FOREST FOR THE TREES: LAND-USE ISSUES IN MICHIGAN Marty Mater Teacher Consultant in Residence Michigan Geographic Alliance

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1 FOREST FOR THE TREES: LAND-USE ISSUES IN MICHIGAN Marty Mater Teacher Consultant in Residence Michigan Geographic Alliance FOCUS QUESTIONS: How is human activity affecting forestland in Michigan? How should we manage our forests to meet future needs? UNIT GOAL: This unit contains 3 separate lessons designed to teach about Michigan s forest resources. Included are activities and assessments correlated with the Social Studies MEAP. GRADE LEVEL: 4-8 TIME REQUIRED: 1 to 3 class periods OBJECTIVES: The student will be able to: Describe 3 major changes in forest cover in Michigan from pre-settlement to present Summarize major land uses in Michigan today Analyze advantages and disadvantages of decisions regarding forest management Explain causes and consequences of fragmentation in land use CONTENT EXPECTATIONS 3 H3.0.5: Use informational test and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used and modified their environment 3 H3.0.8: Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan 4 - H3.0.1: Use historical inquiry questions to investigate the development of Michigan s major economic activities from statehood to present 4 H3.0.5: Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past. 4 H3.0.8: Describe past and current threats to Michigan s natural resources: describe how Michigan worked in the past and continues to work today to protect its natural resources SOURCES: Patterns on the Land: Our Choices Our Future, Michigan Society of Planning Officials, 1995 Public Lands and Forestry Trends, Working paper, Michigan Society of Planning Officials, 1995 A Study of Land Ownership: Fragmentation in the Upper Midwest, Daniel G. Brown, MSU, J. Michael Vasievich, North Central Forest Experiment Station, USDA Forest Service, 1997 Regional Patterns of Parcel Size Change in the Upper Lake States, USA , Brown, MSU, 1997 The Great Lakes Economy: Looking North And South, Federal Reserve Bank of Chicago/Great Lakes Commission Green Gold: Michigan Forest History,, William B. Botti, Michigan Forest Association, 1991 Michigan Forests, Michigan Department of Natural Resources, Forest Management Division Links: Michigan Forest Resource Alliance: USDA Forest Service: Michigan DNR: Great Lakes Commission: United States Geological Service: Michigan Forest Association: 1

2 BACKGROUND INFORMATION HISTORY: When settlement in Michigan began on a large scale in the nineteenth century, the land was nearly all forested, with only occasional clearing maintained by Native Americans to provide edge habitat for animals used for food. Three changes in the forestlands have occurred since then: 1. Harvesting of virgin forests. This phase lasted from about the 1830 s to the turn of the century, but it took the incentive of offering public land for sale to get the process started. It took only about seventy years to deplete timber resources. As a result of both harvesting and fire (which claimed about 2 million acres), the entire state was cleared, leaving a devastated eroding landscape. Little was done to replant at this time. 2. Re-growth of the cleared land, including replanting and dedication of large land areas to permanent forest reserves. Land in the southern part of the Lower Peninsula became fertile farms. Attempts at farming the poorer soil of the northern lower and Upper Peninsula were often abandoned, and land reverted to the state for unpaid taxes. From 1923 to 1928, the state emphasized the retention of lands for public purposes and set aside land for state or national forests. From 1930 to 1938 over 2.2 million acres reverted to the state or federal government. Starting around 1940, it was recognized that even though the state owned over 4.5 million acres of land, the majority was a long distance from population centers in the southern one-third of the state. Purchase programs were started to acquire marginal agricultural land in southern Michigan. 3. Management of forests for multiple uses, coupled with the conversion of rural lands surrounding forests into more intensely developed uses. Passage of the Multiple-use/Sustained Yield Act in 1960 resulted in the preparation of multiple-use plans, creating zones for particular uses and providing guidelines to insure compatibility between uses. From PUBLIC LANDS AND FORESTRY TRENDS, MSPO, July, 1995 FORESTS TODAY: Forests provide the foundation for many activities in Michigan. They supply timber for the wood products industries, habitat for plants and animals, and settings for recreation and tourism. In addition, they help stabilize soils, cleanse air, and circulate water. In Michigan 18.5 million acres of land are forested, with 11 million acres of that in private holdings. Seven-and-a-half million acres are held by the public (i.e., state and federal government). The objectives of these owners (private and public) differ. Public ownership goals include sustaining the forest for future generations, providing employment, and maintaining forests for recreation. Private, non-industrial owners different goals include use for recreation, but not necessarily harvesting timber. Industrial owners, however, are concerned with adequacy of supply for their manufacturing facilities. Other issues in forestland use in Michigan include the migration of people from city to rural areas. This has led to fragmentation. In the southern part of Michigan, farmland has been developed for rural homes; some of this land is then left to re-grow timber, but in very small tracts. As more people are moving into or near forested areas in the north (note increase in second homes), they bring their high expectations of city services fire protection, sewer, utilities. Logging methods such as clear cutting may be in sharp contrast with new landowners desires for forest use. Contemporary issues will greatly influence our utilization of forest resources in the 21 st century. Concerns range from fragmentation, to acid rain, to the under-use of timber resources. Resolution of the issues regarding forestland use will bring about new management direction for both public and private forests. From THE GREAT LAKES ECONOMY: Looking North and South Prepared by the Federal Reserve Bank of Chicago and the Great Lakes Commission 2

