KSD Technology-Integrated Unit Plan
KSD Technology-Integrated Unit Template
DateAugust 2, 2004Unit Overview
TitleEarly Settlers of Washington State: Shaping a Culture.
Unit Summary Students will learn about the various cultural
societies who contributed to making Washington the community it is
today. They will apply inquiry skills, and communicate their
learning through Inspiration, Excel, PowerPoint and Word to create
a personal resource of information to revisit and share.
Standards
Essential Academic Learning Requirements:
Reading GLEs: The student reads different materials for a
variety of purposes. 3.1 Read to learn new information. Reading 2.1
Demonstrate evidence of reading comprehension. State the main idea
of an informational/expository text passage and provide 3 or more
text based details that support it. Social Studies: History 1:
Student Examines and understands main ideas, eras, themes,
developments, turning points, chronology, and cause-effect
relationships in Washington State History. H 1.2 Understand events,
trends, individuals, and movements shaping Washington State
History. 1.3: examine the influence of culture on Washington State
HistoryEconomics 1: students understand the impact of scarcity on
their personal lives and on the households, business, governments,
and societies in which they are participants. E1.1 Understand that
the condition of scarcity requires people to choose among
alternatives and bear the consequences of that choice. Geography:
3. The student observes and analyzes the interaction between
people, the environment, and culture. 3.3 Examine cultural
characteristics, transmission, diffusion and interaction.Writing:
2. The student writes in a variety of forms for different audiences
and purposes. 2.3 write in a variety of forms including journals,
essays, and research reports.
KSD Curriculum Frameworks (or SLOs):
Writing Focus: Writes clearly and effectively narrows topic and
selects relevant details to elaborate. Synthesizes information from
more than one resource, especially for informational writing or to
respond to a question or prompt (3.1, 1.1)Social Studies Targets:
Who were the first people of Washington and how did they use their
environment to meet their basic needs? Who were the cultural groups
who immigrated to Washington prior to 1889 and how and why did they
come, and where did they settle? Examine the challenges and the
conflicts the settlers faced.
Identify economic opportunities that encouraged settlers to
relocate in Washington. Explain how all regions specialize in
different economic opportunities. 2.2.1 Observe and describe the
human characteristics of the local area and Washington State 3.1.1a
Identify choices individuals have in how they interact with the
environment
KSD Technology:
Student Tech Standards: I. Student as information navigator a.(
Information acquisition: use online and electronic resources to
communicate, collaborate and retrieve information.
Technology incorporated into the lesson plan would be:
interactive map that shows where various cultural communities
settled in Washington State
compare and contrast map illustrating a Native American tribe of
WA State with another settler group such as the Finnish or Asian
cultures
electronic document Journal created in PowerPoint with questions
that encourage writing about cause and effect relationships
pertaining to the settling of WA St
Research Folder with web links appropriate for their research
assignment.
Learning Outcomes (Enduring Understandings) (relates UBD
worksheet 5.1)
Students will learn that there are diverse communities that make
up the culture of Washington State; the diverse immigrants who
settled prior to 1890 and Native Americans. The rapid population
growth between 1800-1890 witnessed cultures coming together and
natural resources fostering a robust economy. The rapid coming
together of different cultures impacted the Native Americans
already thriving in Washington. As students learn about the
development of Washington as a state and diverse culture, students
will learn to apply the skills note taking, organizing data with
thinking maps, reading from a variety of resources to collect
information. Students will write essays in their journal about how
the culture was impacted by rapid growth, thriving industries as an
emerging multicultural society; cause and effect questions will
touch on this theme. Students will work in cooperative groups,
present information to their peers and use a variety of technology
to gather and be assessed of their learning.Please note, a unit on
Washington State Native Americans is pre-taught prior to the
lesson.
Overarching Essential Question(s) (relates to UBD worksheet 5.5
and/or 6.3)
Why do people leave their home and find a new one?
How can people influence a place theyve settled?
What attracted immigrants to various regions of Washington
State?
How can the state of the economy influence growth?
If you put many people of different cultures together in one
place would you expect that they get along? Why or why not?
