Chippewa Valley Schools Social Studies Core Curriculum

Grade 4

Michigan Studies

PURPOSE

The purpose of the fourth grade social studies curriculum is to focus primarily on the study of Michigan in the Great Lakes region as it relates to other United States regions. Students will learn information and skills that are useful to them so that they can become active, productive, and responsible citizens in a state, national and world setting.

KNOWLEDGE

Students study and learn information related to Michigan's history, geography, civics and economics. Using these standards, students will examine environmental issues, economic influences, cultural diversity, and related Michigan issues and current events. Students also learn the links that connect Michigan in the Great Lakes Region with other United States Regions.

SKILLS

Students will gather, interpret, analyze, summarize and evaluate information related to past and present Michigan issues. All students will acquire information from books, maps, newspapers, data sets and other sources. They will organize and present the information in maps, graphs, charts and timelines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information. In addition, students will formulate and test hypotheses, report results both orally and in writing, and make use of appropriate technology.

DEMOCRATIC VALUES

In their study of Michigan, students will address various sides of public issues, both past and present. They will identify and discuss possible resolutions. Students will develop respect for their own personal worth and cultural diversity and to begin to understand the benefits and responsibility of good citizenship.

CIVIC PARTICIPATION

Students will look at Michigan issues and make decisions as to how they as individuals can become involved in solving problems. As students examine public issues, they develop and implement responsible group plans to address and potentially resolve the issue. These plans may include service projects that affect their classroom, school or community.

Chippewa Valley Schools Social Studies Core Curriculum

Grade 4

Michigan Studies

Benchmarks

By the end of this course, the student should:

KNOWLEDGE

1. Place major events in the development of the State of Michigan in chronological order;

2. Recount the lives and characters of a variety of people from Michigan's past;

3. Compose simple narratives of events from the history of Michigan;

4. Locate and describe the major places, cultures and communities of the State of Michigan;

5. Explain how different people and cultures have adapted to and impacted the environment;

6. Describe some of the major movements of goods, people, jobs and information within Michigan;

7. Describe the geography of Michigan at major times in its history and explain the reasons for change;

8. Distinguish between local and state governments and list the roles of government institutions;

9. List state institutions that make, enforce and interpret laws;

10. Investigate the links that connect Michigan to other parts of the world;

11. Trace the national origin of common household items;

12. Describe how businesses are involved in trade as producers, distributors, importers and exporters;

SKILLS

1. Use narratives and graphic data to compare the past of the community and the State of Michigan with present day life;

2. Sketch maps of community and state;

3. Analyze how Michigan's location has impacted its economic development;

4. Interpret information about local and state communities from maps, graphs and charts;

5. Pose a question about Michigan, gather and analyze information and answer the question;

6. Compose a short essay expressing a decision on a local or state issue;

DEMOCRATIC VALUES

1. Identify problems from the past that divided their local community and/or the State of Michigan and analyze the interests and values of those involved;

