Students watch a video about Montana’s tourism industry, and learn about the impact of tourism dollars on the state’s economy. They then create a brochure highlighting different tourist activities in Montana and the reasons tourists come to Montana today.
This lesson is part of "Great States: Unit 10: Modern Montana." This concluding unit will ask students to determine how Montana compares to other states, and how it has become the state it is today.
5.2: Identify basic economic concepts (e.g., supply and demand, price) that explain events and issues in the community.
5.4: Describe how personal economic decisions (e.g., deciding what to buy, what to recycle, how much to contribute to people in need) affect the lives of people in Montana, United States, and the world.
5.6: Identify and describe examples in which science and technology have affected economic conditions (e.g., assembly line, robotics, internet, media advertising).
Helena District 5.6: Explore how science and technology affect the economy of Montana.
- Video: Montana Mosaic: Montana Industry – The Tourism Years
- An interactive whiteboard, projector, or another type of screen to show videos to the class
- Class set of Importance of Tourism handout
- Encyclopedias, computer stations, tablets, or other research material
- Markers, crayons, or colored pencils
Tell students they will be watching a video about tourism in Montana. Explain that after World War II, middle-class families had the means and motivation to travel. The federal government’s investment in infrastructure (roads and bridges) allowed for more visitors to get to the state.
Distribute the Importance of Tourism handout to students. Have students take notes on the video to help them make a brochure on Montana tourism.
Play the video, Montana Mosaic: Montana Industry – The Tourism Years. [1:55]
Discuss how Montana’s open spaces, clean air, and mountains allowed for tourism to thrive. Tourist dollars spent on activities such as hunting, skiing, camping, and hiking have become important to the state’s economy.
Ask students, “Have you been to any tourist attractions in Montana?” Provide access for students to research some attractions in the state. Have them take notes about the places, what features are offered, and how many people visit annually.
Hand out scissors and coloring supplies. Instruct students to cut out the brochure template on the second page of the handout and fold the paper along the lines. Have students create a brochure highlighting different tourist activities in Montana based on their research.
Brochures could include information similar to the information found here: http://www.visitmt.com/