Evidence of Learning Students will be able to demonstrate an
understanding of the impact of rapid growth in Washington State as
it developed from a territory and rapidly grew to statehood. The
Students will produce a journal on PowerPoint. Many of the entries
will require the student to describe changes in Washington as it
develops into a territory and state. Students will be asked to
examine cause and effect relationships between events that occurred
during the rapid growth of the area based on cultural changes,
economic growth, historical and geographic significance. An
interactive map will be updated by students that illustrates where
growth developed, what motivated the growth, and which settlers
came to build.
Management Strategies: Students will have access to computer lab
for 45 minutes each day. Instructor will also schedule the computer
carts for the class the during the American Expansionist portion of
the unit.
Unit Implementation Plan Learning Experiences and
Instruction
Instructional ActivitiesTimeGrouping ScaffoldsAssessments
Early Explorers of WA. State. Delivery: Lecture & Group
Collaboration, Pair Collaboration, Class Discussion Students will
use inquiry skills in pair collaboration to research the series of
events in which Washington State was discovered and claimed by
European Explorers. Students may use Encarta or the internet files
gathered by the teacher.A guide of inquiry questions is generated
by the teacher. The teacher provides a folder of internet files for
the students to research on the computer, and books in the
classroom to find their answers. The class will meet together for
interactive writing to create a timeline of events and discuss the
motivations of explorers and the effect of explorers arrival on the
Native Americans.
Independent writing: Students will write in a journal after most
lessons to document their learning. Writing will be for a variety
of purposes.
(Instructor will pre-teach inquiry skills prior; they will be
reinforced.) Total of 5 days ( 1hour block each day)
1.5 2 days:
Students research
2 days:
Class collaboration to complete the timeline of events and 2
days: class discussion
1 day:
Q&A and Assessment piece. Students can work in groups up to
3 students or independently while researching.
Class as a whole contributes information to complete the
timeline of events from 1500s to 1820s. Lecture &
Discussion.
Students journal by themselves
(Students have the option to organize their notes in
Inspiration.(Research on web: teacher prepared folders of web sites
with appropriate research.
Students will keep an ongoing journal of discovery in
PowerPoint
(Excel-interactive map to plot where explorers & settlers
established (ongoing throughout each phase of unit.)Teacher will
conduct informal assessment of students as they work
collaboratively.
Teacher also checks to be sure all students are updating their
journal and map regularly.
(The PowerPoint will be assessed at the end of the unit as the
entries accumulate throughout the unit.)
Early Settlers: A melting Pot of Cultures 1820s-1890A. (American
Expansionists)Missionaries, westward movement Delivery:
Lecture/Discussion
Students Pair Share review 1. reasons for expansion: manifest
destiny, scarcity
read trade book: The Children of the Westward Trail (pgs
43-50)
pair collaboration, note taking (in graphic organizers) pair A/B
checking, class discussion
2. Cost of Moving: Selling everything you own, buy what you need
for the next year.
Students will read: A Packet Of Seeds, by Deborah Hopkins3. What
resources attracted settlers?
4. Edging out Native Americans5. The New economy of WA
6. Cause and effect of change on Native Americans
7 Days (1 hour each day)
Day1 & 2: Lecture 1. Day 3:
Lecture 2.
Day 4: Lecture 3.
Day 5: Lecture 4.
Day 6:
Lecture 5
Day 7:
Lecture 6
Whole group, pair collaboration, individual work
Inspiration: note taking - optional electronically
- Journal
- Geographic map of settlers.Geographic Map- informal
assessment-are students keeping the map up?.
TESA: EDRO (equitable distribution of response
opportunities)
Clipboard sheet to keep remarks
Early Settlers: A Melting Pot of Cultures 1820s-1890. Europeans
(Finnish, Swedish and Norwegian Settlers)
Delivery: Lecture, Reading a trade book: Our One and Only Amelia
May, Discussion
Note taking and compare/contrast with graphic organizers.
3 Days (1 hour/day)
Lecture/ Discussion
DocumentationWhole group, pair collaboration,
individualInspiration:
Thinking Maps to describe characteristics of Nordic
Community.
