Spokane Public Schools 7th Grade Washington State Historyswcontent.spokaneschools.org/cms/lib/WA01000970/Centricity/domain... · Spokane Public Schools 7th Grade Washington State

Spokane Public Schools 7th Grade Washington State History

Washington State History is a requirement for high school graduation

Content Summary

In Washington State History, students study the history of Washington as it applies to geographic, political, economic, social, psychological, and cultural

perspectives. In unit one, students explore the geography of the regions of Washington and enhance their map skills. Also, students study the settling of

Washington State and examine the contributions that various cultural and immigrant groups. In unit two, students will learn about early Washington State and

continue into the 20th century and present times by studying historic movements in this era and analyzing both the positive and negative effects on our state’s

history. Moving into unit three, students investigate Washington’s foundational documents and learn about the purpose, structure, and organization of both local

and state governments.

Skill Summary

Throughout the semester, students will read and interpret evidence from various perspectives on issues and events in Washington State History. Students will also continue to review and practice the skill of determining importance and evaluating information for relevancy and accuracy. In addition to these skills, students will also focus on viewing and studying history through the lens of social science perspectives. Social science perspectives include: geographic, political, economic, cultural, sociological and psychological. Washington State History essential academic learning requirements are addressed throughout this course. These skills tie directly into the Common Core State Standards of reading, writing, speaking, and listening.

Unit Assessments Unit Two - The purpose of the Unit Two assessment is to engage students in creating a historical narrative based on The Great Depression and a fictional but realistic character of the time period. This assessment allows them to view materials from different perspectives as they read and collect nonfiction elements to include in the narrative.

Unit Three – The purpose of the Unit Three assessment is to examine two governments, which have existed side-by-side for many years. Students will

analyze by comparing and contrasting the governments of the Spokane Tribe of Indians and the State of Washington.

Public Schools 7th Grade Washington State History Semester Two-Scope and Sequence Overview

Unit Name Unit Theme Suggested # of Days

Unit 1: Environment and Exploration of Washington Geologic History 5

Unit 1: Environment and Exploration of Washington The Natural Environment 5

Unit 1: Environment and Exploration of Washington Coastal & Plateau Indians 10

Unit 1: Environment and Exploration of Washington Sea and Land Explorers 5

Unit 1: Environment and Exploration of Washington The Fur Trade Era, 1786-1846 5

Unit 1: Environment and Exploration of Washington The Early Missionaries and Pioneers, 1834-1847 5

Unit 1: Environment and Exploration of Washington Territorial Government and Indian Wars, 1847-1877 5

Unit 1: Environment and Exploration of Washington Unit 1 Assessment 5

Unit 2: Statehood to Present day Washington The Statehood Era, 1859-1889 5

Unit 2: Statehood to Present day Washington The Progressive Era, 1889-1929 5

Unit 2: Statehood to Present day Washington The Great Depression and World War II, 1929-1945 5

Unit 2: Statehood to Present day Washington The Post-War Years. 1945-1979 5

Unit 2: Statehood to Present day Washington The Contemporary Era, 1980 - Present 5

Unit 2: Statehood to Present day Washington Unit 2 Assessment: 5

Unit 3: The Government of Washington State Washington State Government and Politics 10

Unit 3: The Government of Washington State Unit 3 Assessment 5

Total Number of Suggested Days 90

Unit One Overview Environment and Early Exploration of Washington

Content Summary In Unit One: Environment and Early Exploration of Washington, students will review basic geography skills as they apply to Washington State. Students will compare the physical and cultural characteristics of each of Washington’s regions and draw conclusions about the relationship between geography and culture in Washington. Students will learn about the earliest inhabitants of Washington State, including Native Americans and early immigrant groups. Students will learn about various cultural groups in Washington State and the contributions that those groups made to the Pacific Northwest. Students will also study the concept of human- environment interaction. Multiple social-science perspectives will be applied to the study of this era. These perspectives include: geographic, political, economic, cultural, sociological, and psychological.