2. Select decisions made to solve past problems and evaluate them by today's standards;

3. Understand the rights and responsibilities of citizens and their role in Michigan.

4. Identify rules at the state level and consider consequences for breaking them;

5. Describe goods and services provided by local and/or state government;

6. Develop respect for state and local governments;

CIVIC PARTICIPATION

1. Participate in upholding school rules;

2. Describe how citizens participate in election campaigns;

3. Participate in group decision making;

4. Recognize that there may be more than one interpretation of an event;

5. Participate in peaceful resolution of disputes between students;

6. Participate in cooperative efforts to promote the common good in their classroom, schools and communities.

SOCIAL STUDIES CORE UNITS
Course Title:	MICHIGAN STUDIES	Grade Level:	4

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
GEOGRAPHY SKILLS 4 weeks Michigan Text pp. 8-57	Map/Globe Skills Michigan Map Skills Michigan’s Natural Resources Regions (Great Lakes, Upper and Lower Peninsula)	1. Recognize and use legends, keys, compass rose, scale and elevation symbols on Michigan maps. (V.1.LE.3) 2. Locate major physical features, cities and counties of Michigan. (II.1.LE.2) 3. Identify and locate Michigan’s major natural resources. (II.2.LE.2) 4. Locate major water routes of Michigan and the Great Lakes area. (II.4.LE.5) 5. Locate the 5 Great Lakes and the states in this region. (II.4.LE.5) 6. Identify the major physical & human characteristics of the Upper and Lower Peninsula of Michigan. (II.1.LE.2) 7. Draw sketch maps of the community, region, and nation. (II.4.LE.1) 8. Locate information about local, state and national communities using a variety of traditional sources, electronic technologies, and direct observations. (V.1.LE.1) 9. Interpret social science information about local, state, and national communities from maps, graphs, and charts. (V.1.LE.3) 10. Explain how various people and cultures have adapted to and modified the environment. (II.2.LE.4)	1. Identify legends or keys, and symbols on Michigan maps. 2. Accurately label physical and political maps of Michigan identifying physical features, cities and counties. 3. Name natural resources and their locations. 4. Locate water travel routes to designated areas around the Great Lakes on a map. 5. Label the Great Lakes region on a map. 6. Compare and contrast physical and human characteristics of the upper and lower peninsulas of Michigan using a T-gram or Venn diagram. 7a. Draw sketch maps of the community and region. 7.b. Cut shapes from construction paper and assemble them to create a map of the Great Lakes region.	Technology Multimedia · Geography: 5 Themes for the Planet Earth (National Geographic) · Tow Peninsulas called Michigan Hillsdale (video) · Michigan’s Upper Peninsula (video) · Paddle to the Sea (video) (Hallings) Print Material · Paddle to the Sea by Hallings Miscellaneous · Maps · Globes · Clinton River Cruise (MSU Extension Service) LAPs Ntbk “The DNR” “The Straits” (St17) “Mitchell”—Themes of Geography MI5

SOCIAL STUDIES CORE UNITS
Course Title:	MICHIGAN STUDIES	Grade Level:	4

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
EARLY HISTORY OF MICHIGAN 8 weeks Chapters 3 & 4 pp. 58-105	Native Americans The French The British Fur Trade	1. Identify characterics of the Native American groups who settled in Michigan. (II.2.LE.1) 2. Recognize the influences of Native Americans in Michigan. (II.2.LE.4) 3. Analyze the effect of European settlement on the Native Americans of Michigan. (II.3.LE.3) 4. Describe the causes, consequences, routes and movement of major migration to Michigan. (II.3.LE.2) 5. Analyze the importance and effect of the fur trade in Michigan. (II.3.LE.1) 6. Identify the major figures related to the explorations, early settlement and statehood of Michigan. (I.2.LE.3) 7. Summarize the sequence of key events in stories describing life from the past in their local community, the State of Michigan and other parts of the United States. (I.2.LE.1) 8. Place major events in the development of their local community and the State of Michigan in chronological order. (I.1.LE.2) 9. Measure chronological time by decades and centuries. (I.1.LE.1)	1. Make a chart showing the similarities and differences of the 3 major Michigan Indian tribes. 2. On a map of Michigan identify counties with Indian names. 3. & 11.Write a position paper on special Chippewa fishing rights. (Text p. 94-95) 4. Compare the causes, routes and consequences of early migration to Michigan-Native American, French, and English. 6. Write biographical reports or role play a famous figure of Michigan. 7. Write journal entries from the point of view of a Native American or an early Michigan settler. 8. & 9. Create a time line showing major events of exploration and settlement in Michigan. 10. Write questions to ask an Ottawa to learn more about his or her culture, p. 72. 10. Complete building skills activity on p. 105.	Technology · Timeliner (software) Tom Snyder Multimedia · French Exploration (Coronet) · Great Lakes Fur Trade (Upper Midwest f.s.) · Michigan Fur Posts (Upper Midwest) · Museum Video Tours (Henry Ford/Greenfield Village) Print Materials · Legend of Loon · Legend of Sleeping Bear · Legend of Mackinaw Island · Brothers of the Heart (Joan Blos) · Fayette (Hillsdale) · Traders in Time (Jane Panagopolus) Miscellaneous · Maps · “Detroit Metro Parks MobileLearning” · Michigan Historical Society · Michigan Historical Museum · Detroit Historical Museum · Greenfield Village · Local Historical Societies · Randy Baker, Naturalist comes as French Voyageur · Voyageur “Canoe-Fieldtrip-Stoney Creek Metro Beach” “LAPs” NTBK · “The Straits” – Wigwam – ST1 · Madame LaFramboise ST2 & 3 · “First Peoples of Michigan” Fieldtrip-Stoney Creek