Venn Diagram- Compare/contrast Nordic Community to Native
AmericanExcel: Update Interactive Map
PowerPoint: update JournalInspiration: 2 thinking skills maps:
40 totalInformal assessment to ascertain if students are
cooperating in pair groups and if they are updating their
interactive map and journal.
Student Reflection: Teacher Conference for continuing assessment
of journal writing.
Early Settlers: A Melting Pot of Cultures 1820s-1890. Asian
Delivery: Lecture, Discussion Asian citizens came to the area with
great hopes fed by the Gold Rush and railroad expansion. Asians
came to make a better living; they saw their destiny in a place of
rich natural resources and a prospering economy. Yet Asians were
treated no better than the Native Americans who were on the bottom
of the social scale. 2 days (1 hour each)Whole group, pair/share-
Venn diagram comparing Asian Culture to Native American Culture-
Update Interactive Map- Journal
Venn Diagram:
20 points
The State of Washington by 1890:
Lecture/Discussion, and PresentationsFinal DiscussionReview;
pulling all information together. Complete Interactive geographical
map and
Journal
Allow students to share (optional for each student) PowerPoint
Journals2 days (1 hour each) Entire Group
Individual work.
Interactive Geographic Map: 40 points
Journal: 100 points
Accommodation Options
ELL / IP StudentsHeterogynous grouping, use of computer for all
activities for students with motor impairment, ELL may create
drawings to add to writing prompts
Highly-Capable StudentsExtra Credit to create diorama of a
cultural community in WA, can create additional journal entries in
PowerPoint.
Prerequisite SkillsStudents will be able to inquire by internet
research using Encarta. They will be able to access research
folders prepared by the instructor, they will be able to create
graphic organizers, and use the following software: Inspiration,
Excel, PowerPoint and Word. They will be able to read expository
text, write for a variety of purposed, including explaining a cause
and effect relationship, letter, poster making.
Materials and Resources Required for Unit
Adopted Print Materials:
Adopted and other Audio/Visual:
Supplemental Resources (including Internet resources): See
research folder for electronic files (scaffold). The Children of
the Westward Trail By: Rebecca Stefoff Our One and Only Amelia May,
by Jennifer L. Holm,
Washington, The Early Years by Carol L. Sanderson and Charlotte
A. Williams
A Packet Of Seeds, by Deborah Hopkins
Supplies:
Technology Hardware (Click boxes of all equipment needed.)
X FORMCHECKBOX Computer(s) FORMCHECKBOX VCRX FORMCHECKBOX
Projection System
FORMCHECKBOX Printer FORMCHECKBOX Video Camera FORMCHECKBOX
Camera
FORMCHECKBOX Digital CameraX FORMCHECKBOX Scanner FORMCHECKBOX
Video Conferencing
FORMCHECKBOX Television FORMCHECKBOX Laserdisc FORMCHECKBOX
Other
Technology Software (Click boxes of all software needed.)
X FORMCHECKBOX Word FORMCHECKBOX FrontPageX FORMCHECKBOX
KidPix
X FORMCHECKBOX ExcelX FORMCHECKBOX Internet ExplorerX
FORMCHECKBOX Inspiration
FORMCHECKBOX PowerPoint FORMCHECKBOX SchoolKiT FORMCHECKBOX
Clicker 4
FORMCHECKBOX Publisher X FORMCHECKBOX Encarta FORMCHECKBOX Image
Blender/Photo Editor
Author
First and Last NameRuth Markert
Grade Level4
[email protected]
EMBED Word.Document.8 \s
_1152877917.xlsSheet1
Directions Here: Click right on each of the arrows to update
your answers to the geographic map. Your teacher will tell you
which of the 7 flags to answer by denoting the letter from the top
and the cell row on the left. Save your answers on the school hard
drive in my folder that is labeled. Geography test. When saving
name the file by your first name, plus last name initial.
(18-F) European settlers from the Baltic Sea arrived here in the
1800's. What natural resources encouraged these settlers to this
area?
(26-E) Finnish Settlers like Amelia May's family settled here.
How did these settlers make a living here? How did this contribute
to rapid growth of this area?