3 LESSON ONE: MICHIGAN FOREST HISTORY Overview: The purpose of this lesson is to review the history of Michigan s forests as a story of environmental and economic tragedy and success. Objectives: The student will be able to: Describe major generalizations about forests Describe uses and changes of Michigan forests in 3 historical eras Materials: Overheads of forest cover maps, forest succession diagram, (included); Colored sentence strips for each generalization below; overheads of generalizations and eras. Learning Activities: 1. Distribute sentence fragments of the 4 forest generalizations that follow. Students with like colors will construct sentences from fragments and discuss what they think their generalization means. 2. Each group will read their generalization, and the group will discuss (see examples below) Forests are always changing. This is called succession. (Forests are not static a series of plant species from grasses and weeds change to trees such as aspen and jack pine, then to longer lived species such as maple and oak. Students should mention different sizes, and what happens when a forest is cut down or destroyed.) Use picture of forest succession. Discuss economics of succession: forestry, farming, reforestation, recreation. Forests have a life span that is longer than a human life span. (Discuss human life span, how long trees live, possible tree cookies) Forests have changed as a result of human interaction. (Forestry, Fires, agriculture, recreation) Michigan forests are temperate. Temperate forests are resilient. (Resilient means capable of regeneration. In Michigan, if you don t mow your yard, eventually you will have forest) 3. Use expert cards to teach or review the 3 eras of Forest History in Michigan 1. At the end of each era, have students to respond to the following questions, perhaps filling in a graphic organizer. Who was using the forest? For what purpose? With what consequences? Era 1: Native American Forests (from glacial retreat 12,000 to 14,000 years ago to late 1700 s) Cards 1-4, map of forest cover pre-europeans Era 2: Forest Destruction (through settlement, logging, and catastrophic fires) in the 1800 s Cards 5-10 Era 3: Forest recovery in the 20 th century Cards 11-15, maps of present forest cover LESSON TWO: MICHIGAN YARDSTICK Overview: Michigan has just over 36 million acres of land, which we use for various purposes. An acre is about the size of a football field without the end zones, approximately 50 x 100 yards. A million acres is about 1 A more complete review of forest history can be found in the coloring book Michigan s Green Gold. 3

