Day 3: Civil War and Detroit Standards: 6.1.

3 Urbanization Analyze the changing urban and rural landscape by examining the development of cities divided by race, ethnicity, and class resulting tensions among and within groups (National Geography Standard 13, p. 210) Anticipatory Set: What is the capitol of Michigan, why do you think that it was placed there? What benefits exist for the capitol being where it is? Lesson Flow: Discuss the moving of the capitol to Lansing, why was it moved from Detroit? (moved in 1847 for safety but also to avoid the concentration of power) Students will begin a KWL about the city of Detroits role as a slave Have students read the two pages on Detroit as a slave haven from Encyclopedia of African American history, 1619-1895: from the colonial period to the age of Frederick Douglass. Then, the students will complete the learned column, and we will have a discussion on how the escaped slaves would use Detroit as the river to freedom and the door to freedom o This will take a majority of the class period as it is a dense reading, and the discussion should be good. I will have them each discuss with a partner, and then as a group, and then finally as an entire class. We will then move into a discussion about the role that Detroit played in the civil war, with Lincoln even saying thank God for Michigan. And the huge number of volunteers. Materials Needed: Excerpts from Encyclopedia of African American History Blank KWL sheets for the students to use to guide reading Closure: I will have the students write down what they think the most important role that Detroit played in the civil war was, and support their arguments