| · | Chapters 1 | |
| · | Chapter 2, pages 28-29 and 31-33 | |
| · | Chapter 3 | |
| · | Chapter 6 | |
| · | Chapter 7 | |
| · | Chapter 13 | |
| · | Chapters 8 - 12 | |
| · | Hanford Nuclear Reservation | |
| · | Salmon | |
| · | Japanese Internment | |
| 1. | What makes each of the five regions of Washington State unique? | |
| 2. | How have the physical features of Washington State influenced the culture of Ancient Native Americans? | |
| 1. | What were the factors that led Washington from a territory to a state? | |
| · | What were the challenges of pioneer life? | |
| · | How did different perspectives cause conflict between Native Americans and pioneers and what were the effects? | |
| · | How did Washington’s early industries develop and why were they important? | |
| · | What challenges and opportunities did immigrant groups experience in Washington Territory? | |
| 1. | Why do we need government? | |
| 2. | What are the roles and duties of the three branches of government? | |
| 3. | How are the structures of federal, state, local and tribal governments similar and different? | |
| 4. | How and why are Washington state residents taxed? | |
| 5. | How is tax money used by state and local governments to provide services to their residents? | |
| 6. | How are Washington State citizens involved in creating laws? | |
| 7. | What are the responsibilities of citizenship? | |
| 1. | How have federal governmental decisions impacted people and resources of Washington State? | |
| 2. | How do events in history lead to current challenges? | |
| Unit 1 | Physical and Human Geography | Calendar:
Trimester 1, 3 weeks |
| Resources: (What resources are needed for instruction?) |
| Required Resources we have:
Chapter 1 Chapter 2 – p 28-29 Chapter 2 – p. 31-33 Chapter 3 Resources we need: Create a Mapping Lab | Recommended Resources:
Video resources for quick understanding of geology Teacher Guide – p. 41 (can be modified) |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Physical features vary by region and influence the development of culture and economy. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| 1. What makes each of the five regions of Washington State unique?
2. How have the physical features of Washington State influenced the culture of Ancient Native Americans? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
5 Regions · Major Land Forms · Climate · Major Industries · Major Cities · Recreation · Population demographics Mt. St. Helens |
Ancient Native Americans · Coastal and Plateau · Where they lived · Housing · Foods · Arts and Crafts · Technology and Tools · Trade · Gender Roles/Social Structure · Religion | Skills - Students will be able to…
Skimming and Scanning Note Taking Using Text Forms and Features Comparing and Contrasting |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Geography:
3.1.2 Understands how human spatial patterns have emerged from natural processes and human activities in the past or present. 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. |
| Unit 2 | Road to Statehood | Calendar:
Trimester 1, 3 weeks |
| Resources: (What resources are needed for instruction?) |
| Required Resources we have:
Territory – Ch. 5, p. 84-85 George Washington Bush – Ch 5, p. 83 Chapter 6 Chapter 7 Resources we need: Find video to fill hole left between 3 & 6 | Recommended Resources:
United Streaming – opening of the west to help connect between Chapter 3 and 6 Teacher Guide – pg. 67 Chapter 6 Test (pg. 79), Part B Railroad Poster – pg. 110 |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Growth of a diverse population leads to challenges and opportunities. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| What were the factors that led Washington from a territory to a state?
· What were the challenges of pioneer life? · How did different perspectives cause conflict between Native Americans and pioneers and what were the effects? · How did Washington’s early industries develop and why were they important? · What challenges and opportunities did immigrant groups experience in Washington Territory? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Isaac Stevens Chief Joseph George Washington Bush Immigrants Federal Land Grant Klondike Gold Rush Natural Resource Economy Transcontinental Railroad |
Boundaries Treaty Territory Statehood Reservation · Dawes Act · Indian Homestead Act Chinese Exclusion Act | Skills - Students will be able to…
Cause and Effect Timeline Analyzing Primary Source Documents (Chief Joseph Speech) |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Economics:
2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. Geography: 3.2.2 Understands examples of cultural diffusion in the world from the past or in the present. 3.2.3 Understands the role of immigration in shaping societies in the past or present. History: 4.1.2 Understand how the following themes and developments help to define eras in Washington State history from time 1854 to the present: · Territory and treaty-making (1854-1889). 4.2.1 Understands and analyzes how individuals and movements impact Washington State and world history. 4.2.2 Understands and analyzes how cultures and cultural groups contributed to Washington State and world history. 4.2.3 Understands and analyzes how technology and ideas have impacted Washington State and world history. 4.3.1 Analyzes and interprets historical materials from a variety of perspectives in Washington State and world history. 4.3.2 Analyzes multiple causal factors that shape major events in Washington State and world history. |
| Unit 3 | Washington State Government | Calendar:
Trimester 1, 3 weeks |
| Resources: (What resources are needed for instruction?) |
| Required Resources we have:
Chapter 13 Teachers Guide 157-159 Teachers Guide p. 167 Teachers Guide p. 168 Resources we need: Tribal Government Information | Recommended Resources: |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Government provides stability and structure. Citizens have rights, privileges and responsibilities. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| Why do we need government?