(24-L) Some early settlers were motivated by a Christian
calling. Describe what their misssion was in this portion of the
Oregon Territory. How were they received by the Native
Americans.
(15-O) One of the earliest forts was established in this area in
the early 1800's. What was its function.
(11-E) Who was one of the first european explorers to claim this
land for their mother country? What was his mission here?
(19-F) What were two of the largest influences to encourage
Asians to settle in Washington in the 1800's?
(16-G) Describe what influence the early european settlers had
in this northern western Washington area?
Sheet2
Sheet3
_1152879509.ppt
My Journal of Washington State
By Mrs. MarkertMaple Valley, WAFairwood Elementary
Create a cover slide for your journal.
Be sure to put your name, school and where you live on the front
cover. Add appropriate picture(s). See previous page for a
sample
You may use up to 3 colors for background for your journal. 3
different fonts (up to 3 font colors) font must be easy to read!
Use pictures and clip art files Be creative. Follow the writing
prompts as directed by your teacher.
General Guidelines
Create a short Personal autobiography
Imagine you are a young 10 year old who just arrived in the
Oregon Territory in the mid 1800s- Create a fictional autobiography
of yourself. Be sure to include:
- where your family settled in WA State. - your familys heritage
- how long your family has lived in Washington State - what you
like best about Washington State. (Note: you may use your own
nationality or select one of your choice.) See Sample on next
page.
I am a 10 year old girl who lives in Washington state
I lived here my whole life. My grandfather came here when he was
23 from Sweden. He became a fisherman in Ballard Washington. I am a
second generation American. One of my favorite things I like so
much is to take a ferry to the San Juan Islands and watch the
whales jump out of the sound.
Create your autobiography on the next page.
Early Explorers of Washington State
The following pages contain entries of information Ive learned
this year about Washington State:
There are diverse cultures who migrated to area known as the
Oregon Territory. Washington State came from this
territory.
The first explorers of Washington State
Who were the first explorers (when did they arrive?)What were
they looking for?
Why did they come?
Answer these questions on the next page. Include this title on
the page.
Extension to Lesson 1
Open the following link and test your facts knowledge on the
early explorers.
Save your answers in class folder with your last
name.explorersfacts
Crossword Puzzle
Extension to Lesson 2
Sheet1
Use the following clues to fill in the
crossword puzzle. Then save your file with your
last nameexplorers i.e.: markertexplorers. This will be
saved in our classroom folder on the ___ drive.
1. (2, U -down) American Fur Trader who
claimed the Puget sound for England
2. (6, Q -down) Fertile waterway that provided food for the
coastal native Americans.
3. (9, L -down) Missionary who came to convert
WA Native Americans to Christianity.
4. (12, S -down) A celebration held by a Native American
tribe from the Coastal Region whereby the host
gives all of his riches away.)
5. (12, F - down) A special horse bred in Palouse, WA
by the Nez Perce tribe.
6. (16, H -down) First African American to settle in WA
state. He helped people find food and survive.
7. (9, P -across) They are a native American tribe from
the Washington plateau.
8. (10, D -across) The 1st trading post in Washington St.
9. (12, D- across) He claimed the NW for Spain.
10. (15, J -across) They were commissioned by
President Jefferson to find a route to the Pacific Ocean
& establish honorable relations with the native tribes.
11. (17, B - across) Men from various countries were
looking for trade routes, land and gold.
12. (2, G -across) Claimed the Puget Sound for England.
Red arrows at the beginning of each word provide the questions;
the same as those above.
KEY WORDS TO USE: Explorers, Juan de Fuca, George Vancouver,
Robert Gray, Lewis and Clark, Ft. Okanogan, Marcus Whitman, George
W. Bush, Puget Sound, Potlach, Appaloosa, Nez Perce
# 12 (2, G)This man calimed the Puget Sound for England.
# 1 (2, U)He was an American fur trader who claimed the Columbia
River for the U.S.
# 4 (12, S)This is a Native American celebration. The host gives
most of their riches away.
# 2 (6, Q) This is a fertile waterway that provids food for the
coastal Native Americans.
# 3 (9, L) He was a missionary who came to convert Washington
Native Americans to Christianity.
