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 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 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 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 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.

In 1862, Congress passed and President Lincoln signed the Pacific Railroad Bill, which granted public land and funds to build a transcontinental railroad. The Central Pacific Railroad would lay tracks from California heading east, and the Union Pacific Railroad would lay tracks from the Missouri River west. The photograph taken in Placer County, "Grading the Central Pacific Railroad," shows some of the construction. Work on the railroad was physically difficult and at times dangerous, and attracting workers was a challenge. The majority of the Central Pacific's laborers were Chinese. A Chinese worker is shown in the image "Heading (top cut) of East Portal, Tunnel No. 8." Both railroad companies actively recruited Chinese laborers because they were regarded as hard workers and were willing to accept a lower wage than white workers, mostly Irish immigrants. As construction progressed, the Central Pacific and the Union Pacific competed to see which could lay the most track each day. A photograph of a sign near Promontory Park, Utah, commemorates the day that Central Pacific crews laid an unprecedented 10 miles of track. The meeting of the two sets of tracks ? the "gold spike" ceremony ? took place on May 10, 1869. Several photographs and drawings depict this historic moment. Now the country was connected as never before: a journey between San Francisco and New York that previously took up to six months now took only days. The photograph "High Bridge in Loop," from Views from a Trip to California, shows a train passing quickly through a mountain pass. The transcontinental railroad allowed people to travel more, farther, and in pleasant conditions, as reflected in the photograph "Commissary Car, 'Elkhorn Club.'" The photograph "Knights of Pythias at the Santa Fe Railway Station, Anaheim" shows an example of the popularity of trains. Even as the transcontinental railroad brought the new country together, it brought change to the world of Native Americans. The tracks ran through a number of tribal territories, bringing into conflict cultures that held very different views of the land and how it might be used and lived on. The painting The First Train, by Herbert Schuyler, depicts three Indians pointing past their encampment at a train in the far distance. The railroad also brought an increasing number of European Americans west. One consequence of this influx was the depletion of the buffalo herds, a major food source for Plains Indians. European Americans would often shoot buffalo for sport from the train; by 1880, the buffalo were mostly gone and Plains Indians had been gathered onto reservations. Millions of acres of open grassland were being settled by the people moving west. Eventually, much of this land became the farmland that fed a growing nation. The transcontinental railroad opened up the West to the rest of the country, even if they never made the trip themselves. A Currier & Ives hand-colored lithograph depicts a train running along the Truckee River in Northern California. The San Francisco publishing firm of Lawrence & Houseworth hired photographers and published photographic tourist catalogs containing views of the West, which they sold commercially. The railroad took hold in popular culture, as shown by sheet music for the song "New Express Galop [sic]." There was even a railroad board game illustrating "Railroads Between New York and San Francisco, California, with Scenes on the Way."