SOCIAL STUDIES CORE UNITS
Course Title:	MICHIGAN STUDIES	Grade Level:	4

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
EARLY HISTORY OF MICHIGAN (Cont.)		10. Pose a social science question about Michigan or the United States. (V.2.LE.1) 11. Select decisions made to solve past problems and evaluate those decisions in terms of ethical considerations; the interests of those affected by the decisions, and the short- and long-term consequences in those decisions. (I.4.LE.2)

SOCIAL STUDIES CORE UNITS
Course Title:	MICHIGAN STUDIES	Grade Level:	4

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
MICHIGAN BECOMES A STATE 2 weeks Chapter 5, pp. 108-131	Native Americans—Land Losses Treaties Northwest Ordinance of 1787 Statehood - 1837	1. Place major events in the development of their local community and the state of Michigan in chronological order. (I.1.LE.2) 2. Place major events in the early history of the United States in chronological order. (I.1.LE.3) 3. Describe some of the major movements of goods, people, jobs and information within Michigan and the United States and explain the reasons for the movements. (II.3.LE.4) 4. Recount the lives and characters of a variety of individuals from the past representing their local community, the State of Michigan and other parts of the United States. (I.2.LE.3) 5. Explain how law is used to manage conflict in American society. (III.4.LE.2) 6. Compose a short essay expressing a decision on a local, state, or national policy issue. (VI.3.LE.1)	1a. Use the maps on pages 116, 125, & 129 to identify changes in Michigan’s borders. 1b. Create an illustrated timeline to show the events leading to Michigan’s admission as a state. 1.&2. Create a timeline of events in U.S. history and Michigan history from 1763-1783. 3. List treaties made with Native Americans of Michigan and their effect on Native Americans and the pioneers. 4. Select a person from this era and explain how he/she was important to Michigan becoming a state. 5. Identify the steps Michigan took to become a state. 6. Decide whether Michigan should have retained or given up Toledo. Write your opinion in a position paper.	Technology · Timeliner (software) Tom Snyder Multimedia Print Material · Booklets from state legislators Miscellaneous · Maps · Michigan Historical Society · Michigan Historical Museum · Detroit Historical Museum · Greenfield Village · Local Historical Societies · Goodtime Theatre Actors

