Spokane Public Schools 7 th Grade Washington State History Washington State History is a requirement for high school graduation Content Summary In Washington State History, students study the history of Washington as it applies to geographic, political, economic, social, psychological, and cultural perspectives. In unit one, students explore the geography of the regions of Washington and enhance their map skills. Also, students study the settling of Washington State and examine the contributions that various cultural and immigrant groups. In unit two, students will learn about early Washington State and continue into the 20th century and present times by studying historic movements in this era and analyzing both the positive and negative effects on our state’s history. Moving into unit three, students investigate Washington’s foundational documents and learn about the purpose, structure, and organization of both local and state governments. Skill Summary Throughout the semester, students will read and interpret evidence from various perspectives on issues and events in Washington State History. Students will also continue to review and practice the skill of determining importance and evaluating information for relevancy and accuracy. In addition to these skills, students will also focus on viewing and studying history through the lens of social science perspectives. Social science perspectives include: geographic, political, economic, cultural, sociological and psychological. Washington State History essential academic learning requirements are addressed throughout this course. These skills tie directly into the Common Core State Standards of reading, writing, speaking, and listening. Unit Assessments Unit Two - The purpose of the Unit Two assessment is to engage students in creating a historical narrative based on The Great Depression and a fictional but realistic character of the time period. This assessment allows them to view materials from different perspectives as they read and collect nonfiction elements to include in the narrative. Unit Three – The purpose of the Unit Three assessment is to examine two governments, which have existed side-by-side for many years. Students will analyze by comparing and contrasting the governments of the Spokane Tribe of Indians and the State of Washington.
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Spokane Public Schools 7th Grade Washington State History
Washington State History is a requirement for high school graduation
Content Summary
In Washington State History, students study the history of Washington as it applies to geographic, political, economic, social, psychological, and cultural
perspectives. In unit one, students explore the geography of the regions of Washington and enhance their map skills. Also, students study the settling of
Washington State and examine the contributions that various cultural and immigrant groups. In unit two, students will learn about early Washington State and
continue into the 20th century and present times by studying historic movements in this era and analyzing both the positive and negative effects on our state’s
history. Moving into unit three, students investigate Washington’s foundational documents and learn about the purpose, structure, and organization of both local
and state governments.
Skill Summary
Throughout the semester, students will read and interpret evidence from various perspectives on issues and events in Washington State History. Students will also continue to review and practice the skill of determining importance and evaluating information for relevancy and accuracy. In addition to these skills, students will also focus on viewing and studying history through the lens of social science perspectives. Social science perspectives include: geographic, political, economic, cultural, sociological and psychological. Washington State History essential academic learning requirements are addressed throughout this course. These skills tie directly into the Common Core State Standards of reading, writing, speaking, and listening.
Unit Assessments Unit Two - The purpose of the Unit Two assessment is to engage students in creating a historical narrative based on The Great Depression and a fictional but realistic character of the time period. This assessment allows them to view materials from different perspectives as they read and collect nonfiction elements to include in the narrative.
Unit Three – The purpose of the Unit Three assessment is to examine two governments, which have existed side-by-side for many years. Students will
analyze by comparing and contrasting the governments of the Spokane Tribe of Indians and the State of Washington.
Public Schools 7th Grade Washington State History Semester Two-Scope and Sequence Overview
Unit Name Unit Theme Suggested # of Days
Unit 1: Environment and Exploration of Washington Geologic History 5
Unit 1: Environment and Exploration of Washington The Natural Environment 5
Unit 1: Environment and Exploration of Washington Coastal & Plateau Indians 10
Unit 1: Environment and Exploration of Washington Sea and Land Explorers 5
Unit 1: Environment and Exploration of Washington The Fur Trade Era, 1786-1846 5
Unit 1: Environment and Exploration of Washington The Early Missionaries and Pioneers, 1834-1847 5
Unit 1: Environment and Exploration of Washington Territorial Government and Indian Wars, 1847-1877 5
Unit 1: Environment and Exploration of Washington Unit 1 Assessment 5
Unit 2: Statehood to Present day Washington The Statehood Era, 1859-1889 5
Unit 2: Statehood to Present day Washington The Progressive Era, 1889-1929 5
Unit 2: Statehood to Present day Washington The Great Depression and World War II, 1929-1945 5
Unit 2: Statehood to Present day Washington The Post-War Years. 1945-1979 5
Unit 2: Statehood to Present day Washington The Contemporary Era, 1980 - Present 5
Unit 2: Statehood to Present day Washington Unit 2 Assessment: 5
Unit 3: The Government of Washington State Washington State Government and Politics 10
Unit 3: The Government of Washington State Unit 3 Assessment 5
Total Number of Suggested Days 90
Unit One Overview Environment and Early Exploration of Washington
Content Summary In Unit One: Environment and Early Exploration of Washington, students will review basic geography skills as they apply to Washington State. Students will compare the physical and cultural characteristics of each of Washington’s regions and draw conclusions about the relationship between geography and culture in Washington. Students will learn about the earliest inhabitants of Washington State, including Native Americans and early immigrant groups. Students will learn about various cultural groups in Washington State and the contributions that those groups made to the Pacific Northwest. Students will also study the concept of human- environment interaction. Multiple social-science perspectives will be applied to the study of this era. These perspectives include: geographic, political, economic, cultural, sociological, and psychological.
