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Teacher Resource Lesson Plan TEACHER RESOURCE LESSON PLAN EXPLORING ETHNIC DETROIT affected and continue to affect the growth of Michigan. G1 - The World in Spatial Terms • 4-G1.0.4 - Use geographic tools and technologies, stories, songs and pictures to answer geographic questions about the United States. G4 - Human Systems INTRODUCTION • 4-G4.0.1 - Use a case study or story about migration within or to the United States to This lesson helps fourth grade students understand identify push and pull factors that influenced the social, cultural and economic changes that migration. occurred in Detroit in the second quarter of the • 4-G4.0.2 - Describe the impact of immigration 19th century. The lesson includes a comprehensive to the United States on the cultural background essay, a list of additional resources, development of different places or regions of and copies of worksheets and primary sources. the United States. ESSENTIAL QUESTIONS COMMON CORE ANCHOR STANDARDS - ELA Who were the different ethnic groups that came to Reading Detroit in the 19th century, when did they arrive and where did they live? • 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing LEARNING OBJECTIVES or speaking to support conclusions drawn from Students will: the text. • Identify the different cultural groups that make Speaking and Listening up Metropolitan Detroit. • 1 - Prepare for and participate effectively in a • Develop and interpret charts, graphs, and or/ range of conversations and collaborations with timelines that show population changes in diverse partners, building on others’ ideas and Metropolitan Detroit. expressing their own clearly and persuasively. • Locate on a map of Detroit where different • 2 - Integrate and evaluate information presented ethnic and cultural groups live and lived. in diverse media and formats, including visually, quantitatively, and orally. MI GLCES – GRADE FOUR SOCIAL STUDIES H4 – History of Michigan Beyond Statehood • 4-H3.0.2 - Use primary and secondary sources to explain how migration and immigration LESSON PLAN: EXPLORING ETHNIC DETROIT BACKGROUND ESSAY The 1800s brought many changes to Detroit. The Detroit every day on the way to their new land. They animals and trees that once filled the shoreline were all needed places to stay, food and supplies. Many replaced by docks, mills, roads, and businesses. people settled in Detroit where jobs were plentiful; The fur trade was no longer an important industry. Detroit needed people to build houses and shops, Not many Native Americans walked the streets. wagons and train cars, better roads and railways. It Gradually, they were forced to move north or west also needed merchants to sell everything from food to reservations. The 1805 fire and Woodward plan and clothing to furniture and hardware. forever changed the look and feel of Detroit. It was In the mid-1800s, Detroit was on the verge of no longer a cozy settlement and a military post. becoming an industrial city. Copper, iron ore and By the 1860s, it was transformed into a mercantile lumber replaced fur as the key exports. Detroit was center full of stores, hotels, and new immigrants. It the perfect location for raw materials to be brought was a settler’s gateway to the rest of Michigan and for manufacturing. Detroiters took advantage of the to Canada. Detroit was a rapidly growing city full of dense forests of white pine which covered much opportunities for people from many places around of the Lower Peninsula. Lumber was brought as the world. logs to Detroit where it During the first was then sent to sawmills half of the 19th to make boards. The century, innovations in boards were used to make transportation made wagons, carriages, ships traveling faster, easier, and and furniture. Copper and cheaper. The steamboat iron ore from the Upper was the first to impact Peninsula were brought travel to Detroit. Before to refineries in Detroit, the steamboat, travel where they were made into between Buffalo, New products like wheels, rail York, and Detroit took a tracks, rail cars, stoves, month. In April 1818, the pots, wire, or furnaces. first steamboat on the A variety of Great Lakes, named the Walk-in-the-Water, made other products were made in Detroit.Tobacco the trip in 44 hours and 10 minutes. was processed into cigars and pipe tobacco. When the Erie Canal was completed in 1825, Pharmaceutical drugs were manufactured. Hybrid travel to Detroit was made even easier. The Canal seeds were produced and packaged. Flour was connected the Hudson River with Lake Erie, making milled, and beer was brewed. it possible to travel completely by water from the Atlantic states to Detroit. Moving from New York to The Underground Railroad in Detroit Michigan became affordable and easy, because it A few free African Americans lived in Detroit and was cheaper and faster to travel by water than by owned property in the early 1800s. Detroit and