Students learn how young people in Washington exercised their rights and responsibilities through “fish-in” protests to fight for tribal fishing rights in the 1960s. Students use this example of civic engagement to reflect on their rights and responsibilities today, then begin to consider the unit-driving question: How can we use social media to engage community members on issues of injustice? Working in teams, students examine a case study on one of three critical issues: natural resources, the environment, or hazard preparedness. The case studies help students understand how social media can be used to raise awareness and promote action. Finally, teams create a social media campaign that engages their local elected officials and community on an issue of social and environmental justice.

This unit begins with a challenge in which students must make a decision for the common good. The task highlights the importance of considering various stakeholder perspectives in order to serve the common good. Students transfer what they have learned to their study of a major dam project in Washington State. Teams focus on one of four projects (Upper Skagit Hydroelectric Project, Lower Snake River Project, Columbia River Gorge Project, Columbia River Basin Project). Each team works together to understand the perspectives of diverse stakeholders as they develop a response to the unit-driving question: How can dams in Washington serve the common good? Teams apply what they have learned to come up with a recommendation for the future of the dam project that considers how it will impact people and places.

This is a case studies that analyzes the Point Elliot and the Walla Walla Treaties. This was written to be used in a middle school classroom. Many of the primary documents were abridged in order to lower the text complexity to meet the needs of this level. This could be used in other grade levels; however, consider whether the reading level and the questioning is appropriate for your students.Essential Question: Are agreements always fair? Would you sign these treaties? What benefits and costs would result for various parties?Created by: Highline Public Schools (Burien, WA). Librarians: Lisa Carlson, Kim Meschter, Robert Vegar, and Alan Grenon. Social Studies Specialist: Lexi Samorano. 2017.

This interactive lesson helps students understand how companies use algorithms to sort job applicants. It also encourages students to reflect on how digital data mining also can contribute to the hiring process. Students examine resumes and digital data to consider the ways in which our data may open or close opportunities in an increasingly digitized hiring market.

Poster for Federal Theatre Project presentation of "Flight" at the Federal Theatre, Rainier & Atlantic, Seattle, Washington, showing an airplane. Posters of the WPA / Christopher DeNoon. Los Angeles : Wheatly Press, c1987, no. 106

These 5 posters celebrate influential Americans of Chinese Descent in the state of Washington! 

The Washington C3 Hub is designed to support teachers with high-quality instructional materials aligned to our state learning standards and reflective of the C3 Framework. Here you will find inquiries developed by teachers in districts around the state as well as other helpful materials to help embed proven social studies instructional practices into K-12 classes.

Individual resources from this site can be found in the grade band subfolders. You may also view other states' sites on the main C3 State Hub site located at: http://www.c3teachers.org/state-hubs/

Music cover showing a patriotic but fanciful portrayal of Union forces marching on the South at the opening of the Civil War. Led by a blue-uniformed officer with a drawn sword, a large troop of men march forward. All are dressed in the large white top hats, striped pantaloons, and jack boots characteristic of Yankee character Brother Jonathan. In the background, to the north, is the Potomac River and, beyond, the Washington skyline with the Capitol building.|Entered . . . 1862 by C.F. Morse . . . Mass.|John H. Bufford's, Lith. Boston.|The Library's impression of the print was deposited for copyright on January 27, 1862, and received in the State Department on July 17 the same year.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1862-1.