsand exports, along withusing credit, which is animportant life skill, arealso introduced.

The availability ofcredit can be seen as aneconomic incentive andties into3E1.0.2 identify incentives

145


The Fur Trade Goes On and On

Think about this while you read.What was it like to live in Michigan and be inbusiness as a fur trader long ago?

The French started the fur trade in Michigan.That was in the 1600s. People like Brule´ were thereat the beginning. Two hundred years later, someFrench were still trading here. The fur trade wasstill a big business. Wars did not really stop it.Changes in government did not stop it. You willlearn that not all the fur traders were men.

Women from Long AgoSometimes we do not talk very

much about women from the past. Wedo not want to leave them out. It isoften hard to find out about them.There may not be records of what theydid. Women were often quiet heroes.This was usually true long ago. Thewomen fed their familes. They raisedthe children. They helped the men andthe men did things that were noticedand recorded.

A Woman Fur TraderNow, learn about the life of a woman. She

lived in Michigan’s past. Her name was MadelineLaFramboise (mad uh lin • la fom bwaws). Thisname means raspberry in English. Madeline was a

3

The Warm Up

Ask your class to thinkabout all the women theyhave heard about whohave important jobs. See ifthey can name some andtell what each one did.(A few possibilities:their teachertheir principala coacha news anchorMichelle ObamaGovernor GranholmCondolezza RiceSarah Palin)

Now you will learn abouta successful Michiganbusiness woman frompioneer days.

146


Native American. She married a French fur trader.Both of them worked hard to trade furs. One dayher husband was murdered. This took place on theway back to their trading post! Her story is told byher daughter, Josette (Joe zet) LaFramboise.

Visit the Trading Post“Good day! Bonjour! (BOn jzure). Boozhoo

(booz hoo). I speak English, French and Ojibwa justlike my mother. I am Josette. I was born in 1795. My

parents were fur traders. On a very sad daymy father was killed. That was last year.

It was the fall of 1806.

“Now mother runs the tradingpost. I help take care of my littlebrother. His name is Joseph and heis two years old. The trading postis on the Grand River.Trading Post

Grand River

BEAVER

LowellAda

Madeline and Josettemay have looked likethis. As far as weknow, there are nopictures of them.Picture drawn byEastman Johnson.

3H3.0.7 daily life

Get Into the Act!

Import or Export- You Decide!3G4.0.3, ~3G5.0.1

Teacher Resource/Exports:http://tse.export.gov

Needed: A world map, 3-4 stu-dents, several product cardsshowing imports and exports.

A student moves a card on themap from Canada to Michigan.The class shouts IMPORT. Astudent moves a card showing aMichigan export to Mexico andthe class shouts EXPORT.

Extend the activity by using thewebsite above or an encyclope-dia to find actual products im-ported into or exported fromMichigan and make a list ofthem along with any facts thatcan be located. Import informa-tion on the internet and in booksis more difficult to find. Yourstudents may want to check thelabels on their clothes, suppliesthey use at school and pur-chases made at home to findimport countries.

Michigan is an exporter of drybeans and office furniture. Itimports bananas and petroleum.Have the students make a chartof the most exported and im-ported items. This will helpthem realize what products areused the most.

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We winter there. Each summer we fill ourcanoes with furs. We paddle all the way toMackinac Island. On the island the furs are sold andwe buy more things to trade.

“Those furs will be exported to France. Anexport is something that is sent to another country andsold. The things we trade to the tribes are imported.An import is something that comes from anothercountry and is bought. We buy beads and metal potsfrom France. We trade those to the tribes for furs.

“Of course, mother was very sad when fatherwas killed. She still had to keep working. We had tohave food and money. Some Odawa friends were abig help. They were very sad about father too. Letus put the sadness behind us.

Everyday Life“Are you hungry after your travels? Would

you like some breakfast? Mother has madecornbread in the fireplace. We cook all our meals inthe fireplace. You can have a real treat. There is alittle smoked ham left. Next season we will try tobring another pig. It is not easy to get a pig this farinto the wilderness. We must buy a baby pigbecause it has to travel in the canoe with us!

YEAR1807

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3E1.0.1 scarcity,opportunity costs

3E1.0.3 location,natural resources &development

3E3.0.1 importedproducts (eventhough these im-ports are not currentimports, discussingthem here buildsunderstanding)

3H3.0.7 daily life

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148


“I hope you had enough breakfast to give youenergy. It is time to go to work. Today we are mak-ing soap.

“Have you made soap before? I will tell youwhat to do. Take this pot of leftover grease. Put it onthe fire so the grease melts. Next, pour the waterfrom the ash barrel into it. Let it boil until lunch. Iwill ask mother if she has any scent for the soap.Then, we will pour it into the mold. After lunch itwill be cool enough. Finally, we can cut the soapinto bars. It will be ready for bath time on Saturdaynight. In the meantime, we will check our traps.Maybe we will find a rabbit for supper.

Using Credit or How to Pay Later“Oh, look! Some Odawa have come

to trade. I will call mother. She will knowwhat to do. It is not time for them to bring furs.They get the best furs in the winter and bring themin the spring. Now they want supplies. Today theywill get supplies on credit. Credit means getting some-thing now and promising to pay later. They will needto pay a bit extra because they get credit. The extraamount is called interest.

“These Odawa want some flint and steel tostart fires. If you did not know how to make soap, Ibet you do not know how to use flint and steeleither! You take a piece of flint. It is just like the oneused on your rifle. You hit it on this little bit of steelto make lots of sparks. You do it so those sparksland on your tinder. Tinder is dried grass, some wood

The ash barrel.Mixing water withthe ashes makeslye. The lye isused to makesoap.

The pioneers started afire by hitting a piece offlint stone on a piece ofsteel to gets sparks.

The soap is ready!

3H3.0.7 daily life

Daily life was quitechallenging inpioneer times.Talk about otherchallenges and makecomparisons to lifetoday.

3E1.0.2 identifyincentives (somepeople consider theavailablity of creditto be an economicincentive)

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shavings and maybe a bit of gunpowder. The sparksstart it to burn. Now you can light your campfire orfireplace.

“Mother keeps records of each person withcredit. She writes it in a book. It is an importantbook. One we do not want to lose! She knows whomust bring furs to pay off the credit. Today, Stand-ing Fox got 4 flint and steel sets. Next spring hemust bring two beaver furs to pay his credit.

“Mother decides the ones to trust. Somepeople like to forget about their credit. If they donot pay, she will not give them more the next timethey ask. If a new person comes for credit, she willask other Native Americans about them. She mayask other fur traders. If they have a bad credit his-tory, she will say, no!

“There are many things for mother to thinkabout. She is an early Michigan entrepreneur. Thereare risks to fur trading. She has to be smart. Howmuch should she give for each fur? How much willshe get for the furs in Mackinac? Will we make aprofit? A profit is the amount of money a business hasleft after paying the costs.