Skill Summary In this unit, students will explore the concept of human spatial patterns as it relates to geography and will draw conclusions about the reasons why people live where they do in Washington State. Students will read evidence from various perspectives on an event or issue in Washington State and take a position on the issue based on evidence from the readings. Students will review and continue to practice the skill of determining importance and evaluating the accuracy and relevance of what is read.

Unit Assessment Overview In the Unit One Assessment, teachers take students through an inquiry lesson based on the C3 Framework for Social Studies. Students will participate in an inquiry around the question “Was it destiny to move to Washington State?” Students will construct an argument that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views. This unit also includes a writing task that is a Classroom Based Assessment where students compare and contrast the Plateau and Native American Tribes of Washington State.

Unit 1 Environment and Exploration of Washington Essential Questions

Scope and Sequence Possible Standards and Learning Target Examples

How do the physical conditions

of local environments impact

the lifestyles of its residents?

How have past natural disasters

impacted the geography of the

State of Washington?

5 Days: Geologic History

Vocabulary

Geology

Coulees

Lahar

Bretz Floods

Resources

Washington A State of Contrasts-

Chapter One-Geologic History

AVID: The Write Path

History/Social Science: Interactive

Teaching and Learning Guide

Geography 3.1.1- Analyzes maps

and charts from a specific time

period to analyze an issue or event.

Students can identify important

geophysical and regional features of

the state of Washington.

Geography 3.2.1- Understands and

analyzes how the environment has

affected people and how people

have affected the environment in

Washington State in the past or

present.

Students can demonstrate

knowledge of the connection

between physical conditions of the

local environment and the lifestyles

of residents.

CCSS R.H. 6-8 #1- Cite specific

textual evidence to support

analysis of primary and secondary

sources.

CCSS W.H. 6-8 #9- Draw evidence

from informational texts to support

analysis, reflection, and research.

Students can properly cite sources

according to the protocols of

citation styles.

Ed. Tech. 1.1.2- Use models and

simulations to explore systems,

identify trends, and forecast

possibilities.

Students can analyze a simulation of

the Bretz Floods and explain the

effect of this historic event on our

state’s geography. Note: An AVID

strategy such as Philosophical

Chairs or Socratic Seminar can be

used to complete this target.

Unit 1 Title of Unit: Environment and Exploration of Washington Essential Questions


Why do various human spatial

patterns emerge during the

course of human history?

How do people affect their

environment in both positive

and negative ways?

How have the differences in the

climate and landscape of the

regions of Washington State

impacted its settlement.

5 Days: The Natural Environment

Vocabulary & Regions

environment

rain shadow Effect

Olympic Peninsula

Cascade Mountains

Okanogan Highlands

Columbia Basin

Blue Mountains

Willapa Hills

Puget Lowlands

Resources


Chapter Two-The Natural Environment

Geography 3.1.2- Understands

how human spatial patterns have

emerged from… human activities

in the past…

Students can analyze a map that

shows the most likely routes and

methods by which people

inhabited what will be the state

of Washington.

Geography 3.2.1- Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present. CCSS W.H. 6-8 #2-Write informative/explanatory texts, including the narration of historical events…

Students can write an expository

essay demonstrating how people

have affected the environment

of Washington State.

Ed. Tech. 1.1.2- Use models and simulations to explore systems, identify trends, and forecast possibilities. CCSS W.H. 6-8 #4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Students can identify the trends

among the Western and Eastern

regions of Washington State.

Students can forecast possible

strengths and weaknesses of the

regions of Washington State.



How do changes in resources

and technology influence

changes in cultures and

lifestyles?

How have groups in the past

and present contributed to

the political, social, economic,

and cultural aspects of

current day Washington

State?

10 Days: Coastal & Plateau Indians

Vocabulary

Totem pole

Longhouse

Shaman

Elder

Teepee

Travois

Coastal Indians

Plateau Indians

Resources


Chapter Three-Coastal and Plateau

Indians

History 4.1.2-Understands how themes

and developments have defined eras in

Washington State … history by:

explaining and comparing the

development of major societies in two

or more regions of the world.