Skill Summary In this unit, students will explore the concept of human spatial patterns as it relates to geography and will draw conclusions about the reasons why people live where they do in Washington State. Students will read evidence from various perspectives on an event or issue in Washington State and take a position on the issue based on evidence from the readings. Students will review and continue to practice the skill of determining importance and evaluating the accuracy and relevance of what is read.
Unit Assessment Overview In the Unit One Assessment, teachers take students through an inquiry lesson based on the C3 Framework for Social Studies. Students will participate in an inquiry around the question “Was it destiny to move to Washington State?” Students will construct an argument that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views. This unit also includes a writing task that is a Classroom Based Assessment where students compare and contrast the Plateau and Native American Tribes of Washington State.
Unit 1 Environment and Exploration of Washington Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
How do the physical conditions
of local environments impact
the lifestyles of its residents?
How have past natural disasters
impacted the geography of the
State of Washington?
5 Days: Geologic History
Vocabulary
Geology
Coulees
Lahar
Bretz Floods
Resources
Washington A State of Contrasts-
Chapter One-Geologic History
AVID: The Write Path
History/Social Science: Interactive
Teaching and Learning Guide
Geography 3.1.1- Analyzes maps
and charts from a specific time
period to analyze an issue or event.
Students can identify important
geophysical and regional features of
the state of Washington.
Geography 3.2.1- Understands and
analyzes how the environment has
affected people and how people
have affected the environment in
Washington State in the past or
present.
Students can demonstrate
knowledge of the connection
between physical conditions of the
local environment and the lifestyles
of residents.
CCSS R.H. 6-8 #1- Cite specific
textual evidence to support
analysis of primary and secondary
sources.
CCSS W.H. 6-8 #9- Draw evidence
from informational texts to support
analysis, reflection, and research.
Students can properly cite sources
according to the protocols of
citation styles.
Ed. Tech. 1.1.2- Use models and
simulations to explore systems,
identify trends, and forecast
possibilities.
Students can analyze a simulation of
the Bretz Floods and explain the
effect of this historic event on our
state’s geography. Note: An AVID
strategy such as Philosophical
Chairs or Socratic Seminar can be
used to complete this target.
Unit 1 Title of Unit: Environment and Exploration of Washington Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
Why do various human spatial
patterns emerge during the
course of human history?
How do people affect their
environment in both positive
and negative ways?
How have the differences in the
climate and landscape of the
regions of Washington State
impacted its settlement.
5 Days: The Natural Environment
Vocabulary & Regions
environment
rain shadow Effect
Olympic Peninsula
Cascade Mountains
Okanogan Highlands
Columbia Basin
Blue Mountains
Willapa Hills
Puget Lowlands
Resources
Washington A State of Contrasts-
Chapter Two-The Natural Environment
Geography 3.1.2- Understands
how human spatial patterns have
emerged from… human activities
in the past…
Students can analyze a map that
shows the most likely routes and
methods by which people
inhabited what will be the state
of Washington.
Geography 3.2.1- Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present. CCSS W.H. 6-8 #2-Write informative/explanatory texts, including the narration of historical events…
Students can write an expository
essay demonstrating how people
have affected the environment
of Washington State.
Ed. Tech. 1.1.2- Use models and simulations to explore systems, identify trends, and forecast possibilities. CCSS W.H. 6-8 #4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Students can identify the trends
among the Western and Eastern
regions of Washington State.
Students can forecast possible
strengths and weaknesses of the
regions of Washington State.
Unit 1 Title of Unit: Environment and Exploration of Washington Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
How do changes in resources
and technology influence
changes in cultures and
lifestyles?
How have groups in the past
and present contributed to
the political, social, economic,
and cultural aspects of
current day Washington
State?