“She must also decide how to use humanresources. Human resources are the workers in abusiness. Can she find enough men to paddle thecanoes to Mackinac? The canoe paddlers arehuman resources in the fur trade.

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RISKS

4

Enrichment

3E1.0.4 what entrepre-neurs do

The goal of making aprofit is what drivesentrepreneurs to dowhat they do.

Options for Lesson 3A Visit To the FurTrader’s Store(Worksheet)

Import or Export- YouDecide! (Get Into theAct!) page 146.

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“Mother deals with capital resources in herfur trading business. What are capital resources?Capital resources are the tools, machines and equipmentused in a business. Can you think of a capitalresource she uses? What about the canoes? Shedecides how many canoes we need each year. Wemay fill four or five canoes with furs. If we do nothave enough canoes to move the furs, we wouldneed to leave them behind. Doing that would bebad for the business. She must decide all of thesethings.”

She Did WellMadeline LaFramboise ran her business well.

She made a good profit. She had money to sendJosette away to school. Josette went to Montreal.That is hundreds of miles away. Going to schoolwas important then. It is still important. Later,Madeline sold her trading post. It was between Adaand Lowell. She built a large home on MackinacIsland. She gave money and land to her church. Shealso helped the school on the island.

Josette came back to Mackinac Island. Whenshe was 21 years old she fell in love. She marriedBenjamin Pierce. He was the commander of the forton the island. It was a grand wedding. Her motherwore her Ojibwa dress that day.

Many years later, Benjamin’s brother was inthe news. He was famous. He became the Presidentof the United States! Madeline and Josette havemany connections with our history.

MadelineLaFramboise’shome on MackinacIsland. This photowas probably takenafter she died.

43E1.0.4 whatentrepreneurs do

With what capitalresources are studentsfamiliar? Equipment athome might be consid-ered capital resourceseven though they are notpart of a business.Examples could be ablender, a food processora microwave or an oven.These things could beused to make food thatmight be sold.

3H3.0.3 causalrelationships

How did life change forNative Americans oncethey traded furs?

Madeline LaFramboisewas born in a wigwamand lived in this home atthe end of her life.

Is MadelineLaFramboise’sexperience that ofa typical NativeAmerican?


Answers

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C4L3 page 151

Think About It. Write About It!1. Were Michigan furs imported or exported to France? 3E3.0.1 (p 147) exported

2. Explain what credit means. 2E1.0.1 (p 148)

Credit means getting something now and promising to pay for it later.

3. Long ago there were no matches. What did people use to start fires at thattime? 3H3.0.7 (p 148-149) flint and steel

4. Tell some risks Madeline LaFramboise faced as a fur trader. 3E1.0.4 (p 149-150)

Madeline LaFramboise had to be smart about her fur trading.

1. She faced the risk of paying too much for the furs and not having enoughmoney left to pay her expenses.2. She needed to be sure to find enough men to paddle her canoes toMackinac.3. She had to make sure she had enough canoes to take all the furs.4. There were dangers of being alone in the wilderness.5. There was a risk of tribes taking their furs and trading them to someoneelse.

Be a GeographerMake a simple map of Michigan. Label the Grand River. Label the fur

trading post at Ada. Draw a route from Ada to Mackinac Island that MadelineLaFramboise may follow with her canoes of furs. 3G40.04 (p 146)

The students only need to make very simple maps with general locations. TheGrand River should connect with Lake Michigan and Ada should be a bit to theeast of that point. The route they draw for her to reach Mackinac Island shouldbe in Lake Michigan because the map on page 146 shows the Grand River goesinto that Great Lake.

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Answers

152

Think Like an EconomistThink about economics. Think about costs. Tell how Madeline LaFramboise

can make a profit by trading furs. 3E1.0.4 (p 149)

Madeline LaFramboise can make a profit if the cost of everything she uses in herfur trading is less than what she gets when she sells the furs at Mackinac Island.In other words, her sales must be more than her costs.

Words In ActionWrite a paragraph about daily life when the LaFramboise family lived here.

3H3.0.7 (p 146-150)

They lived in a cabin. They did all of their cooking in the fireplace. They smokedsome foods over a fire to help keep them from spoiling. If they cannot growsomething or trade for it, they go all the way to Mackinac Island to get it (like thebaby pig). They had to make things, like soap, that we buy in a store. They had tostart their fires using flint and steel. Daily life was tough in those days!

Use the Internet to find out what happened to Josette LaFramboise. Write ashort report about her life. 3H3.0.1 (p 146)

Josette did not live to see her brother-in-law become President of the UnitedStates. Josette had two children. She died November 4, 1820 and is buried in St.Anne’s churchyard on Mackinac Island. (Wikipedia is probably the easiest website for students to find this information.)



Answers

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152


Michigan

Social

Studies

GLCEs

3H3.0.2

3H3.0.3

3H3.0.5

3H3.0.6

3H3.0.7

3H3.0.10

3G2.0.2

3G4.0.2

3G5.0.2

3E1.0.1

3E1.0.3

Words to Welcome

The main themes of thislesson are movement ofpeople as in 3G4.0.2 groupswho came here and why &

3H3.0.6 interactions betweenIndians and others.

The land treaties betweenthe U.S. government and thetribes were a major type ofinteraction.

Chapter 4 Lesson 4

Ideas To Exploresupply and demand - an economics idea (153)Venn diagram- a way to compare and contrast (163)

People to MeetWilliam Nowlin (now lin) - a pioneer boy (157)

Places To DiscoverErie Canal (ear ee • can al) (155)Farmington (farm ing ton) (156)gristmill (grist mill) grist means to grind. It is a mill togrind grain into flour. (165)Kansas - a state (162)Midwest - a region with Michigan and the otherstates nearby (154)New York - a state or the large city in that state (156)Oklahoma - a state (157)Rochester (rah chest ur) (157)Troy (157)Utica (you teh ka) (156)

Words to Welcomeacre (a ker) An acre is a square of land about 209

feet by 209 feet.(153)canal (kan al) (155)cultures (164)deed (164)land office (162)population (pop you lay shun) (156)steam engine (steem • en jen) (155)surveyors (sir vay ors) (162)

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Settlers, On The Way!Think about this question while you read.What were the biggest changes settlers made toMichigan?

People Needed LandMaking a living was different in the early

1800s. Most people farmed. To have a farm, aperson needs land. Land was becoming scarce inthe eastern states. It was expensive to buy landfor a new farm. Young families moved west tofind land they could afford.

Cheap Land In Michigan!Land was cheap in Michigan. It attracted

or pulled people toward Michigan. It cost adollar or two an acre here. It was cheap becausethere was a lot of it and few people. The supplywas bigger than the demand.