# 5 (12, F)Name the special horse bred in Palouse, WA by the Nez
Perce tribe.
# 6 ( 16, H)He was among the first African Americans to settle
in WA state. He helped settlers find food.
# 7 (9, P)They are a native American tribe from the Washington
plateau.
#8 (10, D)This was the first trading post in Washington
State.
# 9 (12, D)He claimed the NW for Spain.
# 11 (17, B)Men from various countries were looking for trade
routes, land and gold.
# 10 (15, J)They were comissioned by Pres. Jefferson to find a
route to the Pacific Ocean & establish honorable relations with
the native tribes.
Sheet2
Sheet3
On the next slide: Explain what the Native Americans had that
was of interest to the new explorers.
What in turn did early settlers such as Juan De Fuca and George
Vancouver have to offer the Native Americans? Did one party benefit
more than another from their relationship? Support your answers
with examples. (You may use graphic organizers to do a compare and
contrast map.) Title this page European Explorers and the Native
Americans
Early Explorers In Washington State
Extension to Lesson 5
American Expansionists
Create a poster to persuade expansionists to join the Oregon
Trail to claim a homestead in Washington State (Oregon Territory).
Remember to answer the who, what, when, where, why and how
questions in your poster. Be Expressive Be Creative Complete this
on the next slide.
Extension to Lesson 1: American Expansionists
create a journal entry as if you were a child during the mid
1800s. Your family is traveling the Oregon Trail to the northwest.
You came from Missouri with hundreds of other expansionist. Your
entry should explain the following:why your family chose to
move?How your family financed the move?Who came in the family? Who
was left behind?How did your family and you feel about being
separated from family?Each entry should have a title page.Complete
this on the next slide.
Journal ENTRY ONEexpansionists
Extension to Lesson 2: American Expansionists
. What the family packedHow they traveledHow it felt to walk for
0ver 1,000 miles What were some of the dangersWhat were some of the
wonderful surprisesWhat were some of the hardships on the trailHow
do you and your family feel about the trip.
A title page: Expansionist move WestwardCreate on next page.
Extension to Lesson 3: American Expansionists
journal ENTRY TWOExpansionists Move Westward
write an entry in your diary retelling what it took for your
family to move.
describe an encounter on the trail. Your family just broke camp
with missionaries on the trail compare and contrast the
following:
The missionaries reason for the trip.How their goods were
different than your familys goods.Where you were heading, where
they are heading.Be sure to create a title for your page.Create on
the next page.
journal ENTRY THREEMeet Missionaries
Extension to Lesson 4: American Expansionists
Write a journal entry describing the town that you moved into
and your new way of life:
Where did your family settle in Washington State?What kind of
work did your dad find?Is it the same work he did before or did he
have to start a new career? Are there any hazards to the
job?Compare how your new town, the people and your home are
different than you are used to.
A title page: Expansionist move Westward
Complete on the next page.Extension to Lesson 5: American
Expansionists
journal ENTRY FOUR Different world
Native Americans live outside of town in your area. Most of your
neighbors are skeptical about them. Write a letter to your old best
friend you left in Missouri, and tell them what you know about
Native Americans: Describe your new friends tribes custom and
habits . (In terms of home, food, work, and social standing in the
community, values and customs.)
Compare these with customs and habits of your culture as
westward expansionist from Missouri.
how do you think Native Americans feel about your people. Title
this page Complete on the next page.Extension to Lesson 6: American
Expansionists
Journal ENTRY FIVENative Americans
European Influence In Washington State
Journal ENTRY SIX:Your friend from school is Amelia May, a
Finnish settler in Western Washington. Write a journal entry about
her culture. Describe what her Finnish community is like; where did
they settle,and why did they move there? What work did her family
find? Was the work similar or different that what they did before?
Did they thrive or suffer? Support your answers. Remember a title
pageCreate on the following page.
Extension to Lesson 1: European Influence
European Influence
Journal ENTRY SEVEN:Amelia May, a Finnish settler, told you of
many times the Native American tribes helped the Finnish
Homesteaders. Describe how Native Americans helped her community.
