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County Hot Seat

6-8th Grade Social Studies

Content Topics

  • Government
  • Formation of a state
  • Politics
  • Geography
  • Governance
  • County busting
  • Voting rights and responsibilities

Duration 4- 30 minute lessons

Objective: 

Students will analyze historical maps and charts related to transportation and settlement patterns in Montana, using these tools to better understand the region’s development and the issues faced during specific time periods. Students will understand and articulate multiple perspectives and interpretations of significant historical events, emphasizing how different groups, including American Indians and settlers, viewed and reacted to changes in their environment. Students will analyze how individual and group perspectives have influenced the creation of historical narratives, encouraging them to critically evaluate sources and consider biases in historical accounts.

Overview and Purpose:

It took 25 years for Montana to become a state, and while the lure of land, gold, and copper pulled many settlers to this space the results would forever shape our future. The Homestead Act of 1862 gave citizens and immigrants the right to claim 160 acres of public land in exchange for living on and improving it. This was later changed to 320-acre parcels. As the territory's population increased, so did the need for the state to have governance. In 1864 Montana was established as a territory; there were nine “counties”. Regionally Montana has always had division and this also played an important role in what would come for the state as statehood occurred (1889) and how counties would be created. Due to the pull factors for homesteaders Montana saw a large population boom between 1910 and 1919. As the population grows so does the number of counties within the state. In 1900 there were only 26 counties and today we have 56.

Guiding Questions: 

  • Who determines the rezoning of counties in states? What caused the creation of smaller counties over time?
  • How did creating new counties impact Montana, especially rural areas? What were the benefits or challenges brought by the division of counties?
  • How did changes in counties impact native communities? What considerations were given to tribal or reservation spaces?

Engagement

  • Students will read the student narrative
  • Students will engage with a map of counties.
  • Students will analyze divisions of counties
  • Students will read and conclude the thoughts of stakeholders, voters, and area propaganda to understand how county busting affected local areas.
  • Students will go through the PSA reflection tool.
  • The class will go through a class debate and learn about various voting options.
  • Students will create a political cartoon describing the mood at the time.

Education Standards:

  • SS.CG.6-8.4: distinguish the structure, organization, powers, and limits of government at the local, state, national, and tribal levels
  • SS.CG.6-8.5:identify events and leaders that ensure that key United States principles of equality and civil rights are applied to various groups, including American Indians.
  • SS.CG.6-8.7:employ strategies for civic involvement that address state, local, or national issues.
  • SS.G.6-8.3: analyze maps and charts from a specific time period to understand an issue or event.
  • SS.H.6-8.3: analyze how, since European contact, historical events and policies have mutually impacted American Indian and European societies.
  • SS.H.6-8.6: understand that there are multiple perspectives and interpretations of historical events.
  • SS.H.6-8.7: analyze how people's perspectives shaped the historical narratives they created.
  • SS.H.6-8.8: identify limitations and biases in primary and secondary sources, specifically regarding misinformation and stereotypes.

Materials and Resources:

  • Straws
  • Maps (attached)
  • Propaganda from Museum
  • ORQ writing frame
  • Primary Source Analysis Tool
  • MHS/ PBS video (optional)
  • Roosevelt County Newspaper Articles
  • HB NO.59 (Feb 18th, 1919)
  • Table of data on number of counties as they are added over time
  • Push pull factors card sort
  • Video (MHS) | Statehood 1889 (Enabling Act)
  • Video (MHS) | Constitutional Convention 1889- Created constitution
  • Video (MHS) | Population of state, and 3 regions.
  • Video (MHS) | Discussion on those who live in the area. 9 Counties become 56

Local Resources:

Part 1 (30 Min)

Introduction

Today we will understand the civic responsibilities of growing a county, voting, and drawing lines.

Guiding Questions

  • Why do you think so many new counties were created?
  • Do you think creating new counties was always a good idea? Why or why not?
  • Why do you think it's important to consider Native American lands when creating counties?

Define Vocabulary - County, commissioner, precinct, straw vote, county-busting, Progressives


Presentation

  • Backstory, implications - Slideshow
  • Statehood 1889 (Enabling Act)
  • Constitutional Convention 1889- Created constitution
  • the population of the state, and 3 regions.
  • Discussion on those who live in the area. 9 Counties- 56


Timeline items - Stories of the Land Interactive- mt.pdf County list


Outcomes and resulting impacts - arguments of the county seat, voting rights and

responsibilities.

  • Challenges of self-governance
  • Rapid changes in the population
  • Voting issues
  • Relationships with Indigenous groups in the state (slideshow)

Part 2 (30 Min)

Discussion

Image peek

  • Show map but only show part of it. Have students discuss what they see and predict what the whole image is. Gradually reveal more of the image until it's fully visible

Compare primary sources

  • Have students compare primary sources to see how they represent different points of view. For example, students can compare an illustrator's sketch to the source to see how the illustrators used primary sources to create accurate pictures.

Part 3 (30 Min)

Dive Deeper-ORQ Analysis

  • Predivision Map
  • Map of Valley County Division options
  • Postdivision Map
  • Articles

Discussion: 

ORQ items

  • Who is the maker? When was this created? For whom was it created? Why was it used? What is the message? What do you see in the map that supports this message? How does the source make you feel?

Part 4 (30 Min)

Activity

All Voices Count- Your school has experienced a major drop in enrollment (tie to present context) The school board is allowing parents, teachers, and students to vote on whether your school population will move to the neighboring school to the west or the east.

  • Hold various voting polls- Consent, Voice vote, Show of hands, Ballot, Straw Vote- Discuss the benefits and downfalls of each style of voting.

Hold a class debate where students participate as community members with different perspectives on where the county seat should be assigned. They can research and present arguments for their chosen location based on accessibility resources, and community needs.