10 Days: Coastal & Plateau Indians
Vocabulary
Totem pole
Longhouse
Shaman
Elder
Teepee
Travois
Coastal Indians
Plateau Indians
Resources
Washington A State of Contrasts-
Chapter Three-Coastal and Plateau
Indians
History 4.1.2-Understands how themes
and developments have defined eras in
Washington State … history by:
explaining and comparing the
development of major societies in two
or more regions of the world.
Students can analyze how
resources and technology
combine to influence changes in
cultures and lifestyles.
History 4.2.2-Understands and analyzes
how cultures and cultural groups
contributed to Washington State
history.
Students can summarize the
unique cultural contributions of
the Coastal and Plateau Indians
that survive from the past to the
present.
History 4.3.1-Analyzes and interprets
historical materials from a variety of
perspectives in Washington State …
history.
CCSS W.H. 6-8 #8- Gather relevant
information from multiple print and
digital sources, using search terms
effectively…
Students can participate in
Socratic Seminar where they
discuss the similarities and
differences of the Coastal and
Plateau tribes.
AVID: The Write Path History/Social
Science: Interactive Teaching and
Learning Guide
Ed. Tech 1.1.1- Generate ideas and
create original works for personal and
group expression using a variety of
digital tools.
Students can create an original
work that demonstrates their
learning of the Coastal and
Plateau Indians.
Mid-Unit 1 Writing Task-Classroom Based Assessment-Enduring Cultures CBA
Students can write a one to three page response stating a position on how the Coastal and Plateau Indians responded to challenges and analyze how the two groups’ responses are similar or different.
Enduring Cultures CBA
Knowing about different cultural groups will help you make connections with
your community, your country, and our world. You will compare and contrast
two cultural groups and the history of their development in Washington State,
the United States, or the world, and develop a position based on this
comparison.
Directions to students1
In a cohesive paper or presentation2, you will: � State a position on how two groups responded to challenge(s) that analyzes how the two groups’ responses are similar or different.
� Provide background on your position by explaining how the two groups responded to a similar challenge with two or more examples (at least one example for each group).
� Provide reason(s) for your position that include: An analysis of one or more significant similarities and/or differences related to their responses to the challenge(s). � Make explicit references within the paper or presentation to three or more credible sources that provide relevant information AND cite sources within the paper, presentation, or bibliography. Middle School
Recommended for 6th Grade 1 This directions page guides students towards the “proficient” level (level “3”) for this CBA. To help students reach “excellent” (level “4”), please refer to the rubric or, if available, the graphic organizer. 2 Students may do a paper or presentation in response to the CBA provided that for either format, there is documentation of this response that someone outside their classroom could easily understand and review using the rubric (e.g., a videotaped presentation,
an electronic written document). Office of Superin
Office of Superintendent of Public Instruction – July 2008
Middle School
Recommended for 6th Gradetendent of Public Instruction – July 2008
Write a one to three page response stating a position on how the Coastal and Plateau Indians responded to challenges and analyze how the two groups’ responses are similar or different.
Middle School – Enduring Cultures CBA Rubric
*OSPI recommends that this CBA be used at a particular grade level and thus, the GLEs included in the rubric are for that grade. However, if the CBA is used at
another grade level within the grade band (3-5, 6-8, or 9-12), the GLEs may need to change to match the appropriate content. ** Please also refer to the document “Scoring Notes for Secondary Social Studies CBAs” when evaluating student work.
Was it destiny to move to Washington State? Washington State/Common Core Standards Covered
History 4.2.1 Understands and analyzes how individuals and movements have shaped Washington State or world history. History 4.2.3 Understands and analyzes how technology and ideas have impacted Washington State or world history. History 4.3.1 Analyzes and interprets historical materials from a variety of perspectives in Washington State or world history. CCSS-6-8.2-Cite specific textual evidence to support analysis of primary and secondary sources. CCSS 6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS 6-8.1 Write arguments focused on discipline-specific content.
Staging the Question Discuss actions students have taken that resulted in a moral conflict.
List the factors that influenced westward expansion.
Create an annotated illustration (e.g., comic strip, political cartoon, timeline) that depicts technological forces that influenced westward expansion.
Make a claim supported by evidence about the conflicts that arose from westward expansion.