How did the Finnish feel about the Native Americans?Support your
answers with text evidence.
Remember a title page Create on the following page.
Extension to Lesson 2: European Influence
Asian Influence
Journal ENTRY EIGHT:When your family visits town, you often
visit your Chinese friend, Pang. Write a letter to your cousin.
Describe Pangs people, and life style. What attracted his culture
to Washington State?describe an Asian cultural experience and
compare and contrast it to one of your own family's custom.
Remember a title page Create on the following page.
Extension to Lesson 1: Asian Influence
Asian Influence
Journal ENTRY NINE:Pang often finds his people treated poorly as
the Native Americans in the area.Compare how Asians and Native
Americans are treated by the White cultures in the late 1800s.You
may use a Venn Diagram to compare and contrast.
Remember a title page Create on the following page.
Extension to Lesson 3: European Influence
Resources
Our One and Only Amelia May , by Jennifer L. Holm
The Children of the Westward Trail By: Rebecca Stefoff
Washington, the Early Years, by Carol L. Sanderson and Charlotte
A. Williams
WA explorers
Indian Images Altered
Seattle - Boomtown!
Asian Immigrants
WA Settler- gold rush
Native Americans and smallpoxs
Coastal Tribes
Seattle in mid 1800's
White men edge out Native Americans
Puget Sound Settlement
George Vancouver
Ft. Nisqually 1st fort in Puget Sound
Early Explorers
$100 a drink
Oregon Trail: N.C. Wyeth Illustrations
_1162639144.docRubric Your Name________________
Journal: Early Settlers of Washington
CATEGORY
4
3
2
1
your score
Content - Accuracy
All content throughout the presentation is accurate. There are
no factual errors.
Most of the content is accurate but there is one piece of
information that might be inaccurate.
The content is generally accurate, but one piece of information
is clearly flawed or inaccurate.
Content is typically confusing or contains more than one factual
error.
Effectiveness
Project includes all material needed to gain a comfortable
understanding of the topic. It is a highly effective study guide.
All required questions are answered in journal entries.
Project includes most material needed to gain a comfortable
understanding of the material but is lacking one or two key
elements. It is an adequate study guide. Most questions were
adequately answered in journal entries..
Project is missing more than two key elements. It would make an
incomplete study guide. More than 4 questions were not answered in
journal entries.
Project is lacking several key elements and has inaccuracies
that make it a poor study guide. Many questions were not answered
in journal entries.
Use of Graphics
All graphics are attractive (size and colors) and support the
theme/content of the presentation.
A few graphics are not attractive but all support the
theme/content of the presentation.
All graphics are attractive but a few do not seem to support the
theme/content of the presentation.
Several graphics are unattractive AND detract from the content
of the presentation.
Spelling and Grammar
Presentation has no misspellings or grammatical errors.
Presentation has 1-2 misspellings, but no grammatical
errors.
Presentation has 1-2 grammatical errors but no misspellings.
Presentation has more than 2 grammatical and/or spelling
errors.
Text - Font Choice & Formatting
Font formats (e.g., color, bold, italic) have been carefully
planned to enhance readability and content.
Font formats have been carefully planned to enhance
readability.
Font formatting has been carefully planned to complement the
content. It may be a little hard to read. More than three
fonts/colors are used.
Font formatting makes it very difficult to read the
material.
Originality
Presentation shows considerable originality and inventiveness.
The content and ideas are presented in a unique and interesting
way.
Presentation shows some originality and inventiveness. The
content and ideas are presented in an interesting way.
Presentation shows an attempt at originality and inventiveness
on 1-2 cards.
Presentation is a rehash of other people's ideas and/or graphics
and shows very little attempt at original thought.
Total Points:______
_1152036183.docEXPLORERS RESEARCH FILE
The following sites provide you with internet research articles
for the early explorers of the Oregon Territory that is now known
as Washington State. You may work with up to 2 students to research
the questions for the EXPLORERS document. Read the questions, and
then find your answers in these articles or the books on the units
table.
Explorers
WA history to 1850
Washington State history
The Oregon-Trail
Whitman Mission on the Oregon-Trail
Ft Vancouver on the Oregon-Trail