4

Land wasnot scarcein Michigan.

Two pioneer farmers. Theycut their wheat and hay byhand with the tools theyare holding.Picture drawnby George Rasmussen.

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The Warm Up

As you complete thispage, ask your studentswhat steps pioneer farm-ers would need to take tostart farms once theyarrived in the forests ofMichigan.

3G4.0.2 groups who camehere and why

3E1.0.1 scarcity, opportu-nity costs

3E1.0.3 location, naturalresources & development

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Most of the people coming here camefrom the eastern states. They left states like NewYork and Vermont (VT). To move to Michiganthey traveled west. Michigan is sort of in themiddle of the west. Soon, Michigan and thestates around it were known as the Midwest.

The Midwest is aregion. The land of theMidwest is similar. Itis mostly flat with onlysmall hills. It is notdry like a desert.The Midwest does nothave rough, rockymountains like themountain states.

Pioneers lived incabins like this one.They built them fromtrees they cut oncethey reached Michigan.Photo by the author.

Pioneers often cooked intheir fireplaces.

Picture from the Archives ofMichigan.

NORTHCAROLINA

FLORIDA

ALABAMA

CALIFORNIA

COLORADO

CONN

DELAWARE

ARKANSAS

GEORGIA

IDAHO

IOWA

KANSASKENTUCKY

LOUISIANA

MAINE

MASS

MINNESOTA

MISSISSIPPI

MISSOURI

MONTANA

NEBRASKANEVADA

NH

NEW YORK

NORTH DAKOTA

OHIO

OKLAHOMA

OREGON

PENNSYLVANIA

SOUTHCAROLINA

SOUTH DAKOTA

TENNESSEE

TEXAS

UTAH

VT

VIRGINIA

WESTVIRGINIA

WASHINGTON

WISCONSIN

WYOMING

INDIANAILLINOIS

NEW MEXICOARIZONA

MICHIGAN

MARYLAND

NEWJERSEY

The Midwest

3G2.0.2 Michigan belongsto these regions

3H3.0.7 daily life

The photos give studentsan idea what it was like tolive long ago.

To find log cabins in yourarea visit the web site PureMichigan at http://michigan.org/Property/Detail.aspx?p=B4044that has links to a map.There is also a MichiganLog Cabin Society that maybe able to guide you.

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Reaching Michigan was another matter. Itwas hard to travel. The roads were very bad, ifthere were any at all. None of the roads werepaved. They were just dirt paths. When it rainedit was a muddy mess! A horse and wagon mightonly go 10 or 12 miles on a good day.

New Ways toTravel

In the 1820sand 1830s therewere new ways totravel. Now, someships were powered bysteam engines. These ships could travel evenwhen the wind did not blow. Using steamships,it was much easier to travel on a schedule. Somesteamships went across Lake Erie to Detroit.

Many canals were being built then. Canalsare man-made rivers. Today, we do not hear muchabout canals. They were very useful in the 1800s.Remember, there were few good roads. Withcanals, people could travel to places that had norivers or good roads. Horses pulled small boatsalong the canals. That is an odd way to make aboat move!

The Erie Canal was one of the most impor-tant canals. It was a very big project to build it.Hundreds of men used shovels and hand tools

4

23H3.0.7 daily life

Low Bridge By Thomas S. Allen

©1905 An Erie Canal Song

Chorus:I’ve got an old mule and hername is SalFifteen years on the Erie CanalShe’s a good old worker and agood old palFifteen years on the Erie CanalWe’ve hauled some barges inour dayFilled with lumber, coal, and hayAnd every inch of the way weknowFrom Albany to Buffalo

Low bridge, everybody downLow bridge for we’re coming toa townAnd you’ll always know yourneighborAnd you’ll always know your palIf you’ve ever navigated on theErie CanalWe’d better get along on ourway, old galFifteen miles on the Erie Canal‘Cause you bet your life I’dnever part with SalFifteen miles on the Erie CanalGit up there mule, here comesa lockWe’ll make Rome ‘bout sixo’clockOne more trip and back we’ll goRight back home to Buffalo

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to dig out the dirt. It opened in the 1820s. Usingthat canal and some rivers, people could gofrom New York City to Detroit by boat. Theydid not need to use the bad roads.

Many of thenew settlers usedthe Erie Canal. Theycame from the stateof New York. Almostall of them headed toDetroit. Why? It wasthe first Michigancity they could reachby boat. The areaaround Detroitbegan to growquickly. Soon, manynew towns werestarted nearby.

Our population grew and grew. The popu-lation is how many people live in a place. In 1820 weonly had 8,765 people. In 1840 we had 212,267!This did not count the Native Americans. Mostof these new people came on the Erie Canal.

The new towns needed names. Often,settlers used the same name as the place theyleft. People left Utica, New York and startedUtica, Michigan! They left Farmington, New

Pioneers & Erie Canalthe

New YorkMichigan

Detroit

Buffalo Albany

one day's travel on the canalone day's travel by wagon

NEW YORK CITY

Hudson River

Lake Erie

Erie Canal

0 miles 100 200 300 400

Sometimes settlersreused the names oftheir old towns. BothMichigan and NewYork have aFarmington and aLivonia. They bothhave a Rochester, aTroy and a Utica!

The opening of the ErieCanal was a great help towestward expansion,especially to Michigan.

Try to help studentsunderstand how hardtravel was in a countrywith no paved roads andno trains!


Michigan had to havethe minimum number ofpeople to become a state.

3

Many canals were builtin the 1830s and 1840s.This one was in Ohio.

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York and began a new Farmington here. You canfind a Livonia and a Troy in both states too!There is a Rochester here and also in New York.Check a map. All of these towns are not far fromDetroit. Detroit was the first place those settlersvisited.

On the Way to Michigan! (1834)Meet a real boy who came to Michigan! His

family left New York state in 1834. This is a truestory. Here is what he says....

“Let me introduce myself. I am WilliamNowlin. I was born in the state of New York. Iwas 11 years of age, when the word Michiganfirst grated upon my ear. Father talked continu-ally of Michigan, but Mother was very muchopposed to leaving her home.

“I am the oldest of five children. I was verymuch opposed to coming to Michigan too. I didall that a boy of my age could do to prevent it.The thought of Indians, bears and wolves terri-fied me.

“My mother’s health was very poor. Manyof her friends said she would not live to get toMichigan. She thought she could not survive thejourney. She said that if she did, her and herfamily would be killed by the Indians, perish inthe wilderness or starve to death.

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3H3.0.2 primarysources

You may want toexplain the differ-ence between aprimary source likethis account andhistorical fictionbecause to studentsthey may seem to bethe same.

You may askstudents to rewritepart of the WilliamNowlin account as asecondary sourceand discuss thedifference between aprimary andsecondary source.