SOCIAL STUDIES CORE UNITS
Course Title:	MICHIGAN STUDIES	Grade Level:	4

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
LIFE IN A NEW STATE 4 weeks Divide Chapter 6, pp. 132-155 23 pp. Chapter 7, pp. 156-181	Frontier Changes Erie Canal Lumbering Mining Shipping Abolition Underground Railroad Civil War	1. Summarize the sequence of key events in stories describing life from the past in the state of Michigan. (I.2.LE.1) 2. Locate and describe cultures and compare the similarities and differences among the roles of women, men, and families. (II.1.LE.1) 3. Describe the causes, consequences, routes and movement of major migration of the United States. (II.3.LE.2) 4. Explain how transportation and communication link people and communities. (II.3.LE.3) 5. Describe the geography of Michigan at major times in its history and explain the reasons for its change. (II.4.LE.3) 6. Explain why people must face scarcity when making economic decisions. (IV.1.LE.1) 7. Examine the historical and contemporary role a major industry has played in the state of Michigan and the United States. (IV.2.LE.3) 8. Analyze how Michigan’s location has impacted its economic development. (IV.4.LE.3) 9. Interpret social science information about local, state, and national communities from maps, graphs, and charts. (V.1.LE.3)	1a. Write a story about Michigan’s contribution to the Civil War (Text, p. 173-176). 1b. Worksheet “Michiganians Role in the Fight Against Slavery.” 1c. Develop an ongoing journal which reflects the thoughts and feelings of a Michigan child during the Civil War era. 2. Describe early settler life. 3a. Highlight routes for the Underground Railroad on a Great Lakes region map. 3b. Describe why people came to Michigan. 3c. Write a letter as a child describing why you came to Michigan (pp. 144-149). 4. Identify the methods of transportation used by the pioneers. 4. Locate travel routes to Michigan—highlight them on a map. 6. Write a diary entry as a pioneer child. 7a. Make a model/diorama depicting life in a lumbering camp, mining camp, on a ship or on a pioneer farm.	Technology Multimedia · Brother Future (video) · Shanty Boys (Upper Midwest f.s.) · Voice of the Fugitive (video) MISD · The Last Lumberjack (video) Print Material · Eagle Pine · Pioneer Pantry (Jane Taylor) · Journey to Lumberjack Camp—Jane Panogoplus · Erie Trail West—Jane Panogoplus Miscellaneous · Maps · Mike Deren (Ann Arbor entertainer) · Michigan Historical Society · Michigan Historical Museum · Detroit Historical Museum · Museum of African-American History (Detroit) · Dossin Great Lake Museum (Belle Isle, Detroit) · Greenfield Village · Local Historical Societies · Troy Museum · National Forest Foundation Speaker · Storyliving – Detroit Historical Museum – “Underground Railroad” · Michigan Forest Resource Alliance – Carolyn Henne (1800-474-1718)

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
LIFE IN A NEW STATE (Cont.)		10. Identify problems from the past that divided their local community, the state of Michigan, and the United States and analyze the Interests and values of those involved. (I.4.LE.1)	7b. Describe the development of lumbering, shipping and mining industries. 7c. Make an acrostic poem for each of the industries (lumbering, shipping and mining). 7d. Working in a group, write diary entries for one of the following: lumberjack, pioneer farmer, miner or ship’s captain. Share writings using the jigsaw technique. 9. Debate whether or not Michigan should have obeyed the Fugitive Slave Law, pp. 164 & 165. 10. Complete map and graphic activities on pp. 134, 138-139, 141, 154.	“LAPs” NTBK · “Hartwick Pines” (HP) lumbering · “Fayette” (FA) mining & rocks and minerals