Featured Sources Featured Sources Featured Sources
Source A: 1836 protest song
Source B: Image bank: 19th-entury population
Source C: Excerpts from “The Great Nation of Futurity”
Source D: Map of United States territorial acquisitions
Source E: Excerpts from James K. Polk’s Fourth Annual Message
Source F: Image bank: The California gold rush
Source G: Excerpt from the Homestead Act of 1862
Source A: Image bank: Maps of the Erie Canal routes
Source B: Chart comparing travel by dirt road and canal
Source C: Excerpts from Digging Clinton’s Ditch
Source D: Image bank: Technologies of the mid-19th century
Source E: Maps showing changing rates of travel in the United States, 1800–1857
Source A: Timeline of European and US conflicts with Native Americans
Source B: Map showing military engagements in the Mexican-American War
Source C: Excerpts from Chief Joseph’s Harper Weekly Article
Source D: Map of Washington State Indian Territory Census
Source E: Various quotes from Chief Spokan Garry
Source F: Political Cartoon from Harpers Weekly
Summative Performance Task
ARGUMENT Construct an argument that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.
EXTENSION Create a video documentary about whether or not westward expansion was destined and/or justified.
Taking Informed Action
UNDERSTAND Investigate a contemporary issue in which the United States may be benefiting from something that could be considered controversial (e.g., drilling for oil in Alaska, carbon pollution, cheap labor in emerging nations).
ASSESS Evaluate competing perspectives and evidence supporting each of these views.
ACT Share and discuss findings in a school-wide forum to which parents and other interested community members are invited.
Overview
Inquiry Description
This inquiry prompts students to investigate the factors, conditions, and conflicts related to westward
expansion in the United States before the Civil War. In the inquiry, students wrestle with various
economic, geographic, and social ideas as they consider the value of the push westward. The compelling
question “Was it destiny to move to Washington State?” prompts students to think about the historical
justification for white Americans moving west in light of what we now understand as the problems
associated with that expansion. In doing so, students explore the economic, geographic, and social
conditions as well as ways new technologies contributed to westward expansion. Students also examine
conflicts that arose as whites encountered Native peoples as well as the conflicts with Mexico over
western lands.
NOTE: This inquiry is expected to take four to six class periods. The inquiry time frame could expand if
teachers think their students need additional instructional experiences (i.e., supporting questions,
formative performance tasks, and featured sources). Inquiries are not scripts, so teachers are encouraged
to modify and adapt them to meet the needs and interests of their particular students. Resources can
also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for
students with disabilities.
Structure of the Inquiry
In order to address the compelling question “Was it destiny to move to Washington State?” students work
through a series of supporting questions, formative performance tasks, and featured sources in order to
construct an argument with evidence and counterevidence from a variety of sources.
Staging the Compelling Question To stage the compelling question “Was it destiny to move to Washington State?” students should reflect
on an action they have taken from which they benefited at the expense of another individual or group.
Teachers may support students by providing examples (e.g., getting extra playing time on a sports team,
going on a trip with one friend instead of another). Teachers may also consider having students discuss
benefits, drawbacks, and practical limitations to putting someone else’s interests above their own.
Supporting Question 1 The first supporting question—“What factors influenced westward expansion?”—asks students to consider
the economic, geographic, and social factors that influenced westward expansion. In the formative
performance task, students list the factors that prompted whites to move westward. The first two featured
sources focus on push factors, such as poor working conditions and the rapidly growing and increasingly
crowded population centers in the eastern part of the United States. The additional featured sources focus
on pull factors in the West, including the promise of cheap land in Oregon, the California gold rush, and the
Homestead Act of 1862. Included among these featured sources is a map that depicts land acquisitions in
the United States from 1783 to 1853.
Supporting Question 2 The second supporting question—“What new technologies influenced westward expansion?”—asks about
the role of technology in encouraging and supporting westward movement. In the formative performance
task, students create an annotated illustration that depicts the influence of these new technologies. The
first three featured sources present information related to the Erie Canal. The other featured sources focus
on an assortment of new technologies, such as the steamboat, railroad, and telegraph, all of which helped
improve transportation and communication to and from the West.
Supporting Question 3 The third supporting question—“What conflicts arose from westward expansion?”—turns to the unrest
that emerged between the United States and inhabitants of western lands during the antebellum period.
The formative performance task asks students to make a claim supported by evidence about the conflicts
that arose as whites moved westward. The first source is a timeline of European and United States
conflicts with Native Americans. The second source is a map depicting the Mexican War with the United
States. The remaining sources are specific to the point of view of pioneers and Native Americans during
the time surrounding the conflict, including a map of the census showing the shrinking of Native American
land holdings.
