This unit is designed to build inquiry about and interest in the themes and topics woven throughout Educurious’s multi-unit Washington State History course. To start off, students discover and share how they are connected to their classmates by participating in a “Web of Connectedness” activity. Throughout the unit, students engage in mapping, data visualization, and cost-benefit analyses in order to unpack the theme of connectedness and answer the unit driving question: How are people in Washington connected to each other and the rest of the world? As students learn about resources, economies, innovations, people, and places in Washington, they draft a series of six interactive community boards that educate others about the ways in which people are connected. For the culminating product of this unit, student teams finalize one of their six draft community boards to help students in their school make connections between themselves, Washington, and the world.

The Cultivating Washington curriculum is intended to be a go-to resource for Washington state middle school educators seeking student-centered instructional materials that make learning about the history of the Pacific Northwest more relevant and meaningful for students.In addition, it is a resource for agricultural education teachers, parents, and community members interested in helping students discover the history and development of agriculture in the state of Washington.

Students learn about the controversial history of a mural in Anacortes, WA, and consider what it would take to create a more inclusive and accurate mural in Anacortes today. Then students learn about the tribes, immigrants, and settlers in the region where they live and how their stories are represented in local murals in public spaces. Students draw on what they have learned to respond to the unit driving question: What decisions and whose stories define Washington state? Then, drawing on local resources such as tribal members, historical societies, and museums, students work in teams to propose a new mural that tells an inclusive story of the people and place where they live.

It is important to educate future voters about the issues, processes, and impacts of voting in elections. These resources include links to lesson plans, videos, games, and printables to assist teachers K—12 to promote civic participation and voting.

Salmon play an important role in the ways of life, culture, history, and resilience of the tribes of this region. The tribes of Washington State and the Pacific Northwest have always depended on salmon as a primary source of food. Overfishing, roads, dams, pollution, and other human practices have been a growing threat to the survival of salmon, which has impacted fishing, salmon-eaters, and the environment. These lessons introduce to children the role of salmon in the history and culture of the first peoples of our region.

The Honoring the Salmon lessons are designed to be taught as a series but can also be taught individually, adapted for each grade level, K-3. They can easily be integrated into science units on salmon, water or watersheds. Content knowledge from these lessons can provide background knowledge for 3rd grade and 4th grade Social Studies CBAs.

NOTE: These lessons are designed around fiction and non-fiction books that are not a part of the STI curriculum. Most of them are easily available through public libraries. Some may need to be purchased.

These lesson resources align to additional Washington State Social Studies, English Language Arts, Environmental and Sustainability, and Social Emotional Learning standards. A full standard curriculum document is included at the bottom of the Pathway 2 introduction page.

This online lesson provides perspectives from Native American community members and their supporters, images, news footage, an interactive timeline, and other sources about an important campaign to secure the treaty rights and sovereignty of Native Nations of the Pacific Northwest. Scroll to begin an exploration of the actions Native Nations took to address injustices.

This online lesson provides perspectives from Native American community members, images, objects, and other sources to help students and teachers understand the efforts of Native Nations of the Pacific Northwest to protect and sustain salmon, water, and homelands. Scroll to begin an exploration of the Pacific Northwest history and cultures.

Civics is the study of our national government, constitution, and the rights and responsibilities of citizenship. Topics include democracy and other forms of government; legislative, executive, and judicial functions; the political process; and foreign and domestic policies. It also includes a summary of Washington State History and local native sovereignty.

Students kick off the unit with an analysis of images by engaging in a Four Corners activity, in which they begin to unpack the many positive and negative impacts of innovations on communication, infrastructure, and workers’ rights. After this initial analysis, students listen to oral histories, read narrative accounts, and study photos of people and places, to answer the question: How does innovation impact communities in Washington? Throughout the unit, students research a transformative innovation in workers rights, communication, and infrastructure in order to create a thought-provoking photo essay about how their chosen innovation impacts people and places in Washington.

This course teaches critical learning abilities that are skills and attitudes to be taught across the curriculum: communication, problem solving or critical thinking, responsibility, and global awareness or diversity/appreciation. To these, we add information/technology literacy, and lifelong learning. By the end of the course students will be able to: Identify the major political, economic, and social developments in Pacific Northwest history and especially in the state of Washington; Integrate the perspectives of different peoples to interpret Pacific Northwest history; Describe the Pacific Northwestęs role in the context of American and world history; Apply your knowledge of Pacific Northwest history to your life by conducting an oral history and by researching and writing about issues in the region today; and Define current environmental issues in the Pacific Northwest and analyze their historical context.

This standalone Civics course was developed by educators in Puyallup School DIstrict in Washington state.

