An integrated language arts and social studies unit designed to develop student’s literacy skills while giving them an understanding of the general purpose of government, the structure and processes of Washington’s state government, and the rights and responsibilities of citizenship. The unit culminates with an optional mock legislature simulation that has students write and argue for a bill.
UC Berkeley's Harry Kreisler in conversation with the honorable Ronald V. Dellums, former congressman from California's Ninth Congressional District. Congressman Dellums not only brought to Washington the spirit and ideas of the sixties, but also earned the admiration and respect of his Washington colleagues. (59 min)
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?"
This inquiry by Ryan Theodoriches, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero.
The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling question, What is unique about living in Washington? Through this question students will understand where and why people live in Washington State. Students will dive into the regions of Washington State and define it through many characteristics. Students will ultimately choose a region to become an expert on and communicate what makes that region unique. Each student’s performance task product will reflect choice and build upon student strengths according to their skill set.
- World Cultures
- Elementary Education
- English Language Arts
- U.S. History
- Cultural Geography
- Material Type:
- Data Set
- Lesson Plan
- Primary Source
- Student Guide
- Teaching/Learning Strategy
- Unit of Study
- Leslie Heffernan
- Date Added:
Primarily Washington is the Washington State Library, Washington State Archives, and Legacy Washington's way of bridging the gap between the primary sources in our collections and the classroom. The State Library's goals include actions to promote education and life-long learning, as well as connect Washingtonians to their history. This portal will contribute to these efforts by containing content that will consist of digitized primary sources that have been partnered with curriculm developed by Washington State teachers. There are also featured exhibits for further study by students and all others wishing to learn more about the history of the Pacific Northwest.
Note: These primary sources include materials that reflect the attitudes, perspectives, and beliefs of different times. These materials are presented as part of the historical record. Inclusion of these materials does not mean endorsement of or agreement with any views expressed. But they provide opportunities for examining multiple perspectives, generating discussions and comparing and contrasting points of view over time.
As the threats of tsunami and sea level rise are joined by real and potential climate impacts, the Quinault community looks to move the lower village of Taholah to higher ground.
Washington requires the inclusion of tribal sovereignty curriculum in all schools. The Since Time Immemorial instructional materials have been endorsed by all 29 federally recognized tribes in Washington. This curriculum uses an inquiry, place-based, integrated approach and has comprehensive materials for grades K-12.
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.
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/
presents 96 historic places that bring the 200-year history of our nation's capital to life. Learn not only about famous national landmarks -- the Mall, Capitol Building, White House -- but also about historic neighborhoods and local landmarks that make the city unique.