Summative Performance Task At this point in the inquiry, students have examined many influences on American expansion westward
and made a claim about the resulting conflicts. Students should be able to demonstrate their
understandings of this relationship and use evidence from multiple sources to support their claims. In this
task, students construct an evidence-based argument responding to the compelling question “Was it
destiny to move to Washington State?”
Students’ arguments are likely to vary but could include any of the following:
Given the advantages of natural geography as well as the social and economic forces of the
time, it was likely that the United States would expand westward.
The contributions of individuals, governmental policies, and new technologies made American
expansion possible, if not inevitable.
The idea that American expansion west was destined is offensive to the Mexican and Native
American inhabitants who lived there. As an extension activity, students could adapt their arguments by creating video documentaries about
whether or not westward expansion was justified. In preparing the documentaries, students could make
use of the featured sources included in the inquiry as evidence for the perspectives they advance.
Teachers may modify the extension by having students write transcripts instead of actually creating
documentaries.
Students have the opportunity to Take Informed Action by applying the historical lessons and skills
developed throughout the inquiry to a contemporary issue. To demonstrate that they understand,
students explore a contemporary issue in which the United States may benefit at the expense of another
nation or group of people (e.g., drilling for oil in Alaska, carbon pollution, cheap labor in emerging nations).
To demonstrate their capacity to assess, students evaluate competing perspectives and evidence
supporting views on both sides. To demonstrate their ability to act, students share and discuss their
findings in a school-wide forum to which parents and other interested community members are invited.
Supporting Question 1
Featured Source Source A: Unknown author, protest song sung by mill workers, Lowell, Massachusetts, 1836
1836 Lyrics Sung by Protesting Workers at Lowell
Oh! Isn't it a pity, such a pretty girl as I,
Should be sent to the factory to pine away and die?
Oh! I cannot be a slave, I will not be a slave,
For I'm so fond of liberty,
That I cannot be a slave.
Harriet Hanson Robinson, Loom and Spindle or Life among the Early Mill Girls. New York: T. Y. Crowell, 1898: 83–86.
Public domain. Available at the History Matters website: http://historymatters.gmu.edu/d/5714/.
Supporting Question 1
Featured Source Source B: Image bank: Maps and table showing 19th-century population and population density
Image 1: United States Population Density, 1820.
Courtesy of Dr. Gayle Olson-Raymer, Humboldt State University.
Image 2: N. Currier, lithograph about the Gold Rush, The Way They Go to California, 1849. “The Way They Go to California,” lithograph by N. Currier. Public domain. Library of Congress Prints and Photographs
Featured Source Source C: Harper's Weekly, August 16, 1890 Volume 34.
“If the white man wants to live in peace with the Indian....we can live in peace. There need be no
trouble. Treat all men alike.... give them all the same law. Give them all an even chance to live and
grow. You might as well expect the rivers to run backward as that any man who is born a free man
should be contented when penned up and denied liberty to go where he pleases. We only ask an even
chance to live as other men live. We ask to be recognized as men. Let me be a free man.... free to
travel.... free to stop....free to work...free to choose my own teachers.... free to follow the religion of
my Fathers.... free to think and talk and act for myself.” Chief Joseph, Nez Perce, 1887.
Supporting Question 3
Featured Source Source D: On January 3, 1891 (after the Wounded Knee massacre) The Aberdeen Saturday Pioneer published another editorial:
“The peculiar policy of the government in employing so weak and vacillating a person as General
Miles to look after the uneasy Indians, has resulted in a terrible loss of blood to our soldiers, and a
battle which, at best, is a disgrace to the war department. There has been plenty of time for prompt and
decisive measures, the employment of which would have prevented this disaster.
The PIONEER has before declared that our only safety depends upon the total extermination of the
Indians. Having wronged them for centuries we had better, in order to protect our civilization, follow it
up by one more wrong and wipe these untamed and untamable creatures from the face of the earth. In
this lies safety for our settlers and the soldiers who are under incompetent commands. Otherwise, we
may expect future years to be as full of trouble with the redskins as those have been in the past.
An eastern contemporary, with a grain of wisdom in its wit, says that when the whites win a fight, it is a
victory, and when the Indians win it, it is a massacre.”
Supporting Question 3
Featured Source Source D: Washington Territory Indian Nations and Tribes 1854 Lambert Census Map, Northwest Indian Reservations adapted from US Census Office Map 1890
Supporting Question 3
Featured Source Source E: Various Quotes from Chief Spokan Garry William S. Lewis, The Case of Spokane Garry (Fairfield, WA: Ye Galleon Press, 1987)
"When I heard of the war, I had two hearts and have had two hearts ever since, The bad heart is a little
larger than the good"
"When you first commenced to speak, you said the Walla Wallas, Cayuses and the Umatillas were to move
onto the Nez Perce reservation and the Spokane were to move there also, Then I thought you spoke bad.