Civics is the study of our national government, constitution, and the rights and responsibilities of citizenship. Topics include democracy and other forms of government; legislative, executive, and judicial functions; the political process; and foreign and domestic policies. It also includes a summary of Washington State History and local native sovereignty.

Civics is the study of our national government, constitution, and the rights and responsibilities of citizenship. Topics in the Puyallup Civics course include democracy and other forms of government; legislative, executive, and judicial functions; the political process; and foreign and domestic policies. The course also includes a summary of Washington State History and local native sovereignty.

This model course reflects 2018 Washington state legislation regarding the High School Civics Course requirement - RCW 28A.230.094.

This course is by Puyallup School District - only submitted by Barbara Soots.

Students begin this unit by exploring the themes of humanity and community as they discuss  the many factors that influence the development of personal identities. They unpack together how we show versus hide different parts of ourselves, and how our identities can be both fixed and ever-changing. Then, students listen to oral histories by Vietnamese Americans in Washington to learn how displacement and resettlement have impacted them personally and shaped their outlook on helping others. Using evidence from these firsthand accounts, students answer the question: What can the experiences of displaced people teach us about community, resilience, and humanity? Throughout this unit, students work in teams to create a podcast where they reflect on their collective responsibility to stand in solidarity with displaced people.

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 document is an evidence-based guide that outlines the practical and policy supports needed to enable K-12 school librarians to take on leadership roles around OER, and to support OER curation efforts by librarians and all educators.

This guide is based on a study led by ISKME (iskme.org) in collaboration with Florida State University's School of Information. The study is titled “Exploring OER Curation and the Role of School Librarians". ISKME designs guides and toolkits that help educators navigate and implement new teaching and learning practices. Grounded in research, our evidence-based guides and toolkits help articulate what actually works in real education settings—and are tailored to the unique professional learning needs of our clients and their stakeholders.

The study was made possible in part by the Institute of Museum and Library Services (www.imls.gov), under grant number LG-86-17-0035-17. The findings and recommendations expressed in this document do not necessarily represent those of the Institute of Museum and Library Services.

The Since Time Immemorial: Tribal Sovereignty in Washington State instructional materials, have been developed by the Washington Office of Superintendent of Public Instruction in partnership with the Federally Recognized Tribes in Washington State, The curriculum uses an inquiry, place-based and integrated approach.

These Teacher Guides were developed by Washington educators to accompany the League of Women Voters of Washington's book The State We're In: Washington (Grade 3-5 Edition). Each chapter guide is  aligned with Washington Social Studies Learning Standards and includes a launch activity, focused notes, text-dependent questions, and an inquiry lesson developed using the C3 Framework. 

This edition of The State We’re In: Washington is a civics/history textbook designed for elementary grades 3-5. It’s many colorful images, descriptive pictures and graphics not only enhance the text but demonstrate the ethnic and geographic diversity of our state. The book was produced by the League of Women Voters of Washington Education Fund and authored by Jill Severn.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.Well before Washington was a state, tribes lived and thrived (and continue to thrive) on the land in communities and worked together for their common good. Chapter 1 focuses on how the first people of Washington governed themselves. 

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.

Chapter 2 of the State We're In: Washington explores the design of today's democracy. The resources here may be implemented separately or together to guide students toward a deeper understanding of the content therein and to develop important social studies skills.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.This chapter focuses on the concept that when governing Washington today there is a need for a complex understanding of the cultural, economical, political, environmental, and ecological needs of our state.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.There are key ideals established in state and tribal constitutions that determine the functioning of government. Washington state maintains important relationships among sovereign states (international and tribal) through both political and economic agreements. Tribes, as sovereign nations, have independent economies with different government regulations separate from the United States and Washington state. The economic impacts of tribes has been measured and positively impacts the economy of Washington in many ways.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre. Chapter 7 focuses on local government: counties, cities, towns and special districts and their role, organization, duties and services they provide to communities.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.Chapter 9 focuses on the future of the state of Washington including challenges its citizens will face and various ways the state and individuals can have an impact on that future.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.Chapter 10 focuses on the cultural, economic, political, environmental, and ecological ways in which people in Washington can become actively engaged citizens and make a difference in their communities. 

This unit is focused on the examination of a single topic, in this case, the Native Americans of the inland Northwest and conflict that arose when other non-native people started to settle in the northwest, and to specifically address the native populations that lived in the inland northwest. The materials were created to be one coherent arc of instruction focused on one topic. The module was designed to include teaching notes that signal the kind of planning and thinking such instruction requires: close reading with complex text, and specific instructional strategies or protocols are described that support students’ reading and writing with evidence are described in enough detail to make it very clear what is required of students and how to support students in doing this rigorous work. Materials include summative assessment of content and process, central texts, key resources, and protocols that support and facilitate student learning.