4 40 miles x 40 miles, or about the size of 3 counties in Michigan. This lesson is will show students how that land is used. Objective: Students will be able to describe major land uses in Michigan today. Materials: Paper yardsticks or yardstick worksheet (included); crayons or colored pencils Learning Activities: 1. Discuss the size of an acre. Tell students that Michigan has about 36 million acres of land (not counting the Great Lakes areas), which can be shown on a yardstick. Each inch represents about 1 million acres. How many of those inches (million acres) are used for each of the following categories? After some predictions, have students color the first yardstick and the key to match. Then give the correct answers, as follows, and have students fill in the second yardstick correctly. A. roads =1.5 inches (FYI: A mile of interstate uses 49.1 acres of land, most entrance/exit ramps take acres. The tourist industry has increased the need for expanded road systems) B. water =1 inch (FYI: Michigan has 11,000 inland lakes and 36,500 miles of rivers) C. urban areas=4inches (FYI: includes any built up areas) D. farming=10 inches (FYI: The amount of farmland in Michigan decreased from 16.4 million acres in 1954 to 10.1 million in 1994) E. forest=18.5 inches (FYI: Some farmland taken out of production has reverted to forest land) F. other=1inch (FYI: includes beaches, wetlands, quarries, etc.) 2. Discuss briefly where in Michigan most of the land uses are located. Use Michigan Land Stewardship & Land Use/Cover Poster Assessment question: Using the information on the yardstick which of the following statements could be made about land use in Michigan? A. Because of the tourist industry, most of Michigan s land is used for roads. B. Michigan has more lakes than any other state. C. The amount of land used for farming has decreased in the last 10 years. D. More than half of Michigan s land is covered in forest. LESSON THREE: PRESENT DAY LAND-USE Overview: This lesson shows students some management practices and consequences of changes in our land. Objective: Students will be able to Analyze advantages and disadvantages of decisions regarding forest management Explain causes and consequences of fragmentation Materials: Overheads of included maps and graphs Learning Activities: 1. Show statistics on rural population increases: Michigan Urban and Rural Population Totals, What trend is shown on the graph and why? (Rural population has increased, but not urban. Possible reasons are 1)spillover from surrounding urban areas; 2)improved transportation systems allowing longer commutes to work; 3) recreational and scenic advantages; 4)increased service employment opportunities) Assessment question: The graph shows in increase in rural population, but not urban in the last 30 years. Which of the following is probably NOT the cause of this trend? A. More workers needed on farms B. More crowded neighborhoods C. More crime in the cities D. More and better roads 4

5 One result in southern Michigan is loss of farmland; however, when farmland is developed into large residential lots, often land is left to grow into forests increasing forestland. Show graphs of Timberland Ownership In Michigan. Note that individual and farmer ownership has increased slightly. Show maps on second homes in Michigan. Ask in what areas of the state the most increase occurs. Why? (Northern lower and Upper Peninsula. Possible reasons: desire for wooded areas and waterfront amenities, desire for privacy, near transportation corridors.) ASSESSMENT ACTIVITY: Show student the map of Seasonal homes as a percent of total housing units for the upper Great Lakes states. Ask: 1. Where are the most seasonal homes located? 2. Give two reasons for their location. 3. Where would you like to own a seasonal home and why? 2. Discuss FRAGMENTATION: breaking up large tracts of land into smaller parcels. Ask students what the consequences might be. Give each group one of these examples to discuss: a) A 160-acre farm in Shiawassee County is divided into 20 acre parcels and 8 new homes are built. b) A 80-acre tract of land along the Kalamazoo River is broken into 10 acre parcels and 8 new homes are built in the river. c) A 90-acre tract of wooded land near Pere Marquette State Forest in Grand Traverse County is broken into 6 parcels of 15 acres each for new homes. Ask: What are some consequences of this change in land use? Groups should make a list to report to class. (Possible answers might include: need for more roads and other services, which are more expensive to implement in rural areas; loss of farmland; possible damage to water systems (river, water table); change in habitat for wildlife; increase in tax base; more rural homes available) The average size land parcel in the Upper Great lakes states of Michigan, Minnesota, and Wisconsin has decreased from nearly 75 acres in 1960 to less than 50 in Students should be able to answer why the parcels are getting smaller. Show Land Parcel Fragmentation (Crawford County). Note the many small parcels near the major road, and those near state forest land. What might be some effects on the state land if more homes are built near it? (Possible answers: loss of habitat; resistance of private owners to agree to forestry practices such as timber removal or prescribed burning; complaints about recreational uses of state land bothering private owners.) ASSESSMENT ACTIVITY: Give students map of Land Parcel Changes showing changes in ownership characteristics for Mecosta County. Ask: 1) Why have small parcels increased? 2) Describe the characteristics of the areas where increase of small parcels are shown. 3) Give 2 reasons why development has occurred in these areas. 3. Land-use decisions: Ask students to brainstorm how the forests are useful to us. Write each answer on a sentence strip to put on board. As a group, divide answers into the 3 categories of forest management: Recreation; Wilderness, Logging. ASSESSMENT ACTIVITY: Each student is the new owner of a 100-acre parcel of wooded land. A house will only use 1 acre of land. Ask each student to write the advantages and disadvantages of managing their forestland for each of the categories listed. 5