Then I thought you would strike the Indians to the heart”
"When you look at the red men, you think you have more heart, more sense, than these poor Indians, I
think the difference between us and you Americans is in the clothing; the blood and the body are the
same. Do you think that because your mother was white and theirs dark, that you are higher and better? ...
I do not think we are poor because we belong to another nation. If you take the Indians for men, treat
them so now"
"I have heard that the Nez Perces were talking of war, That makes me uneasy and study much; for my part
I don't like to see them take up their arms, for they will gain nothing by it. I have heard that you talk hard
about us, by Indians, but I don't believe it; but I think it is all the Yakimas' doing, to get us to join them, but
I don't believe it, for they want me to go to war by all means; but I would rather be quiet."
"I am very sorry the war has begun, Like the fire in a dry prairie, it will spread all over the country, until
now so peaceful. I hear already from different parts rumors of other Indians ready to take in. Make peace
and the American soldiers may go about; we don't care. That's my own private opinion."
"What right do you have to dictate to us? This is our country and we will not leave it."
"My tribesmen may go (to the reservation) but as for me, I will die first,"
Supporting Question 3
Featured Source Source F: Harper's Weekly, December 28, 1878, p. 1040. Patience Until The Indian is Civilized
SECRETARY OF THE INTERIOR. “There are two methods of Indian management possible: either to herd and coral
the Indians under the walls or guns of a military force, so to speak, so as to watch them and prevent
outbreaks; or to start them at work upon their lands, to educate them, and to civilize them ...... There are
in the Army a great many gentlemen who have good ideas about the Indian Service, but it is one thing to
have ideas, and another to carry them out, and I think that the patient labor and care of detail necessary to
raise the Indian tribes to a state of civilization would not be found among the officers of the Army.”
domain-specific vocabulary clearly appropriate for the audience and
purpose
Uses mostly correct and some
varied sentence structure
Contains some errors in
conventions which may cause
confusion
Superficially uses academic and
domain-specific
vocabulary clearly appropriate
for the audience and purpose
Uses limited and/or repetitive
sentence structure
Contains numerous errors in
conventions which cause
confusion
Inadequately uses academic and
domain-specific
vocabulary clearly
appropriate for the audience and
purpose
Lacks sentence mastery (e.g.,
fragments/ run-ons)
Contains serious and pervasive errors
in conventions
Fails to use academic and
domain-specific vocabulary clearly appropriate for the
audience and purpose
Unit Two Overview Statehood to Present Day Washington
Content Summary
In Unit Two, Statehood to Present Day Washington, students will analyze how individual citizens can have large-scale impact on Washington State. Students will
also analyze various social, economic, and political movements of the 20th Century and today and will draw conclusions about what can be learned from these
historic movements. Some examples include, but are not limited to: students exploring how financial choices led to the Great Depression, how the Great
Depression impacted Washington State through the Civilian Conservation Corp, how the impact of war had both positive and negative effects on citizens, and how
new technologies have had lasting effects on Washingtonians.
Skill Summary
In this unit, students continue to practice summarizing and synthesizing both primary and secondary source documents as they compare and contrast various social, economic and political movements of the 20th Century.
Assessment Students will also have the opportunity to write a historical narrative, combining fiction with nonfiction. Like nonfiction, a historical narrative describes people who actually lived and events that actually happened. However, a historical narrative also includes fictional people and details imagined by the writer. Ahistorical narrative includes the following characteristics:
• accurate historic events and details of actual places • one person’s point of view • some characters and circumstances invented by the writer • chronological organization
Unit 2 Title of Unit: Statehood to Present-Day Essential Question
Scope and Sequence Possible Standards and Learning Target Examples
How did the advent of the
railroad impact the economy
and growth of Washington
State?
What were the main push and
pull factors that influenced
people to migrate to
Washington State?
5 Days: The Statehood Era, 1859-
1889
Vocabulary
dryland farming
industrialization
commercial farming
irrigation
Resources
Washington A State of Contrasts-
Chapter Eight-Geologic History-
The Statehood Era, 1859-1889
AVID: The Write Path
History/Social Science:
Interactive Teaching and Learning
Guide
Economics 2.2.1-Understands and
analyzes the distribution of wealth and
sustainability of resources in
Washington State.
