Historical Perspective
History GLCE:
Use historical inquiry questions to
investigate the development of
Michigans major economic activities
(agriculture, mining, manufacturing,
lumbering, tourism, technology, and
research) from statehood to present.
What happened?
When did it happen?
Who was involved?
How and why did it happen?
How does it relate to other
events or issues in the past, in
the present, or in the future?
Thinking about the Article with a
Historical Perspective:
Determine the people, groups, or
organizations involved in the event.
Ask students such questions as:
Do you hear the names of any people?
What are their titles, positions, or
occupations in life? Does the event
involve any groups, organization, or
companies to which the people belong?
How are the people/groups in the event
related to one another? Do the
people/groups in the event have the
same ideas or are their ideas different
from one another? Do their differences
lead to conflicts? How are they relating
to one another? Discuss the sequence
of events in the news article, noting the
basis for conflict. Create a timeline.
Geography Perspective
Geography GLCE:
Identify questions geographers ask in
examining the United States:
Where is it?
What is it like there?
How is it connected to other places?
Thinking about the Article with a
Geography Perspective:
Use a state, US, or world map or globe to
help students see the place, location,
region, and climate of the events.
Compare the location to that of the
students to note the differences.
Thematic maps would be useful to
discuss the population of a location, the
resources in the area, weather patterns,
etc. How does/did the geography
influence the event?
Five Themes of Geography
Movement Movement of
people, materials, or ideas
Human-Environment Interaction
Relationship between people
and their environment
Place Characteristics of places
and the people who live there
Location Where places are
Region An area with places that
share similar characteristics or
processes
The five themes are available as a classroom
poster from the Michigan Geographic Alliance at
Central Michigan University, (800)279-1423.
Civics Perspective
Civics or Political Science GLCE:
Identify questions political scientists
ask in examining the United States:
What does government do?
What are the basic values and principles
of American democracy
What is the relationship of the United
States to other nations?
What are the roles of the citizen in
American democracy?
Thinking about the Article with a
Civics Perspective:
Examine the news article or story to
identify the core democratic value(s)
that are being violated or debated.
Often, opposing sides of an issue have
legitimate arguments using competing
CDVs, e.g., individual rights and
common good. Discuss the positions of
the people/groups arguing the CDV
Determine the government(s) involved
in this event. Determine the level of
government involved: local, state,
national. Note the governmental
actions being taken. Are there
competing views? Interests?
CDVs and Constitutional Principles:
A component of creating an educated
citizenry includes understanding our Core
Democratic Values and Constitutional
Principles. These values are embedded and
strengthened in our nations founding
documents.
Life
Liberty
Pursuit of Happiness
Common Good
Justice
Equality
Diversity
Truth
Popular Sovereignty
Patriotism
Rule of Law
Separation of Powers
Representative Government
Checks and Balances
Individual Rights
Freedom of Religion
Federalism
Civilian Control of the Military
Economics Perspective
Economics GLCE:
Identify questions economists ask in
examining the United States:
What is produced?
How is it produced?
How much is produced? 6 Core Economic Principles:
People Choose
Who gets what is produced?
All Choices Involve Costs
What role does the government play in
People Respond to Incentives
the economy?
in Predictable Ways
Thinking about the Article with an Economic Systems Influence
Economics Perspective: Individual Choices and
Investigate the economic impact of the Incentives
issues/events. Ask questions: Voluntary Trade Creates
Is there money being spent in this Wealth
story? The Consequences of Choices
Is there a figure mentioned? Lie in the Future
Whose money is being spent? To order classroom-sized posters of the Economic
Principles, call Muskegon Area ISD at 231-767-
Can we figure out where that money
7227.
comes from?
For more information on looking at
Where does the money go?
Current Events from the Social Studies
Why might it be important for this
perspectives, contact
group/person to spend money in this
Susan Laninga
way?
laningsu@gvsu.edu
How does the money influence the
616-260-2686
event or issue?
OR
Look at the principles for help.
Rebecca Bush
rbush@oaisd.org
616.738.8940 ext. 4118