Students can analyze how

resources and technology

combine to influence changes in

cultures and lifestyles.

History 4.2.2-Understands and analyzes

how cultures and cultural groups

contributed to Washington State

history.

Students can summarize the

unique cultural contributions of

the Coastal and Plateau Indians

that survive from the past to the

present.

History 4.3.1-Analyzes and interprets

historical materials from a variety of

perspectives in Washington State …

history.

CCSS W.H. 6-8 #8- Gather relevant

information from multiple print and

digital sources, using search terms

effectively…

Students can participate in

Socratic Seminar where they

discuss the similarities and

differences of the Coastal and

Plateau tribes.

AVID: The Write Path History/Social

Science: Interactive Teaching and

Learning Guide

Ed. Tech 1.1.1- Generate ideas and

create original works for personal and

group expression using a variety of

digital tools.

Students can create an original

work that demonstrates their

learning of the Coastal and

Plateau Indians.

Mid-Unit 1 Writing Task-Classroom Based Assessment-Enduring Cultures CBA

Students can write a one to three page response stating a position on how the Coastal and Plateau Indians responded to challenges and analyze how the two groups’ responses are similar or different.

Enduring Cultures CBA

Knowing about different cultural groups will help you make connections with

your community, your country, and our world. You will compare and contrast

two cultural groups and the history of their development in Washington State,

the United States, or the world, and develop a position based on this

comparison.

Directions to students1

In a cohesive paper or presentation2, you will: � State a position on how two groups responded to challenge(s) that analyzes how the two groups’ responses are similar or different.

� Provide background on your position by explaining how the two groups responded to a similar challenge with two or more examples (at least one example for each group).

� Provide reason(s) for your position that include: An analysis of one or more significant similarities and/or differences related to their responses to the challenge(s). � Make explicit references within the paper or presentation to three or more credible sources that provide relevant information AND cite sources within the paper, presentation, or bibliography. Middle School

Recommended for 6th Grade 1 This directions page guides students towards the “proficient” level (level “3”) for this CBA. To help students reach “excellent” (level “4”), please refer to the rubric or, if available, the graphic organizer. 2 Students may do a paper or presentation in response to the CBA provided that for either format, there is documentation of this response that someone outside their classroom could easily understand and review using the rubric (e.g., a videotaped presentation,

an electronic written document). Office of Superin

Office of Superintendent of Public Instruction – July 2008

Middle School

Recommended for 6th Gradetendent of Public Instruction – July 2008

Write a one to three page response stating a position on how the Coastal and Plateau Indians responded to challenges and analyze how the two groups’ responses are similar or different.

Middle School – Enduring Cultures CBA Rubric

*OSPI recommends that this CBA be used at a particular grade level and thus, the GLEs included in the rubric are for that grade. However, if the CBA is used at

another grade level within the grade band (3-5, 6-8, or 9-12), the GLEs may need to change to match the appropriate content. ** Please also refer to the document “Scoring Notes for Secondary Social Studies CBAs” when evaluating student work.

Å----------------------------------------------------------------------------------------------PASSING NOT PASSING --------------------------------------------------------------Æ GLE (EALR) 4 - Excellent 3 - Proficient 2 - Partial 1 - Minimal

5.4.1 Analyzes multiple

factors, generalizes and connects past to present to formulate a thesis in a paper or presentation.

4.2.2 Understands and analyzes how cultures and cultural groups

contributed to world history.

States a position on how two groups

responded to challenge(s) that:

• Analyzes how the two groups’ responses are similar or different.

• Includes a general statement of

how these groups’ experiences helps us understand a current issue or event.


responded to challenge(s) that

Analyzes how the two groups’

responses are similar or different.


responded to challenge(s) WITHOUT analyzing how the two groups’ responses are similar or different.

States a position that is vague,

implausible, or inaccurate.

