Pioneers+Introduction

 3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan.
==== 3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)   ====

 **Checking for Prior Knowledge: **
====  Students will be reminded of the time period they have left (the War of 1812) and will be introduced to the time period we are moving into (Pioneers). The students will be asked to write for one minute everything they know about the pioneers. ====

 **Anticipatory Set: **
==== Students will be asked to share what they have written as prior knowledge. Students will then be asked to put up their dividers to take a short quiz. The students will take the “Do You Have What it Takes to be a Pioneer?”  ====

 **Teaching: Input: **
==== The quizzes will be collected and students will be each handed one piece of paper. Each paper will contain one true or false fact about pioneer life in early Michigan. Students will be asked to place their fact on either the true or false side of the chalkboard. Students will be instructed to read their fact, decide which side their fact belongs on and place their fact there. ====

 **<span style="font-family: "Calibri","sans-serif";">Teaching: Modeling: **
====<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: "Calibri","sans-serif";">Once all the facts are placed on the board, students will be asked if they are sure about the side on which they have placed their fact. If there are any last minute changes, students will be given a chance to change their answer. ==== ====<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: "Calibri","sans-serif";"> Once changes have been made, I will read the list of true facts about pioneer life. Students will be given a copy of these facts. Once the facts have been read students will be asked once again if there are any changes that should/ could be made to the chart on the chalkboard. ====

<span style="font-family: Arial,Helvetica,sans-serif;">** Teaching: Guided Practice: **
====<span style="font-family: Arial,Helvetica,sans-serif;"> Once all facts have been read and changes made, students will be presented with the question: How was life harder for the pioneers in early Michigan? Students will think-pair-share this with the people sitting near them. Students will be asked to share their opinions with the entire class. A short class discussion will take place regarding this question. ====

<span style="font-family: Arial,Helvetica,sans-serif;">** Closure: **
====<span style="font-family: Arial,Helvetica,sans-serif;"> Once this discussion has concluded students will be asked to take out their writing notebooks and respond independently to this question: Do you have what it takes to be a pioneer? If you think you do, would you want to be a pioneer? Why or why not? Give me at least five good reasons why you would or would not want to be a pioneer. Also tell me why or why not you have what it takes to be a pioneer. Your reasons must be specific. Students will be given five minutes to answer this question independently. Journals will be collected for a grade. ====

<span style="font-family: Arial,Helvetica,sans-serif;">** Independent Practice: **
====<span style="font-family: Arial,Helvetica,sans-serif;"> Students will answer the response question independently. This question will be collected for a grade. Students will be assessed on the specificity of the answer given and whether or not they have included five specific reasons. ====

<span style="font-family: Arial,Helvetica,sans-serif;">** Materials: **
====<span style="font-family: Arial,Helvetica,sans-serif;"> Students will need their writing notebook, Barry James pioneer quiz, Barry James pioneer life fact (individual slip and whole list), and pencils. ====