What are the roles and duties of the three branches of government? How are the structures of federal, state, local and tribal governments similar and different? How and why are Washington state residents taxed? How is tax money used by state and local governments to provide services to their residents? How are Washington State citizens involved in creating laws? What are the responsibilities of citizenship? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge –
Students will know… Constitution Amendments Citizen Executive Legislative Judicial Initiative Referendum |
Federal Government State Government Local Government Municipal Government Tribal Government Representative Legislator Precinct Absentee Ballot |
Legislative District Congressional District Primary Election General Election Veto Repeal Income Tax Sales Tax Property Tax | Skills –
Students will be able to… Compare and Contrast |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics:
1.2.1 Understands and analyzes the structure, organization, and powers of government at the local, state, and tribal levels including the concept of tribal sovereignty. 1.2.3 Understands various forms of government and their effects on the lives of people in the past or present. 1.4.1 Understands the effectiveness of different forms of civic involvement. Economics: 2.3.1 Understands and analyzes the role of government in the economy of Washington State through taxation, spending, and policy setting in the past or present. |
| Unit 4 | Challenges in State History | Calendar:
Trimester 1, 3 weeks |
| Resources: (What resources are needed for instruction?) |
| Required Resources we have:
Primary Source Documents Densho.org Website Chapters 8 – 12 | Resources we need:
Specific Resources for each option Primary Sources for each option |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Governmental decisions impact our daily lives. Balancing individual rights with the common good is an ongoing challenge. Today’s challenges often have roots in the past. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| How have federal governmental decisions impacted people and resources of Washington State?
How do events in history lead to current challenges? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Option 1: Japanese Internment Japanese Internment (p. 157-160, 175) Pearl Harbor Primary Document: Executive Order 9066 Relocation Center Gordon Hirabayashi Economic Causes and Consequences Possible Overview: Civil Rights (p. 174-177) · Hispanic Americans · Native Americans · African Americans · Asian Americans | Knowledge - Students will know…
Option 2: Salmon Treaties with Native Americans Boldt Decision 1974 Grand Coulee Dam Columbia Basin Irrigation Project International Treaties Primary Document: Medicine Creek Treaty Cannery Workers’ Rights/Discrimination Salmon Industry Today Conservation (Resource Management) Environmentalism (Resource Protection) | Knowledge - Students will know…
Option 3: Hanford Nuclear Reservation Towns of Hanford and White Bluff WWII Atomic Bomb Technological Advances Nuclear Waste dumpsite (1980’s) Hanford Nuclear Reservation Cold War Energy Production Environmental Impact Hanford Downwinders Growth of Tri-Cities Plutonium Clean-up Effort Educational Impact Economic Impact |
| Skills – Students will be able to…
Analyzing and Discussing Multiple Perspectives Analyzing Primary Source Documents to draw conclusions |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics:
GLE 1.2.3 Understands various forms of government and their effects on the lives of people in the past or present. GLE 1.3.1 Analyzes how international agreements have affected Washington State in the past or present. **Grade 8 GLE 1.4.1 Analyzes how a position on an issue attempts to balance individual rights and the common good. Geography: GLE 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. History: GLE 4.1.2 Understand how the following themes and developments help to define eras in Washington State history from time 1854 to the present: Great Depression and World War II (1930 - 1945). New technologies and industries (1945 - 1980). Contemporary Washington State (1980 - present). GLE 4.4.1 Analyzes how an event in Washington State or world history helps us to understand a current issue. Social Studies Skills: GLE 5.3.1 Analyzes and responds to multiple viewpoints on public issues brought forth in the context of a discussion. GLE 5.4.1 Analyzes multiple factors, makes generalizations, and interprets primary sources to formulate a thesis in a paper or presentation. |