Erie TrailWest (184pages) byJanie LynnPanagopoulosmay be agood book toread parts toyour class.

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“We did leave, however, early in the springof 1834. Our friends were weeping for theythought we were going “out of the world.”

“We traveled about fifty miles that broughtus to Utica, New York. There we boarded a canalboat and moved slowly night and day to invadethe forests of Michigan.

“When it was pleasant, we spent part ofthe time on the top of the long, low cabin. Oneday mother left my little brother, then four yearsold, in the care of my oldest sister, Rachel. Littlebrother decided to have a rock in an easy chair,rocked over, and took a cold bath in the canal.

“Mother and I were in the cabin when weheard the cry, “Overboard!” We rushed on deckand the first thing we saw was a man swimmingwith something ahead of him. It proved to be

3H3.0.2 primary sources3H3.0.7 daily life

Get In the Act!On the Erie Canal

You may wish to haveyour class act out being ona canal boat.

Assign a few students todo research on travelingon the Erie Canal in the1830s.

Arrange their chairs 4abreast as if seated on thecanal boat. Assign one tobe a captain and a few ascrew. Some studentsmight act out the Nowlinexperience or they couldmake up their own dialog.

Have the captain call out“Low bridge!” and in-clude other facets of canalboat travel. The studenttravelers could greet eachother to find out wherethey are moving from andwhere they are going.They could learn whythey left home to come toMichigan.

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my brother held by the strong arm of an Englishgentleman. That Englishman was our ideal herofor many years. His bravery and skill were un-paralleled by anything we had seen. He hadsaved our brother from a watery grave. Thatbrother is now the John Smith Nowlin ofDearborn.

“When we arrived at Buffalo, the steamerMichigan was just ready for her second trip. Westarted the next morning.

“There was a great storm onthe way across Lake Erie. Peoplethought the ship was finished, butwe arrived safely at Detroit.Mother did not die. No one waskilled by Indians. Father bought some land nearDearborn and started a farm. It has been hardwork, but we made it!”

All settlers like the Nowlins bought theirland from the government. The government gotthe land from the tribes first. This is how thathappened.....

Getting the LandThe United States government wanted the

tribes to give up their land. The governmentmade treaties with them to do this. The tribeswere paid, but it was not that much. Some tribes

4

3H3.0.6 interactions betweenIndians and others

New YorkMichigan

Detroit

Buffalo Albany

NEW YORK CITY

Hudson River

Lake Erie

Erie Canal

Here is a bit more about thetrip on Lake Erie...

Once the Michigan movedout onto Lake Erie, the windblew hard and cold. Darkblue waves tossed the shipviolently. The young WilliamNowlin remembered,” I wasmiserably sick, as were nearlyall the passengers.... The mostawful terror marked nearlyevery face. Some wept, someprayed, some swore.... Ourclothes and bedding were alldrenched, and to make ourcondition still more perilous,the boat was discovered to beon fire!” A bucket brigade managedto put the fire out andstopped what would havebeen a total tragedy fromtaking place. The ship didmake it to Detroit in 37-40hours and the lucky Nowlinfamily was glad to stepashore.from page 114 Forging thePeninsulas by McConnell

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kept the right to hunt and fish on the land. Atleast they would be able to feed themselves.

Often a tribe did not want to make a treaty.Still, they did not want trouble with the army, sothey gave in. Between 1795 and 1842 the tribesgave up nearly all of Michigan.

Where Did They Go?What happened to the tribes after the

treaties? At first, life was much the same. There

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1- Greenville treaty, 17952- Detroit treaty, 18073- maumee treaty,18174- Saginaw Treaty, 18195- Sault stE. marie, 18206- Chicago treaty, 18217- carey mission treaty, 18288- chicago treaty, 18339- washington treaty, 183610- cedar point treaty, 183611- la pointe treaty, 1842

Picture drawn by Rachel Moir.Hillsdale College student.Map made by Aaron Zenz.

3H3.0.6 interactionsbetween Indians andothers

Ask students to lookat the picture and tellwhat they believeeach man is thinking.

3H3.0.2 primarysourcesThe wording of theactual treaties can beprimary sources. Theywere written at thetime and containinformation aboutwho was present andwhat was done.

The Clarke HistoricalLibrary at CentralMichigan University hasthe text of the majorNative American landtreaties on their websiteat //clark.cmich.edu/nativeamericans/treatyrights/treatyinto.htm

BS

161


were few settlers. As more settlers came, theywanted the land. The settlers cut down trees.They built cabins. They planted crops. Theystarted towns.

As farms and towns were built, the tribeshad to move. At first, going a few miles wasgood enough. It was not long before peoplewanted the tribes far, far away. The U.S. govern-ment set up places forthe tribes to live thatmost settlers wouldnever want. Theseplaces were hundredsof miles away in thewest.

By the 1840s,soldiers told mostNative Americansthey had to go. Thesouthern part ofMichigan wasbecoming crowded.New farmers wantedthe land. Tribes likethe Potawatomi hadfew places left to hunt.In spite of this, Michi-gan still has NativeAmericans today.

4

Picture drawn by Jessica Bastian.Hillsdale College student.

YEAR1830-1840 3H3.0.6 interactions between

Indians and others

Ask students how theywould feel if one morningsoldiers came to their homeand told them they hadto leave and move toOklahoma or Kansas.

What happened to the tribesis illustrated in the picturebelow. The settlers soon justpushed them off the landand there was no place leftfor them!

162


The Michigan tribes often ended farfrom here. They were pushed west. Somewere forced to Kansas. Others were forcedto Oklahoma. Some went to other places.None of those places had many settlersthen. They were in the middle of nowhere!

Mapping the LandSettlers could not just build on any

land they wanted. They needed to knowexactly where each property was located.This was not simple with woods and treeseverywhere. They needed to know wherethe land was on a map.

The government hired surveyors tolook over the land. The surveyors traveledover the hills and through swamps. Thesurveyors used maps. They used com-passes and chains to measure the land.The surveyors set up markers. It was hardwork.

Buying the LandEach settler looked for some good land

where no one else lived. A source of clean waterwas important. This is why many towns werestarted along lakes or rivers.

Then the settler went to a land office. Us-ing the surveyors’ markers and maps, the settlerdescribed the land. The settler showed the land

TribalVillagesin 1830

TribalVillagesin 1870

Each dotis one village.

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Look at the two maps.What do they tell you?

First- the cause

Second- the effect


3H3.0.10 timelines of history

Ask students what is thedifference between the twomaps? Ask them what causedthe difference to happen?

What was the cause and whatwas the effect?

The federal governmentmade treaties with the tribesfor their land. Ownershipwent from the tribes to thegovernment. The governmentthen sold the land to newsettlers who moved toMichigan.