4.2.2 Understands and analyzes how cultures and cultural groups contributed to world history.

Provides background on the position by:

• Explaining how the two groups

responded to a similar challenge with three or more examples (at least one example for each group).


• Explaining how the two groups

responded to a similar challenge with two examples (at least one example for each group).


• Explaining how the groups

responded to a similar challenge with one example.

Describes challenges the groups faced without explaining the groups’ responses.

Provides reasons for the position supported by evidence.

The evidence includes:

• An analysis of two significant

similarities and/or differences related to their responses to the challenge(s).

Provides reasons for the position supported by evidence.

The evidence includes:

• An analysis of one significant

similarity and/or difference related to their responses to the challenge(s).

Provides reasons for the position without analyzing a significant similarity or difference related to challenge(s) and responses of each group.

Describes similarities and differences without specific examples or without connecting them to the position.

5.4.2. Creates

annotated bibliography, or works cited page using an appropriate format. (7

th Grade)

(EALR 5.4. Creates a product…)

• Makes explicit references within the paper or presentation to four or more credible sources that provide

relevant information.

• Cites sources within the paper, presentation, or bibliography.

• Makes explicit references within the paper or presentation to three

credible sources that provide relevant information.


• Makes explicit references within the paper or presentation to two

credible sources that provide relevant information.


• Makes explicit references

within the paper or presentation to one

credible source that provides relevant information.

• Cites sources within the

paper, presentation, or bibliography.



How did the exploration of the

Pacific Northwest impact the

local Native tribes of the

region?

What was the impact of the

discovery of new technology

and resources on the

settlement by European

nations of the Pacific

Northwest?

5 Days: Sea and Land Explorers

Vocabulary

Line of Demarcation

Exclusive right

Lewis & Clark

Northwest Passage

Resources


Chapter Four-Sea and Land

Explorers


History/Social Science:

Interactive Teaching and Learning

Guide

Geography 3.1.1- Analyzes maps

and charts from a specific time

period to analyze an issue or

event.

Students can explain the

differences in exploration

patterns between European

countries in the Pacific

Northwest.




in the past…


from informational texts to

support analysis, reflection, and

research.

Students can examine a map of

the northwest and construct an

interpretation of exploration.

Note: An AVID strategy such as

Reading and Interpreting maps

can be used to complete this

target.

CCSS R.H. 6-8 #5- Describe how a

text presents information.

Students can analyze how the

textbook Washington a State of

Contrasts presents information

about explorers (by country).

Ed. Tech. 1.1.1- Generate ideas

and create original works for

personal and group expression

using a variety of digital tools.

Students can create a product

using a combination of text,

images, sound, music, and video

to inform classmates about a

new discovery in the Pacific

Northwest.



How can the pursuit of

economic gain impact the

environment and people

of particular region?

How have individuals

impacted Washington

State History in both

positive and negative

ways?

5 Days: The Fur Trade Era, 1786-

1846

Vocabulary

barter

rendezvous

Oregon Country

North West Fur Co.

Pacific Fur Co.

Hudson’s Bay Co.

Rocky Mountain Fur Co.

Resources


Chapter Five-Geologic History-

The Fur Trade Era, 1786-1846




Guide

Economy 2.2.2- Understands and

analyzes how the forces of supply

and demand have affected

international trade in Washington

State in the past.

Students can examine the relationship

between the supply of fur in the Pacific

Northwest and the demand for fur

world-wide.

History 4.2.1-Understands and

analyzes how individuals have

shaped Washington State.

Students can summarize the

contributions of fur traders and/or

entrepreneurs (such as A. Mackenzie,

D. Thompson, J. Astor, J. McLoughlin).

CCSS R.H. 6-8 #5- Describe how a

text presents information.

Students can identify the text structure

of Chapter 5, noting section headings

devoted to each fur trade company.

Note: An AVID strategy such as

Introducing the Text or Chapter Tour

can be used to complete this target.