CCSS W.H. 6-8 #1- Write
informative/explanatory texts including
the narration of historical events.
Students can analyze the
impact of economic growth
in Washington State from
1859 to 1889.
Economics 2.3.1- Understands the role
of the government in the economy of
Washington State through the creation
of money, taxation, and spending in the
past or present.
Ed. Tech. 1.1.1-Create ideas and create
original works for personal and group
expression using a variety of digital
tools.
Students can participate in a
Fishbowl discussion where
they describe the influence
of the government’s
railroad policy on the
economy of Washington
State.
History 4.2.1- Understands and
analyzes how individual movements
have shaped Washington State…
history.
CCSS R.H. 6-8 #2- Determine the central
ideas or information of a primary or
secondary source…
Students can identify the
reasons people migrated to
Washington State and its
impact on Native
Americans.
Unit 2 Title of Unit: Statehood to Present-Day Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
When is a period of time
considered a “reform”
movement?
Why is the right to vote an
important right to have?
5 Days: The Progressive Era, 1889-
1929
Vocabulary
industrialization
mass production
irrigation
unions
socialism
communism
strike
scabs
Resources
Washington A State of Contrasts-
Chapter Nine-Geologic History-The
Progressive Era, 1889-1929
AVID: The Write Path History/Social
Science: Interactive Teaching and
Learning Guide
Geography 3.2.3- Understands the
role of immigration in shaping
societies in the past and present.
CCSS W.H. 6-8 #9- Draw evidence
from informational texts to support
analysis, reflection, and research.
Students can examine the
factors leading to
immigration to Washington
State and its effect on
society.
History 4.1.2- Understands how
themes and developments have
defined eras in Washington State
history from 1854 to the present.
CCSS R.H. 6-8 #2- Determine the
central ideas or information of a
primary or secondary source; provide
an accurate summary of the source
distinct from prior knowledge or
opinions.
Students can explain how
women gained the right to
vote in Washington State and
how this defined the period
of 1889 to 1930 as a period of
reform.
History 4.2.1- Understands and
analyzes how individuals and
movements have shaped Washington
State history.
Ed. Tech. 1.3.2- Locate and organize
information from a variety of sources
Students can participate in a
Philosophical Chairs
simulation where they weigh
the costs and benefits of the
Progressive Movement on
the Labor Movement.
Unit 2 Title of Unit: Statehood to Present-Day Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
What was the impact of the
Great Depression on the
people of Washington
State?
When does the common
good become more
important than individual
rights?
When do individual rights
become more important
than the common good?
5 Days: The Great Depression and
World War II, 1929-1945
Vocabulary
Hoovervilles
Okies
Dust Bowl
Allies & Axis Powers
Internment/Incarceration Camps
Resources
Washington A State of Contrasts-
Chapter Ten- The Great Depression
and World War II, 1929-1945
Economics 2.4.1- Understands and
analyzes the distribution of wealth
and sustainability of resources in
Washington State.
Students can examine the
relationship between boom
and bust.
Students can analyze the
effect of the Great
Depression on Washington’s
resources.
Geography 3.1.1- Analyzes maps and
charts from a specific time period to
analyze an issue or event.
Students can analyze a map
of the Northwest and
construct an interpretation
about the location of
Japanese Internment
(Incarceration) camps.
History 4.1.1- Analyzes a major
historical event and how it is
represented on timelines from
different cultural perspectives.
Ed. Tech. 2.3.1- Select and use
common applications
Students can utilize
technology to create a
timeline of critical events
during the 1929-1945 era
from a unique cultural
perspective.
AVID: The Write Path History/Social
Science: Interactive Teaching and
Learning Guide
Social Studies 5.1.1-Understands
evidence supporting a position on an
issue or event.
CCSS W.H. 6-8 #1- Write arguments
focused on discipline-specific
content.
Students can examine
conflicting accounts of the
effects of dams in the Pacific
Northwest.
Students can participate in a
debate centering on the U.S.
governments decision to
incarcerate Japanese
Americans during World War
II.
CCSS R.H. 6-8 #6- Identify aspects of
a text that reveal an author’s point of
view or purpose.
Students can interpret a
primary source from a
specific historical perspective
on the Great Depression.
Note: An AVID strategy such
as “Analyzing Print
Documents” can be used to
complete this target.
Unit 2 Title of Unit: Statehood to Present-Day Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
What was the impact of economic and population growth on the native populations of Washington State during the Post War Years?
How does urban sprawl impact communities and the natural environment?