all of wagon. Michigan was a free state by the mid-1800s. Many When the railroad arrived in Detroit in the 1840s, abolitionists (people working against slavery) lived transportation changed again. By 1854, Detroiters in Michigan. There were free African Americans, could travel to New York City in a matter of days on Catholics, New England Protestants, Quakers the railroads. and people of many backgrounds. They provided With travel to the interior of the country made support to African Americans who decided to leave easier, thousands of people made the choice to enslavement and seek their freedom in the north. settle in Michigan. The United States government In 1850, the Fugitive Slave Laws passed in the opened a land office in Detroit to sell land in nation’s capital. They said that runaway enslaved Michigan. Large numbers of people travelled through people could be captured and returned to slavery. LESSON PLAN: EXPLORING ETHNIC DETROIT Many free African Americans living in the north faced freedom seekers escaped across the river to being returned to the south as slaves, and greedy Canada. bounty hunters tried to make money by hunting One of Lambert’s closest friends, George De runaways. Detroit was just across the river from Baptiste, was also an important abolitionist. De Canada, which outlawed slavery in 1819. Many Baptiste grew up in Virginia. He worked in the White refugees came through Detroit as their last stop on House for a period and was said to have been a their way to Canada, where they could not be caught close friend of President Harrison. He was in the and sent back to slavery. clothing and catering business in Detroit. He was Runaways stayed in several Detroit area a leader and active supporter of the Underground locations, including Seymour Finney’s barn at Railroad in Detroit. He also helped thousands escape Griswold and State Streets. It was a livery stable, to Canada. but many fugitives stayed there until dark when Another abolitionist was William Webb, a they were taken to the river to cross into Canada. free black. He was a grocer from Pittsburgh, Another place to hide was the Second Baptist Pennsylvania. He raised funds for escaped enslaved Church at Monroe and Beaubien Streets, which was people to build new lives in Canada.Mr. Webb built in 1856. This often held meetings was the first African for important leaders American church in the abolitionist in Detroit. It was movement at his house founded in the 1830s. on East Congress Many members were Street.William Lambert, formerly enslaved, George De Baptiste, and they were eager John Brown and to help others to Frederick Douglass freedom. There were had a famous meeting also several safe at Webb’s house in houses in the outskirts 1859. At this meeting, of the city. they planned to fight Many people formed groups which participated for freedom of enslaved people at Harper’s Ferry, in the Underground Railroad and fought to change Virginia. slavery laws. One group was called the Convention of Colored Citizens of Detroit. The members were Conclusion free African Americans, white abolitionists, and By the mid-1800s, the busy docks along the Quakers. shoreline were bustling with people. Some were There were several individuals who were active busy unloading logs into sawmills or iron ore into in the Underground Railroad. William Lambert was refineries. Others were loading finished goods into manager and treasurer of the Underground Railroad shops bound for eastern cities. Still others were station in Detroit. He was also a member of the getting off steamboats with the hopes of finding a Convention of Colored Citizens of Detroit. Lambert better life. From the shore, goods traveled in and out was a free African American from New Jersey who of the city by new railroads or by horse and carriage. came to Detroit at age 18. He was quite wealthy, Streets were lined with shops and businesses after opening a successful tailor shop in downtown from millineries to printers to bakers. There were Detroit. He used his money to fund abolitionist also factories that made shoes, cigars, glassware, groups. He helped to free thousands of enslaved packaged seeds, and stoves. Mueller’s Confectioner people by hiding them in his house and arranging and Ice Cream Saloon served sweet treats and for their transport at night. He sometimes created Conklin’s Watches and Jewelry repaired necklaces diversions for slave catchers and authorities while and other items. LESSON PLAN: EXPLORING ETHNIC DETROIT MATERIALS USED: groups to study the articles and complete the chart. Data Elements 6. Have the class discuss the information they • Essay: Exploring Detroit’s Ethnic Heritage compiled on their worksheets. • Essay: Michigan’s Greatest Treasure – its People 7. Have the groups create a Detroit Metropolitan • Map: Detroit Neighborhoods, 1904 area map showing major locations of various Worksheets ethnic groups.
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