Ed. Tech 1.1.1- Generate ideas

and create original works for

personal and group expression

using a variety of digital tools.

CCSS W.H. 6-8 #6 Use technology,

including the internet, to produce

and publish writing and present

relationships between

information and ideas clearly.

Students can create a digital product to

advertise a fur trading company and/or

recruit fur trappers to work for a

certain company.



How did the

establishment of

missions lead to the loss

of tribal tradition and

language in Washington

State?

How are the influences of

missionaries from the

past evident in present

day Washington State?

5 Days: The Early Missionaries

and Pioneers, 1834-1847

Vocabulary

immigrants

emigrants

Oregon Country

Oregon Trail

The Great Migration

Resources


Chapter Six-Geologic History- The

Early Missionaries and Pioneers,

1834-1847

Big 6 Research Process




Guide


examples of cultural diffusion in

the world from the past.

Students can explain the spread of

religious beliefs across the Pacific

Northwest.

Students can explain how the

establishment of missions led to the

loss of tribal tradition and language.

History 4.2.2 -Understands and

analyzes how cultures and

cultural groups contributed to

Washington State history.

Students can analyze how missionary

influences are present today in

Washington State.

Social Studies 5.2.1- Creates and

uses research questions to guide

inquiry on an issue or event.

CCSS W.H. 6-8 #7- Conduct short

research projects to answer a

question (including a self-

generated question)…

Ed. Tech. 1.3.1- Identify and

define authentic problems and

significant questions for

investigation and plan strategies

to guide inquiry.

Students can develop a research

question to guide inquiry on the effect

of missionary work on the Pacific

Northwest.

CCSS R.H. 6-8 #7- Integrate visual

information with other

information in print and digital

texts.

Students can evaluate visual drawings

of early missions and pioneer life for

realistic portrayal. Note: An AVID

strategy such as “Analyzing Artifacts”

can be used to complete this target.



What is the legal status of

Indian Tribes as sovereign

nations with respect to the

United States Government?

What were the political, economic, and cultural forces that led to the treaties?

How have treaties impacted

tribal life in Washington State?

5 Days: Territorial Government

and Indian Wars, 1847-1877

Vocabulary

treaty

reservation

Oregon Territory

Washington Territory

Indian Removal Act

Resources


Chapter Seven-Geologic History-

Territorial Government and

Indian Wars, 1847-1877

Since Time Immemorial-Territory

and Treaty Making Lessons

Civics 1.2.1-Understands and

analyzes the structure,

organization, and powers of

government at the local, state, and

tribal levels, including the concept

of tribal sovereignty.

Students can explain the

organization and power of a local

tribal government and territorial

government.

Civics 1.3.1- Analyzes how

international agreements have

affected Washington State in the

past.

Students can examine how tribal

agreements could be considered

international agreements.

Students can examine how

treaties have affected tribal life

in Washington.




in the past…

Students can analyze the effects

of Indian removal and the

creation of reservations.

CCSS R.H. 6-8 #7- Integrate visual

information with other

information in print and digital

texts.

Students can use multiple visual

sources (maps, photographs,

and/or timelines) to form an

opinion about the cause of

conflict between tribes and

territorial government. Note: An




Guide

AVID strategy such as “Analyzing

Multimedia” can be used to

complete this target.

Ed. Tech. 1.2.1-Communicate and

collaborate to learn with others.

CCSS W.H. 6-8 #4- Produce clear

and coherent writing in which the

development, organization, and

style are appropriate to task,

purpose, and audience.

Students can use online

programs to collaborate about

the cause(s) of conflict between

tribes and territorial

government.

Unit 1 Title of Unit: Environment and Exploration of Washington Resources

Scope and Sequence Possible Standards and Learning Target Examples C3 Framework

5 Days: Unit 1 Assessment

Vocabulary (Cultural

Groups)

Native Americans

Sea and Land Explorers

Fur Traders

Missionaries

Pioneers

Social Studies 5.2.1- Creates

and uses research questions

to guide inquiry on an issue

or event.