163


office the land he or she wished to buy. The priceset for most land was $1.25 an acre. The moneywas paid and a deed given to the settler. A deedis an official proof of ownership. It shows who ownseach piece of land. It tells the borders of the land andwhere it can be found.

New Ways Are So DifferentThis way of owning land was strange to

the tribes. To them, land was there for everyoneto use. The way the land was used was strangetoo. The Native Americans moved from place toplace. They hunted and fished. Now farmers cutdown the trees and planted crops. Fences werebuilt. Roads and towns were built. It would be

Read more aboutwhat happened whenthe tribes wereforced to leave.Night of the FullMoon by GloriaWhelan.

4

3H3.0.5 adapted to andmodified the environment


Get Into the Act!

A Human Venn Diagram3H3.0.5

Do a human Venn diagram.Use the events on page 163.Print each event on a card.Mark out an area on the flooror sidewalk to show the over-lapping sections of a Venndiagram. Have students goand stand in the appropriateareas of the diagram markedout on the floor. Discuss thedifferences between the waysthe tribes and settlers used theland. Can students think ofanother way they can use aVenn diagram to compare andcontrast another set of infor-mation?

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very hard for the two cultures to live together.What is a culture? It is all the different ways agroup lives. It includes their food, homes, jobs, beliefs,government and more. The cultures of the tribesand the settlers were so different.

Too Many Trees- We Need Sunlight!It is hard to realize how many trees were

here then. They covered almost the whole state.Trees blocked the sunlight from the crops. Thefarmer’s corn or wheat could not grow. If thetrees stayed, the farmer could not. Thousandsand thousands of trees were cut down.

Next, farmers plowed the ground. Therewere no tractors. They used oxen or horses. Theoxen pulled the plow. The farmer walked behind

A pioneer woman,with her little babyalong for the ride,plows a field.

Starting a farmwas very hardwork.

Picture drawn byJodi Olthouse.Hillsdale Collegestudent.

If you live in an urban area,you may want to visit afarmer’s market and bring afew samples of food thepioneers grew to show yourstudents. Examples could befield corn, barley, oats orwheat.

If there is a little space onthe school grounds, plantsome seeds and grow a bitof wheat, etc.

If there is a dense woodsnear your community, tellstudents where it is and askif anyone has been there.Ask if they had to build ahouse in the woods, whatwould they need to do? (Forexample, they would needto:cut a path to the home site,cut down trees to have aplace to build a home,get rid of the trees they didnot use or want.)

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the plow to guide it. Land needs to be plowedbefore seeds are planted. There were many treestumps and large rocks to move too. There was agreat deal of hard work for each farm family.The women and men both worked hard. Some-times they had trouble with bears or wolves.

Pioneer farmers had to make or growalmost all the things they needed. There mightnot be a store or town for miles. It was a treatwhen a new neighbor moved close by.

Gristmills, Rivers and New TownsIt is hard to bake without flour. Farmers

took their corn and wheat to a gristmill. Thismill ground the grain and made flour. Mostgristmills were powered by water. They wereoften built along a river.

Flowing waterturns the wheel.The wheelturns the grind-stone inside themill.

4

3G5.0.1 natural resourcesand use

3G5.0.2 adapting to andusing natural resources

Most Michigan towns werestarted along rivers. Thewater was often used topower gristmills and saw-mills as well as factories.The rivers also provideddrinking water.

Does your town have an oldmill still standing? Is there amillpond nearby?

166


Water was important to a new town. It was usedfor power and drinking. New towns oftenstarted along a river. A gristmill might be thetown’s first building. Is your city on a river orlake? Maybe it once had a mill pond for a grist-mill.

Here is the inside of the gristmill. Thewater power turns a round stone. That stonegoes around against another round stone. Thegrain goes between the stones. This grinds thecorn or wheat to make flour. This is a cutawaydrawing. It shows what happens on the inside.

Picture drawn byEmily Walsh.Hillsdale Collegestudent.

3E1.0.3 location,natural resources &development

Enrichment

Take some time to explain that acutaway drawing shows theoutside and some of the inside ofan object.

You may want to show yourstudents a simple object found inthe classroom and ask them tomake a cutaway drawing of it.

for the Brain StretcherThe Clarke HistoricalLibrary at CentralMichigan University has the textof the major Native Americanland treaties on their website at //clark.cmich.edu/nativeamericans/treatyrights/treatyinto.htm


Supply & Demand: You Decide(Worksheet)

Travel to Michigan(Worksheet)

On the Erie Canal (Get Into theAct!) page 158

A Human Venn Diagram(Get Into the Act!) page 163

Michigan Ho! The Erie Canaland Coming to Michigan (Mapactivity 14 from ML-3)


Answers

167

Think About It. Write About It!

1. Why did settlers want to come to Michigan? What pulled them here? Whatpushed them from where they were? 3G4.0.2 (p 153)

Settlers wanted to come to Michigan for cheap land. This pulled people towardMichigan. People were pushed away from where they lived because land wasexpensive there.

2. Why didn’t more settlers come until the 1830s? 3H3.0.3 (p 155)

In those times, the roads were really bad. It was hard to travel far. The 1830sbrought new ways of transportation. The steam engine allowed boats to travelwithout wind power. These changes brought more people to Michigan because itwas now easier to get here. The Erie Canal allowed people to travel by waterfrom the East all the way to Michigan.

3. Look at a map. Where is the Erie Canal? Explain to a friend how to find it.3H3.0.3 (p 156)

The Erie Canal is in New York State, which is east of Michigan. It connects Al-bany, New York, with Lake Erie. On the map, you can find it going across NewYork state.

4. Look at the Venn Diagram. Compare the differences in the way the tribes andsettlers used the land. 3H3.0.5 (p 163)

Tribes shared the land with everyone and lived wherever they wanted. Theyhunted wherever they wanted. They moved wherever they wanted.

The settlers built roads. They started new farms. They started new towns. Theyowned areas of land. They cut down many trees.

Think Like a HistorianWhat were the effects of the pioneers moving to Michigan? (The pioneers

coming were the cause, so what were the effects?) 3H3.0.5 (p 162-163)

The effects of pioneers or settlers coming to Michigan were:1. many Native Americans were forced to leave2. settlers bought the land

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Answers

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3. many trees were cut down4. crops were planted5. roads and towns were built6. gristmills were built

Brain StretchersFind out which treaty was made for the land that includes your town. Use

the Internet to find out what was in this treaty. 3H3.0.1 (p 160)The Clarke Historical Library at Central Michigan has the text of the major Na-tive American land treaties on their web site at: http://clarke.cmich.edu/nativeamericans/treatyrights/treatyintro.htm

Take a Stand!Think about the treaties made with Michigan’s tribes. Be a settler or a Na-

tive American. Decide if any core democratic values were forgotten in the pro-cess. Give reasons to support your position. Go to the end of this book for a list ofthe core democratic values. 3C5.0.1, 3P3.1.3

This activity is a good place for a class discussion of different viewpoints. Askstudents why viewpoints are not all the same.

