The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling questions, “Where are we?” and “Who are we?” Through these two questions students will understand where they live and where people around the world live. Students will also dive into the term “culture” and define it through many characteristics. Students will examine and reflect upon their own culture and research different cultures of North America.

The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

COVID-19 has caused so many changes in our lives. What are we doing differently now? Why are we doing those things, and how do we feel about all of the changes? In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

This C3 Teachers inquiry leads students through an examination of modern day United States and global politics by investigating the Internet’s role in either helping or hampering democratic processes. By investigating the compelling question, students consider the impact of increased access to information (and misinformation) on the political process, how it shapes political discourse on the individual and public level, its role in democratization of information on the global stage, as well as how students see these features impacting their own political interactions.

This inquiry by Kristina Labadie, Evergreen Public Schools, is based on the C3 Framework inquiry arc. Third-grade students view the lifestyle and cultural development of Early Native Americans through the same lens of how lifestyles today have developed.

This inquiry by Karen Morley-Smith, Evergreen Public Schools, is based on the C3 Framework inquiry arc. Through shared reading, videos, articles, class discussions, reflections, and the study of natural rights and common good, students develop a rich understanding of the honey bee's role in the survival of life.

This inquiry by Melissa M. Kunert, Evergreen Public Schools, is based on the C3 Framework inquiry arc. This inquiry provides an opportunity for students to analyze the constitution as it pertains to life today. Becoming a responsible citizen in society is an important role that also requires education about how our constitution was first written and that changes can always be made in our world

This inquiry by Amy Johnson, Longview Public Schools, is based on the C3 Framework inquiry arc. The students will highlight the two primary sources then reflect. They will then do the Open Mind activity illustrating both points of view they learned from the primary sources, develop a three-event timeline and create a newspaper front page describing “What really happened March 5, 1770.”

This inquiry by Cynthia Yurosko, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry provides students with the opportunity to analyze, through the evaluation of words, how conflicts between the U.S. government and Native American tribes arose. Students will be asked to investigate federal reports, speeches, and news reports to discern U.S. leaders’ perspectives and compare these biases to the words of Native American leaders Chief Red Eagle and Chief Tecumseh.

This inquiry by Joshua Parker, North Thurston Public Schools, is based on the C3 Framework's inquiry arc. The inquiry takes students through a consideration of what the duties of citizenship are. Students consider current controversies about behavior during the national anthem, historical reasons behind revolutionary and loyalist perspectives during the revolutionary era, and by applying learning to answer how loyalty and opposition play a part in actions of engaged citizens.

This inquiry by Amy Johnson, Longview Public Schools, is based on the C3 Framework inquiry arc. Students will look at multiple points of view on an assigned Intolerable Act. After researching primary sources, student will create a newspaper using BEST evidence from their sources that answers the question, "Why would this event the colonists to revolt?"

What can we learn about characters from their thoughts and their actions?

This inquiry from the Washington State History Museum focuses on the literacy skill of using details from the text to support observations and inferences about characters. To practice this skill, students read Baseball Saved Us, a fictional story about an incarcerated Japanese American family during World War II. Students also learn about the real-life experiences of incarcerated Japanese Americans via objects from the Washington State History Museum’s collection, and other historical resources.

Each of the four lessons in this module is designed to take about 45 minutes to teach, and to be integrated
with your ELA or literacy block.

Watch the companion video, REMEMBRANCE: A Legacy of Executive Order 9066, on YouTube: https://youtu.be/s4-GfWDEukE

How does non-violent direct action function as a response to injustice?

This inquiry from the Washington State Historical Society focuses on Japanese American incarceration during World War II, and asks students to analyze Japanese Americans’ responses to this injustice through the lens of non-violent direct action. It consists of five lessons, and a suggested summative assessment, as well as possible extensions. Each lesson is intended to take between 45 and 75 minutes, and some may need to be divided over multiple class sessions.

The intent of this curriculum is not only to help students learn about what incarceration was, and why it
happened, but also to help them understand the varied responses of Japanese Americans to incarceration. They will arrive at these new understandings by practicing the skills of history including artifact analysis, identifying patterns, and developing informed empathy for historical figures. Images of and links to primary sources are provided throughout.

Watch the companion video, REMEMBRANCE: A Legacy of Executive Order 9066, on YouTube: https://youtu.be/s4-GfWDEukE

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.

Chapter 4 focuses on the significant amount of change the state of Washington experienced from 1900 to 2000. 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 8 focuses on the natural resources in the state of Washington including challenges the government faces when competing interests are at stake, as well as 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 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.