Students can develop a research question

about an early cultural group and their

contribution to Washington.

Social Studies 5.4.1-

Analyzes multiple factors,

makes generalizations, and

interprets primary sources to

formulate a thesis in a paper

or presentation.

Students can examine the lasting impact of

an early cultural group using a variety of

primary sources.

CCSS R.H. 6-8 #9- Analyze the

relationship between a

primary and secondary

source on the same topic.

Students can compare the C3 primary

sources with the textbook secondary sources

on the same cultural group.

CCSS W.H. 6-8 #7- Conduct

short research projects to

answer a question, drawing

on several sources and

generating additional

related, focused questions

that allow for multiple

Students can access and utilize multiple

sources to answer a research question about

the impact of an early cultural group in

Washington.

avenues of exploration.

Ed. Tech. 1.1.1-Generate

ideas and create original

works for personal and group

expression using a variety of

digital tools.

Students can generate a product using a

digital tool to express opinion(s) on an early

cultural group in Washington.

7th Grade Washington State History

Unit 1 Assessment

Was it destiny to move to Washington State?

Felix Octavius Carr Darley (artist) and Henry Bryan Hall (engraver), engraving of people moving west, Emigrants

Crossing the Plain, 1869. Public domain. Library of Congress Prints and Photographs Division, LC-USZ62-730.

http://www.loc.gov/pictures/item/93506240/.

Supporting Questions

1. What factors influenced westward expansion?

2. What new technologies influenced westward expansion?

3. What conflicts arose from westward expansion?

http://www.loc.gov/pictures/item/93506240/

Was it destiny to move to Washington State? Washington State/Common Core Standards Covered

History 4.2.1 Understands and analyzes how individuals and movements have shaped Washington State or world history. History 4.2.3 Understands and analyzes how technology and ideas have impacted Washington State or world history. History 4.3.1 Analyzes and interprets historical materials from a variety of perspectives in Washington State or world history. CCSS-6-8.2-Cite specific textual evidence to support analysis of primary and secondary sources. CCSS 6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS 6-8.1 Write arguments focused on discipline-specific content.

Staging the Question Discuss actions students have taken that resulted in a moral conflict.

Supporting Question 1 Supporting Question 2 Supporting Question 3

What factors influenced westward expansion?

What new technologies influenced westward expansion?

What conflicts arose from westward expansion?

Formative Performance Task Formative Performance Task Formative Performance Task

List the factors that influenced westward expansion.

Create an annotated illustration (e.g., comic strip, political cartoon, timeline) that depicts technological forces that influenced westward expansion.

Make a claim supported by evidence about the conflicts that arose from westward expansion.

Featured Sources Featured Sources Featured Sources

Source A: 1836 protest song

Source B: Image bank: 19th-entury population

Source C: Excerpts from “The Great Nation of Futurity”

Source D: Map of United States territorial acquisitions

Source E: Excerpts from James K. Polk’s Fourth Annual Message

Source F: Image bank: The California gold rush

Source G: Excerpt from the Homestead Act of 1862

Source A: Image bank: Maps of the Erie Canal routes

Source B: Chart comparing travel by dirt road and canal

Source C: Excerpts from Digging Clinton’s Ditch

Source D: Image bank: Technologies of the mid-19th century

Source E: Maps showing changing rates of travel in the United States, 1800–1857

Source A: Timeline of European and US conflicts with Native Americans

Source B: Map showing military engagements in the Mexican-American War

Source C: Excerpts from Chief Joseph’s Harper Weekly Article

Source D: Map of Washington State Indian Territory Census

Source E: Various quotes from Chief Spokan Garry

Source F: Political Cartoon from Harpers Weekly

Summative Performance Task

ARGUMENT Construct an argument that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.

EXTENSION Create a video documentary about whether or not westward expansion was destined and/or justified.

Taking Informed Action

UNDERSTAND Investigate a contemporary issue in which the United States may be benefiting from something that could be considered controversial (e.g., drilling for oil in Alaska, carbon pollution, cheap labor in emerging nations).