5 days: The Post-War Years, 1945-1979
Vocabulary
baby boom
suburbs
Red Scare
consumer society
legal segregation
sit-ins
Boldt Decision
Title IX
Resources
Washington A State of Contrasts-Chapter Eleven Chapter 11: The Post-War Years, 1945-1979
Since Time Immemorial-Hanford Nuclear Reservations Effects on Indian Country Lessons
Economics 2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in Washington State.
Students can examine the effect of economic growth in Washington State agriculture.
Geography 3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present.
CCSS W.H. 6-8 #1 Write arguments focused on discipline-specific content.
Students can compare how Washington State’s suburban and rural communities have impacted the environment.
Students can argue the positive or negative impact of urban sprawl on the natural environment.
History 4.4.1 Analyzes how an event in Washington State … history helps us to understand a current issue.
Students can examine how the history of damming the Snake or Columbia rivers helps us understand tensions between agricultural, environmental, and tribal communities.
CCSS R.H. 6-8 #8 Distinguish among fact, opinion, and reasoned judgment in a text.
Ed. Tech. 1.2.1 Communicate and collaborate to learn with others.
Students can use multiple sources to engage in an academic discussion about stakeholder opinions on a historical event (i.e. Red Scare, segregation, sit-ins, Boldt Decision).
Unit 2 Title of Unit: Statehood to Present-Day Resources
Scope and Sequence Possible Standards and Learning Target Examples
What are the costs
and benefits of the
trading of resources
between countries?
What are the key
aspects of the way
of life in
Washington State
economically,
environmentally,
and socially?
5 days: The Contemporary
Era, 1980 - Present
Vocabulary
recession
depression
resources (renewable & non-
renewable)
producers
consumers
Biotechnology
trade (domestic &
international)
import/export
Resources
Washington A State of
Contrasts-Chapter Eleven
Chapter 12: The
Contemporary Era, 1980 –
Present
Since Time Immemorial-
Indian Land Tenure (Boldt II)
Lessons
Economics 2.1.1- Analyzes the
importance of financial literacy in
making economic choices related to
spending, saving, and investing.
Students can examine how people in Washington
State make their choices about where to invest
their money for the highest return and lowest risk.
Students can examine how people evaluate
advertising when choosing where to spend their
money.
Social Studies 5.1.1-Understands
evidence supporting a position on an
issue or event.
CCSS W.H. 6-8 #2- Write
informative/explanatory texts…
Students can explain evidence supporting a
position on how the WTO has affected trade
between Washington and Japan.
Students can explain evidence supporting a
position on how the NAFTA has affected trade
between Washington and Canada.
Social Studies 5.2.1- Creates and uses
research questions to guide inquiry
on an issue or event.
Ed. Tech. 1.3.1- Identify and define
authentic problems and significant
questions for investigation and plan
strategies to guide inquiry
Students can use technology to create a product
(mural, collage, time capsule, etc.) that shows
their interpretation of the term “Washingtonian.”
CCSS R.H. 6-8 #8-Distinguish among
fact, opinion, and reasoned judgment
in a text.
Students can interpret various opinions regarding
Washington way of life economically,
environmentally and socially.
Unit 2 Title of Unit: Statehood to Present-Day Task
Scope and Sequence Possible Standards and Learning Target Examples Imagine that you live in Washington during the Great Depression. Describe your life using your selected topic as your lens. Where do you live? What was your previous job? Have you lived in Washington for a long time or did you just come to the state? How did the New Deal impact your life?
5 days-Unit 2 Assessment:
Topics
Economics and Poverty
Hoovervilles
Strikes and Unions
Politics
Public Works
Radicalism
Civil Rights
University of Washington
Everyday Life
Culture and the Arts
Civics 1.4.1- Understands the effectiveness of different forms of civic involvement.
Students can analyze the effect people groups or individuals had on government policy during the Great Depression.
History 4.1.1-Analyzes a major historical event and how it is represented on timelines from different cultural perspectives.
Students can describe what life was like from a specific focus during the Great Depression.
Social Studies 5.1.1- Understands evidence supporting a position on an issue or event.
Students can support a historical narrative with evidence on the Great Depression.
CCSS R.H. 6-8 #6- Identify aspects of a text that reveal an author’s point of view or purpose.
Students can write from a specific point of view in history.
CCSS W.H. 6-8 #2- Write informative/explanatory texts, including the narration of historical events…
Ed. Tech 1.1.1- Generate ideas and create original works for personal and group expression using a variety of digital tools.
Students can use a digital tool to write and share a historical narrative of a specific group’s perspective on the Great Depression.