A settler may say the tribes made treaties with the government and as a part ofthese treaties they were paid money and given other things for the land. Thesales showed justice toward the tribes because they did pay for the land.

The Native Americans would see things differently. They would say they losttheir land and homes. There cannot be a fair sale unless the seller wanted tomake the sale. They did not. They did not want to move elsewhere. They couldnot pursue their happiness. They had no justice in the sale. They had to sell orfight. They lost their liberty because they had to leave. [Note: The list of CoreDemocratic Values is on pages 405-406.]



Answers

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Chapter 4 Lesson 5

Ideas To Explorebecoming a state (170)the Toledo War (toe lee doe) (177)

People To MeetLewis Cass (172)Stevens T. Mason (174)

Places To Discovercapitol building. Remember it has an “o” which isround like the dome of the building. (The capitalcity is spelled with an “al”) (180)Marshall, MI (179)Northwest Territory (tair uh tor ee) (169)

Words to Welcomecensus (sen sus) (178)Congress (kon gres) (169)encouraged (in kur aged) (171)legislature (lej es lay tur) (170)national government (173)slaves (slayvs) (170)wolverine (wool ver een) (177)

Michigan

Social

Studies

GLCEs

3H3.0.2

3H3.0.3

3H3.0.8

3H3.0.9

3H3.0.10

Words to Welcome

The theme of this lesson is3H3.0.9 attaining statehood.

Students will be introducedto two individuals whohelped get Michiganstarted. They are LewisCass who was a territorialgovernor and Steven T.Mason who was our firststate governor. They tie intoGLCE 3H3.0.8 actions ofindividuals.

169


Becoming a State!

Think about this while you read.What did a law called the NorthwestOrdinance do for Michigan?

Just a Wilderness in the NorthwestLet’s go back to the late 1700s. Michigan

was still not a state. It was a land of trees, bearsand wolves. Most of the people were NativeAmericans. Only a few settlers had arrived.

At that time therewas a lot of extra land inthe United States.Congress was dividingthis land. It was makingterritories out of it.Remember, a territory island that is a part of theUnited States, but not yet astate. Michigan was madea part of the NorthwestTerritory. That was done in1787.

The NorthwestTerritory had much land.Later, it was divided intoseveral states. Ohio and

5

MICHIGAN

OHIO

INDIANA

ILLINOIS

WISCONSIN

MINNESOTA

Northwestthe

Territory

YEAR

1787

3H3.0.9 attainingstatehood

The Northwest Ordinanceis a key part of the path-way to becoming a state. Itset the specifications forstatehood.

3H3.0.10 time lines ofhistory

The Warm Up

Ask students how manystates our country hastoday. (50)

Ask how many states wehad at the beginning. (13)

Ask how we went from 13to 50.

Tell them they will learnabout how it happened asthey study this lesson.

170


Illinois came from that land. Indiana, Michiganand Wisconsin also came from that land. Allof these states were once in the NorthwestTerritory.

Why did they use the name NorthwestTerritory? At that time our nation was smaller.This land was in the northwest corner of thecountry.

An Important LawNext, Congress formed the Northwest

Territory. Then it wrote basic rules for theterritory. This law told what to do to become astate. Here is what it said.

Step 1.At first, a territory did not choose its

leaders. Its people could not vote. ThePresident of the United States picked fourleaders. They were a governor and threejudges.

Step 2.To reach this step, there must be 5,000

free adult men. (Women, Indians andslaves did not count. That is the way it wasat that time.) Now they could vote for a groupof lawmakers. This is called a legislature.The governor approves all laws. Thegovernor and judges are still named bythe President.

NWBe sure your studentsunderstand the direction“northwest.”

You may wish to use awall map of the UnitedStates and cover overeverything west of theMississippi River tobetter show why, in thelate 1700s, Michiganwas included in thenorthwest part of thecountry.

3H3.0.9 attaining state-hood

5

WIA

171


Step 3.The key is 60,000 people. Once 60,000

people lived there, things could move ahead.(Indians and slaves still did not count.) ThenCongress votes to decide if the territory canbecome a state. If Congress says yes, it will beequal to all the other states.

Who Has the Power?With this law, who has the power? It does

not mention women. It says free adult men. Didyou know women could not vote? That did nothappen until over 130 years later. Slaves couldnot vote. The President said who was in charge.The President might not be in touch with eventshere. The wrong people might be put in charge.The people here wanted to become a state assoon as possible. They wanted to have their ownsay.

Some Key PointsWas this a bad law? No. It had good points.

Here are some other things it said:

1. No new slaves could be brought here.(People who already had slaves could keepthem.)2. Indians must be treated fairly. No landcould be taken from them unless they agreed.3. Starting schools was encouraged. Thelawmakers felt good schools were important.

5

Key Points

5 FYIBefore the Erie Canal wasbuilt, settlers often camewest using theCumberland Gap to crossthe Appalachian Moun-tains. Then they movedsouth and north. Therefore,Kentucky, Tennessee andOhio were states yearsbefore Michigan.

172


They had three reasons in mind.Schools can help young people knowabout religion. They can help teachabout what is right and wrong. Theycan give students useful knowledge.

Even with this law, the tribes did notget good deals for their land. Laws

cannot make people do the right thing. It is whatpeople have in their hearts that really counts.

Leaders for Our Territory Our territory needed a leader. The

President chose General Hull for the firstgovernor. Remember, he had problems in theWar of 1812 and left. Two others led our territoryfor a while. Then Lewis Cass was given the job.This was in 1813.

Governor Cass worked hard to helpMichigan grow. He traveled and explored theland. He made treaties with the tribes. He toldpeople why they should bring their familieshere. He wrote the state motto. He designed thestate seal. Cass City and Cassopolis were namedfor him. A county and a river also have hisname. Lewis Cass kept this job for 16 years.

Lewis Cass

Picture fromArchives ofMichigan 02825

The old schoolat Douglas,Michigan

YEAR1813


Remind studentsMichigan had governorsbefore we became a state.Cass and Hull were twoexamples. (A couple ofsignificant others wereStanley Griswold andWilliam Woodbridge.)


1

173


Who Was Lewis Cass? Lewis Cass was born in 1782. He did

not live here then. His family wasin New Hampshire. Like manyothers, he moved west. Movingwest was the thing to do. Thatwas where the excitement was.His father was given land inOhio. This was a reward for fight-ing in the War for Independence in1776.

He moved to Ohio with hisfather. Lewis helped his family cutdown trees and start a farm. He grewand studied hard. Lewis wanted to bea lawyer. By 1803 he had set up hisown law office. That same year Ohiobecame a state. Later, the young Cass won anelection. He was voted into the Ohio legislature.Since Ohio was a state, it could vote for its lead-ers.

