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This program can be modified for audiences of all ages and backgrounds. If presented for children, this program is aimed at students in fifth grade students who have some background knowledge of the Anishinabek and Michigan History.
Michigan attained full statehood in 1837, but what impact did that have on the Anishinabek who lived throughout Michigan? In this program participants will look at the process of Michigan’s statehood and how the Anishinabek responded to preserve their culture, specifically in the 1830s.
When is this program offered?
Fridays, 11:00 a.m., January 9 – April 17, 2025
How much is this program?
$25.00
How do I book a program?
Click here to book a program. After payment is received, a representative from Mackinac State Historic Parks will reach out to confirm your booking. Programs must be booked at least three business days (Monday-Friday) in advance.
What education standards does this program meet?
This program can be modified for audiences of all ages and backgrounds. If presented for children, this program is aimed at students in third and fifth grades.
3 – H3.0.1 – Identify questions historians ask in examining the past in Michigan.
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.
3 – H3.0.3 – Use informational text and visual data.
3 – H3.0.5 Use informational text and visual data to compare how Indigenous People and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.
3 – H3.0.6 Use a variety of sources to describe interactions that occurred between Indigenous Peoples 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 – H3.0.9 Describe how Michigan attained statehood.
3 – H3.09 Describe how Michigan attained statehood.
3 – H3.0.10 Create a timeline to sequence and describe major eras and events in early Michigan history.
3 – G1.0.1 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
5 – U1.1.3 Describe Eastern Woodland life with respect to governmental and family structures, trade, and their relationship to the land.
5 – U1.1.2 Compare how Indigenous peoples in the Eastern Woodland and another tribal region adapted to or modified the environment.
Questions?
Please email outreach@mackinacparks.com.