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7 1. The beginning of Michigan s forests took place about 12,000 years ago when the last glaciers melted. The land must have looked like a huge gravel pile. 2. When the ground warmed up, grasses appeared. Probably the first trees were aspens and cottonwoods because their seeds travel long distances on the wind. 3. Native Americans used the forest as habitat for wild life and as a source of food and material. Native Americans also burned forests for protection and for crops. 4. Before Europeans came to Michigan, more than 95% of the land was covered in forests. Vast tracts of pine were found in the northern parts of the territory, and in the southern areas, hardwoods were common. 5. When the forests of eastern states were largely used up, lumber companies purchased land in Michigan, built lumber camps, cut the trees and used the rivers to get them to sawmills on the shores of the Great Lakes 6. Much Michigan lumber was shipped to pioneer farm communities and towns in the Great Plains, including rebuilding Chicago after the fire of While logging was going on in the North, land was being cleared in southern Michigan for farming. The hardwood forests were used for houses, barns, and fences, as well as for heating and cooking. To clear the land for farming, much of the hardwood timber was piled and burned. 10. Due to the cutting and fires, the land became more like grassland than forest. Prairie plants and animals moved in, and many forest animals disappeared from Michigan. 8. Much of the land cleared by loggers in the north was sold to farmers, who burned the stumps and unusable wood. In spite of all the hard work that went into the building of these farms, many would soon be abandoned, often because of poor soil. 11. The beginning of forest recovery was the 1903 law creating the State Forest Reserves from abandoned land. Nature was also busy planting trees on burned-over lands. More land area was reforested by nature than by humans. 9. Fires broke out in the cut-over forests, some caused by lightning but most by man. Whole towns were destroyed by some of these fires. At one time or another, most of northern Michigan was burned by wildfires. 12. During the 1930 s a large amount of land was added to the Forest Reserves. Today state forests total nearly 4 million acres and make up about 19% of the forestland in Michigan, the largest state forest in the U. S. Michigan also has 2 million acres (13%) in 4 National Forests. 13. Trees were successfully planted by people and nature on the worn-out farms, because tree roots go deeper into the soil than the roots of farm crops. Gradually the forest was returning. 14. As the forests continued to grow, useful products could once again be harvested. Once again people were able to look to the forest for wood, enjoyment, and employment. Some of the animals that had disappeared from Michigan are again finding a home here. 15. Today, private landowners, the forest industry, and the government agencies responsible for our forests, are working to manage them for 3 major uses: timber, recreation, and wildlife. The goal of modern forestry is to make sure that forests will be a sustainable resource for Michigan. 7

8 Who was using the forest? For what purposes? With what consequences? Era 1: Native American Forests Era 2: Forest Destruction Era 3: Forest Recovery 8

9 Era 1: Native American Forests Era 2: Forest Destruction Who was using the forest? Native Americans Europeans Farmers Lumbermen For what purposes? Hunting, fishing, gathering plants and berries, firewood, protection, Materials Cleared for crops Cleared the forests for farmland and timber With what consequences? 95% of the land still covered with forests. Fires prevailed. Land became prairie, plants and animals changed, Forest industry prospered. Many farms abandoned. Era 3: Forest Recovery private landowners, forest industry, government agencies tourists Enjoyment Wood products, employment, Recreation Wildlife Forest Land is increasing Better management practices 9

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