Next, Lewis Cass joined the army. Hefought in the War of 1812. He was at Detroitwith General Hull. Lewis Cass was in the news-papers when he won a battle against the British.Michigan was lucky to have him move fromOhio. In 1831 he was given a job with thenational government. He left for Washington,D.C. Later, he served Michigan as a U.S. Senator.He even ran for President in the 1840s.

5

NORTHCAROLINA

FLORIDA

ALABAMA

CONN

DELAWARE

GEORGIA

KENTUCKY

MAINE

MASS

MISSISSIPPI

New Hampshire

NEW YORK

OHIO

PENNSYLVANIA

SOUTHCAROLINA

TENNESSEE

VT

VIRGINIA

WESTVIRGINIA

WISCONSIN

INDIANAILLINOIS

MICHIGAN

MARYLAND

NEWJERSEY

YEAR1831

The places LewisCass lived.

The brief biography ofLewis Cass is presentedhere to give more meaningto the life of this keycharacter in the formationof our state.

3H3.0.8 actions of indi-viduals

For more facts aboutLewis Cass, go to this website:www.nwworldencyclopedia.org/entry/Lewis_Cass

174


A Young New LeaderA fellow named John Mason came to

Michigan to work with Governor Cass.Mr. Mason brought his son with him. Hisson’s name was Stevens T. Mason. Heoften helped his father. When Cass wasaway, John Mason was in charge.

John Mason was bored. He wantedmore excitement. He was going to Texas!Lewis Cass and the Masons met withPresident Jackson. Mr. Mason asked if hisson could take his job. President Jacksonliked the young man. He agreed. Thatwas how Stevens T. Mason got his start.He became secretary for the MichiganTerritory. He was only 19 then. He was

not even old enough to vote!

Now there was a surprise. The young manlearned Lewis Cass was staying in Washington.Cass was going to work for the national govern-ment. Stevens T. Mason would be alone inMichigan. He would be in charge!

The Boy Is In Charge?Stevens T. Mason left for Detroit. There he

had a second surprise. He was met by a mob! Acrowd of 2,000 gathered in Detroit. Many peoplewere upset. How could the President let a youngperson be in charge? They spoke out against

Stevens T. Mason

Picture fromthe Archives ofMichigan 03546

Would yoube scared?


Get Into the Act!

Your Turn to Run Michigan3H3.0.8

The teacher chooses astudent to be Stevens T.Mason, our first governor.He chooses 6 other studentsto help him start state gov-ernment. These 7 studentsreenact in front of the classall the things they decidewill need to be done to startthe state of Michigan. Whichprojects should they start?What laws need to bepassed? Where should theyput the capital?(Our founders had manydecisions to make!)

Or, ask students to put intotheir own words howStevens T. Mason becamegovernor.

175


him. This could be like your mom or dadleaving your older brother or sister in charge.You might think he or she was too young.Would you be upset?

Stevens told everyone he would listento the advice of older people. He was able toconvince the crowd. Still, he was given thenickname “Boy Governor.” In the next fewyears he would have lots to do.

Hey, We Are Ready!Ohio became a state in 1803. Indiana

became a state in 1816. Illinois became a state in1818. Michigan was still just a territory. Boat-loads of people came to Michigan once the ErieCanal opened. By 1834, we had over 60,000people. That was enough to become a state!Stevens T. Mason asked the Congress inWashington, D.C., to vote on it. Let Michiganbecome a state. Congress said, “Not so fast.”

5

YEAR1834

STOP


Selected dates ofStatehood

Kentucky 1792Tennessee 1796Ohio 1803Indiana 1816Illinois 1818Michigan 1837Wisconsin 1848

This neat web site allowsstudents to watch a mapof the United States fill inas each state is admitted tothe union.http://en.wikipedia.org/wiki/List_of_U.S._states_by_date_of_statehood

176


What was the problem? Didn’t Congresswant to start new states? Here is the story.Michigan was arguing with Ohio. We were argu-ing over the land where Toledo is now. Theboundary showed it was in Michigan. The stateof Ohio did not agree.

War With Ohio? You Must Be Kidding! Neighbors may argue over where to puta fence. If they do, they may get upset. Inthe early 1830s, Michigan and Ohio wereupset. Each state wanted a bit more land.They both wanted Toledo. People felt itwould grow to be an important city.

Our soldiers marched to Toledo. Theysaid, “We will keep Toledo for Michigan!”Some people expected a war to start. Theyexpected to hear the boom of cannons.There were no battles. No one was killed.

Jonesville

HillsdaleAdrian

Monroe

Toledo

Maumee River

Lake Erie

Territory of Michigan

State of OhioBased on the S. Augustus Mitchell map of 1834

line claimed by Ohio

line claimed by Michigan

Soldiers from Michigan march to Ohio.Picture drawn by George Rasmussen.


The path was not simpleand history was made inthe process

Get Into the Act!You Were There: the To-ledo WarHave some students writedialogs as if they were atthe Toledo War. Assign oneor two students to be radiopersonalities who wentback in time to interviewthem. Have some otherstudents work on soundeffects that could be con-nected with this event–marching soldiers, horsesand wagons, gunshots andthe fleeing Ohio surveyors,etc.

Students are asked whythey are marching to

Toledo. What are theirthoughts and feelings?

Include some Ohio citizensso they can say what theythink about the nastywolverines coming intotheir state!

Tape record the interviews.Now you have your ownclass radio drama!

177


There were some fist fights and shouting. Thepeople from Ohio yelled, “You are nastywolverines! You want to come and steal ourland.” This time of bad feelings with Ohio wasknown as the Toledo War.

Wolverines are wild animals. They are knownfor their bad tempers and bad smell. They often stolefood from cabins. The people from Ohio felt wewere stealing their land.

Michigan’s people may still becalled wolverines, but now we areproud of this nickname.

A Trade!Now President Jackson was upset.

He said this is foolishness. It must stop!States should not fight each other. He said thereshould be a trade. Ohio will get Toledo and theland around it. Michigan will get the western

A wolverine.Picturedrawn byGeorgeRasmussen.

Michigan menchased Ohio menaway from the“Toledo Strip.”

5

3H3.0.9 attaining statehood

In order for Michigan tobecome the state it is now, therest of the Upper Peninsulahad to be added.

3

4

WIA

Another way to look at theToledo War.

178


Upper Peninsula. That landwas not a part of Michigan.

Some Michiganians didnot think the trade was agood idea. They thought theUpper Peninsula was too faraway. They thought it was afrozen wasteland. What goodwas it? Well, they soon foundout. It had many trees for

lumber, much copper and iron too. It was a verygood trade!

