H3 Use historical thinking to understand the past.
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?)
3 - H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
3 - H3.0.3 Describe the causal relationships between three events in Michigan's past (e.g., Erie Canal, more people came, statehood).
3 - H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs.
3 - H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.
3 - H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.
3 - H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
3 - H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan.
3 - H3.0.9 Describe how Michigan attained statehood.
3 - H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).
G1 Use geographic representations to acquire, process, and report information from a spatial perspective.
3 - G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.
3 - G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
G2 Understand how regions are created from common physical and human characteristics.
3 - G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.
3 - G2.0.2 Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest).
G4 Understand how human activities help shape the Earth's surface.
3 - G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities.
3 - G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors).
3 - G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements.
3 - G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.
G5 Understand the effects of human-environment interactions.
3 - G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
3 - G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan.
Civics and Government
C1 Explain why people create governments.
3 - C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of government (e.g., protecting individual rights, promoting the common good, ensuring equal treatment under the law).
E1 Use fundamental principles and concepts of economics to understand economic activity in a market economy.
3 - E1.0.1 Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.
3 - E1.0.2 Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan.
3 - E1.0.3 Analyze how Michigan's location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making).
3 - E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan.
3 - E1.0.5 Explain the role of business development in Michigan's economic future.
E2 Use fundamental principles and concepts of economics to understand economic activity in the United States.
3 - E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).
E3 Use fundamental principles and concepts of economics to understand economic activity in the global economy.
3 - E3.0.1 Identify products produced in other countries and consumed by people in Michigan.
Public Discourse, Decision Making, and Citizen Involvement
P3.1 Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.
3 - P3.1.1 Identify public issues in Michigan that influence the daily lives of its citizens.
3 - P3.1.2 Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative resolutions.
3 - P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in Michigan.
P3.3 Communicate a reasoned position on a public issue.
3 - P3.3.1 Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned argument.
P4.2 Act constructively to further the public good.
3 - P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
3 - P4.2.2 Participate in projects to help or inform others.