SOCIAL STUDIES CORE UNITS
Course Title:	MICHIGAN STUDIES	Grade Level:	4

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
MICHIGAN AND THE NEW CENTURY 6 weeks Chapter 8, pp. 186-209	Immigration Industrialization The Birth of The Automobile World War I	1. Identify and explain how individuals in history demonstrated good character and personal virtue. (I.2.LE.4) 2. Describe some of the major movements of goods, people, jobs and information within Michigan and the United States and explain the reasons for the movements. (II.3.LE.4) 3. Give reasons for limiting the power of government. (III.1.LE.3) 4. Describe events in other countries that have affected Americans and, conversely, events with the United States that have affected other countries. (III.5.LE.2) 5. Identify the opportunity costs in personal decision-making situations. (IV.1.LE.2) 6. Examine the historical and contemporary role a major industry has played in the state of Michigan and the United States. (IV.2.LE.3) 7. Explain how prices are determined in a market economy and how they serve as a means of allocating resources. (IV.4.LE.1)	1. Using a comic strip format, describe a person who worked to improve the lives of others. 2a. Develop a bulletin board depicting origins of students’ families. 2b. Compare and contrast Immigration and Immigrants in 1900 to today. Include country of origin, settlement location, and reason for immigrating. 2c. Compose a narrative describing the life of an immigrant to Michigan. 2d. Research and prepare an oral report on an ethnic group including land of origin, customs, foods, clothing and settlement location. 4. Write a newspaper report applauding Michigan’s help during W.W.I. 5. Create a “Hopes and Disappointments” chart for an immigrant group. Identify the opportunity cost for their decisions. 6a. Prepare questions for an interview with Henry Ford. In pairs students role play the interview for the class. 6b. Prepare a resume’ to use to obtain a job from Henry Ford.	Technology Multimedia · Golden Age of the Auto · A Car Is Born · An American Tale (video) Print Material · Big Michigan Reproducible Activity Book—Gallopade International Miscellaneous · Maps · Selfridge Air Base Museum · Wolcott Mill Park · Michigan Historical Society · Michigan Historical Museum · Detroit Historical Museum · Museum of African-American History (Detroit) · Greenfield Village · Local Historical Societies · People who lived through the Depression—oral histories

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
MICHIGAN AND THE NEW CENTURY (Cont.) Chapter 9, pp. 210-229	The Great Depression The Rise of Unions World War II Struggle for Equal Rights	1. Select decisions made to solve past problems and evaluate those decisions in terms ethical considerations, the interests of those affected by the decisions, and the short- and long-term consequences in those decisions. Chapter 9. (I.4.LE.2) 2. Locate major world events and explain how they impact people and the environment. (II.5.LE.1) 3. Interpret the meaning of specific rights guaranteed by the Constitution including religious liberty, free expression, privacy, property, due process of law and equal protection of the law. (III.2.LE.2) 4. Describe issues that arise over constitutional rights. (III.3.LE.2) 5. Use a local example to assess the effectiveness of the government at providing public goods or resolving an economic dispute. (IV.3.LE.3)	6c. Create a flowchart showing the assembly of a product. 7. Explain how Ford could lower prices because he was using mass production. 1. Prepare a protest song for a union organizer in the 1930s or for a Civil Rights worker in the 1950s and 1960s. 2a. Write a narrative describing life in Michigan during the Great Depression. 2b. Interview older adults about their life during the depression of World War II. Use the information to create an oral history. 2c. Imagine you are a fourth grader in Michigan during World War II. Write a diary entry telling about how your life and your family has changed because of the war. 2d. Write a newspaper report explaining how an automobile factory was converted into a war plane factory. 3. Create a poster demonstrating a right guaranteed by the constitution. 4. Write a letter to the editor describing how inequality has limited your opportunities. 5. Prepare a speech to thank/criticize President Roosevelt for a New Deal policy or program.