Congress voted. We did become a state.That was in 1837. Stevens T. Mason was thefirst state governor. That is the story of howMichigan became a state. It is also the story ofhow Toledo, Ohio, might have been Toledo,Michigan.

How Michigan Grew...Each year more people moved here. The

Erie Canal made it easier to reach Michigan.The cheap land pulled them to our state. Thetribes gave up their land by treaties. As thenumber of settlers went up, the number ofNative Americans fell. The people here werecounted several times. The government took acensus to do this. A census is an official count ofthe people living in a place.

Before theToledo War,the westernpart of theUpperPeninsulawas not apart of Michigan!

First- the cause

Second- the effect

What was theeffect of theToledo War?

What is

a census?

YEAR1837

2

3

4

Remind students ournation will have a censustaken in 2010 and the nextone after that will be 2020.

A Voice from the Wildernessby Don Brown is the storyof a young pioneer girl inMichigan. That girl wasAnna Howard Shaw whogrew up to be a leaderin the movement forwomen’s voting rights.

179


Year People (does not include NativeAmericans)

1773 1,550 more or less (most of thesepeople lived in Detroit)

1810 5,000 more or less1820 8,896 really slightly less- includes

extra land1830 31,639 really slightly less- includes

extra land1834 87,278 special census (1,422 lived in

the U.P.)1837 174,543 special census1840 212,267 U.S census

Between 1830 and 1840 Michigan grew fasterthan any other state or territory!

Michigan’s CapitalWhen we were a territory, the capital was

Detroit. Detroit stayed the capital until 1847.Then some people felt it should be nearer themiddle of the state. When people heard this,everyone wanted it to be their town! Thepeople of Marshall even built a new house forthe governor!

The legislature voted, but could not decide.No one voted for someone else’s town. Finally,someone said, “Make it Lansing.” Lansing?Where is that? There were only a few cabins inLansing then.

5

LANSING

I

WAS

THERE

Census informationcan be a primarysource. It tells howmany people livedhere at differenttimes.

6

Enrichment

3H3.0.2 primarysourcesA census can be aprimary source in that itgives accurate informa-tion collected at thattime and place inhistory.

Make a chart of thecensus data on theboard. Have studentshelp decide how toorganize it!


Michigan Grows(Worksheet)

Your Turn to RunMichigan (Get Into theAct!) page 174

You Were There: theToledo War (Get Intothe Act!) page 176

Why Did They Put ItThere? Our First Citiesand Towns (Map activ-ity 15 from ML-3)

180


The good thing aboutLansing was its location. It wasmore in the middle of the state.The next time they voted every-one was shocked. Lansing wonand the capital was moved in1848. Today, Lansing is a largecity. The capital is still there. Thecapitol building you see nowwas built in 1879.

The first capitolbuilding in Detroit.

Our capitol building inLansing today.

Becoming a State Took Time

1805 1815 1825 1835 1845

1825- The Erie Canalopens. It is mucheasier to reachMichigan.

1834- Time ofthe Toledo War.1805- Michigan

becomes aterritory.

1837- Congressmakes Michigana state.

Here are some key events.

7The list of CoreDemocratic Values is foundon pages 405-406. To helpstudents quickly turn tothat place, red and blueboxes are found on theedge of page 405.

Grade 3/4 split ?

If your school is splittingMichigan studies betweengrades 3 and 4, go tochapter 6 to complete thebalance of the 3rd gradeGLCEs. It is only thehistory component thatstops at statehood.


Answers

181

Think About It. Write About It!1. How did Lewis Cass help Michigan? 3H3.0.8 (p 172) In 1813, Lewis Cass wasgiven the job of governor of the Michigan territory. He helped Michigan grow.He traveled and explored the land. He made treaties with the tribes. He toldpeople why they should bring their families here.

2. Who was Stevens T. Mason? How did he help Michigan? 3H3.0.8 (p 178)

Stevens T. Mason was Michigan’s first state governor. He helped Michigan getthe rest of the U.P. in the trade for Toledo. He helped Michigan become a state.

3. What argument kept Michigan from becoming a state for a while? When didwe become a state? 3H3.0.9 (p 177-178)

The argument over Toledo and the border kept Michigan from becoming a state.Michigan officially became a state in 1837.

4. How did the rest of the Upper Peninsula become a part of Michigan? 3H3.0.1,3H3.0.3 (p 177-178)

During the Toledo War, Michigan argued with Ohio for the city of Toledo and astrip of land between Michigan and Ohio. Finally, Ohio was given Toledo and thestrip of land. Michigan was given the western part of the Upper Peninsula tomake up for what it lost to Ohio.

5. Write the steps the early settlers had to follow to become a state. 3H3.0.9 (p170-171)

Step 1. At first, the land was a territory. Its people could not vote. The Presidentof the United States choose its leaders.

Step 2. There must be 5,000 free adult men. (Women, Indians and slaves did notcount.) They could vote for a group of lawmakers. That was called a legislature.The governor approved all laws. The governor and judges were still named bythe President.

Step 3. When there were 60,000 people, Congress voted to decide if the territorycould become a state.

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Answers

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6. What was said about Michigan’s growth from 1830 to 1840? 3H3.0.3 (p 179)Between 1830 and 1840 Michigan grew faster than any other state or territory.

7. What reason was given to make Lansing our state capital? 3H3.0.1 (p 180)Lansing’s location was key to why it became our state capital. It was more in themiddle of the state.

Make a Chart TodayMake a chart. Show how the population of Michigan grew. Use the years

1830 to 1840. 3H3.0.3, 3H3.0.10 (p 179)1830 31,6391834 87,2781837 174,5431840 212,267

Words In Action!Write a paragraph. Focus on “cause and effect.” How does the Toledo War

connect with the Upper Peninsula? 3H3.0.3 (p 176-177)

The cause was the argument with Ohio called the Toledo War. The effect was thewestern part of the Upper Peninsula, along with its many natural resources, wasmade a part of Michigan.

Read points 1 and 2 from the Northwest Ordinance. They deal with slavesand Indians. Check the list of core democratic values at the back of the book.Write a paragraph about points 1 and 2. Include three core democratic values tosupport what you say. 3C5.0.1 (p 170)

Point 1: The Northwest Ordinance states no slaves can be brought here.This tries to give people in the territory equality. If slaves were brought here, theywould not have equality. It tries to give everyone here the same liberty. Peoplewho are slaves do not have any liberty.

Point 2: The Northwest Ordinance states the Indians must be treated fairly.It tries to provide justice for the Indians. Their land cannot be taken by the gov-ernment or by settlers. The government must pay for it.

Students may include other CDVs if they support their stand.



Answers

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MICHIGAN

OHIO

INDIANA

ILLINOIS

WISCONSIN

MINNESOTA

Northwest Territory

Blackline master map for Meet Michigan

by Hillsdale Educational Publishers

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becoming a state - weebly

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