SOCIAL STUDIES CORE UNITS
Course Title:	MICHIGAN STUDIES	Grade Level:	4

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
MICHIGAN TODAY 4 weeks Chapter 10, pp. 232-251 Chapter 12, pp. 270-292	State Symbols Living and Working in Michigan Agricultural and Industrial and Products Imports/Exports Tourism and Recreation People Today	1. Use narratives and graphic data to compare the past of their local community, the state of Michigan and other parts of the United States with present day life in those places. (I.2.LE.2) 2. Locate and describe diverse kinds of communities and explain the reasons for their characteristics and locations. (II.1.LE.2) 3. Describe the physical, economic, and cultural geography of contemporary Michigan and its causes, advantages, and disadvantages. (II.4.LE.4) 4. Explain various ways that nations of the world interact with each other. (III.5.LE.1) 5. Distinguish between natural resources, human capital, and capital equipment in the production of a good or service. (IV.2.LE.1) 6. Trace the national origin of common household items and the trade flows, which brought them to the United States. (IV.5.LE.1) 7. Describe benefits of international trade to consumers and producers. (IV.5.LE.2) 8. Describe how businesses are involved in trade as producers, distributors, importers, and exporters. (IV.5.LE.3)	1. Create a poster with pictures to compare urban vs. rural life in the past and now. 2. Create a chart of details when citizens are producers and consumers. 3a. Identify reasons why people visit Michigan. 3b. Create a brochure inviting people to come to Michigan in major tourist areas. Include a map. 3c. Locate major tourist attractions. 3d. Locate major Michigan companies and explain the advantages of their location. Label them on a Michigan map. 4. Write a letter to 4^th graders in Canada proposing cooperation to solve an environmental problem. 5a. Identify major Michigan agricultural products, and show where they are grown on a map. 5b. Create a product mobile that shows the natural resources, human capital and capital equipment used in the product’s production. 6. List products imported to or exported from Michigan. Then on a world map, locate sources of products and the destination of the exports.	Technology Multimedia · Michigan Blueberry Growers Print Material · Booklets from legislators · Ethnic Organizations in Michigan (Michigan Ethnic Studies Center, Wayne State University) · World of Difference (Anti-Defamation League) Miscellaneous · Ford, General Motors, Chrysler · Metro Beach · Chambers of Commerce · Detroit Historical Museum · Census Bureau · Banks · Museums · Historical Societies

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
MICHIGAN TODAY (Cont.)		9. Place major events in the development of their local community and the state of Michigan in chronological order. (I.1.LE.2) 10. Recount the lives and characters of a variety of individuals from the past representing their local community, the state of Michigan and other parts of the United States. (I.2.LE.3) 11. Explain basic ecosystem concepts and processes. (II.2.LE.1)

SOCIAL STUDIES CORE UNITS
Course Title:	MICHIGAN STUDIES	Grade Level:	4

UNIT TITLE Plus suggested time allotment	CORE TOPICS Major topics included in this unit	UNIT BENCHMARKS What do you want students to: know, do, be like?	SUGGESTED ASSESSMENTS How will you know if benchmarks have been achieved?	POSSIBLE RESOURCES What possible instructional resources could be used?
GOVERNMENT 3 weeks pp. 252-269	State Government Executive Legislative Judicial Local Government Government Services (State & Local) Michigan and the Nation	1. Distinguish among local, state, and national government in the United States and describe the roles of government institutions at all three levels. (III.1.LE.1) 2. Explain responsibilities citizens have to uphold constitutional rights. (III.2.LE.3) 3. Distinguish among making, enforcing, and interpreting laws. (III.4.LE.1) 4. Explain the basic organization of the local, state and federal governments. (III.4.LE.3) 5. Distinguish between the economic roles of local, state, and federal governments and cite examples of each. (IV.3.LE.2) 6. Explain how a particular public issue became a problem and why people disagree about it. (VI.1.LE.3) 7. Evaluate possible resolutions of a public issue. (VI.1.LE.3)	1a. Describe services provided by the government—local, state & federal—and give examples of each. 1b. In groups, pose a question regarding a government service, gather information pro or con, and make a report to the class. 2. Conduct a class debate/discussion of the effects of federal and state government on their lives. 3a. Create a chart telling the main responsibility of each of the three branches of government. 3b. Role play the 3 branches of government while demonstrating how a bill becomes a law. 3c. Help determine the classroom rules. 3d. Hold mock elections at the classroom and school level. 4. Make a chart comparing the organization of federal, state, county and local governments. 6. Write a short essay expressing your viewpoint on one of the issues relevant to Michigan people today.	Technology Multimedia · Michigan’s Capitol: A Symbol Reserved Print Material · Booklets from legislators · Michigan Manual · The State We’re In (League of Women Voters) · Newspapers · Scholastic News · Weekly Reader · How a Bill Becomes a Law—School House Rock Miscellaneous · Local governments · Field trip to State Capitol and Michigan Historical Museum · State representative visit classroom · Field trip to local government or courts LAPs Program “Capital” (CAP)—Entire Section has good handouts and activities.

gmb/Word/Social Studies Curriculum/4^th Grade Social Studies Guide