ASSESS Evaluate competing perspectives and evidence supporting each of these views.

ACT Share and discuss findings in a school-wide forum to which parents and other interested community members are invited.

Overview

Inquiry Description

This inquiry prompts students to investigate the factors, conditions, and conflicts related to westward

expansion in the United States before the Civil War. In the inquiry, students wrestle with various

economic, geographic, and social ideas as they consider the value of the push westward. The compelling

question “Was it destiny to move to Washington State?” prompts students to think about the historical

justification for white Americans moving west in light of what we now understand as the problems

associated with that expansion. In doing so, students explore the economic, geographic, and social

conditions as well as ways new technologies contributed to westward expansion. Students also examine

conflicts that arose as whites encountered Native peoples as well as the conflicts with Mexico over

western lands.

NOTE: This inquiry is expected to take four to six class periods. The inquiry time frame could expand if

teachers think their students need additional instructional experiences (i.e., supporting questions,

formative performance tasks, and featured sources). Inquiries are not scripts, so teachers are encouraged

to modify and adapt them to meet the needs and interests of their particular students. Resources can

also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for

students with disabilities.

Structure of the Inquiry

In order to address the compelling question “Was it destiny to move to Washington State?” students work

through a series of supporting questions, formative performance tasks, and featured sources in order to

construct an argument with evidence and counterevidence from a variety of sources.

Staging the Compelling Question To stage the compelling question “Was it destiny to move to Washington State?” students should reflect

on an action they have taken from which they benefited at the expense of another individual or group.

Teachers may support students by providing examples (e.g., getting extra playing time on a sports team,

going on a trip with one friend instead of another). Teachers may also consider having students discuss

benefits, drawbacks, and practical limitations to putting someone else’s interests above their own.

Supporting Question 1 The first supporting question—“What factors influenced westward expansion?”—asks students to consider

the economic, geographic, and social factors that influenced westward expansion. In the formative

performance task, students list the factors that prompted whites to move westward. The first two featured

sources focus on push factors, such as poor working conditions and the rapidly growing and increasingly

crowded population centers in the eastern part of the United States. The additional featured sources focus

on pull factors in the West, including the promise of cheap land in Oregon, the California gold rush, and the

Homestead Act of 1862. Included among these featured sources is a map that depicts land acquisitions in

the United States from 1783 to 1853.

Supporting Question 2 The second supporting question—“What new technologies influenced westward expansion?”—asks about

the role of technology in encouraging and supporting westward movement. In the formative performance

task, students create an annotated illustration that depicts the influence of these new technologies. The

first three featured sources present information related to the Erie Canal. The other featured sources focus

on an assortment of new technologies, such as the steamboat, railroad, and telegraph, all of which helped

improve transportation and communication to and from the West.

Supporting Question 3 The third supporting question—“What conflicts arose from westward expansion?”—turns to the unrest

that emerged between the United States and inhabitants of western lands during the antebellum period.

The formative performance task asks students to make a claim supported by evidence about the conflicts

that arose as whites moved westward. The first source is a timeline of European and United States

conflicts with Native Americans. The second source is a map depicting the Mexican War with the United

States. The remaining sources are specific to the point of view of pioneers and Native Americans during

the time surrounding the conflict, including a map of the census showing the shrinking of Native American

land holdings.

Summative Performance Task At this point in the inquiry, students have examined many influences on American expansion westward

and made a claim about the resulting conflicts. Students should be able to demonstrate their

understandings of this relationship and use evidence from multiple sources to support their claims. In this

task, students construct an evidence-based argument responding to the compelling question “Was it

destiny to move to Washington State?”

Students’ arguments are likely to vary but could include any of the following:

Given the advantages of natural geography as well as the social and economic forces of the

time, it was likely that the United States would expand westward.

The contributions of individuals, governmental policies, and new technologies made American

expansion possible, if not inevitable.

The idea that American expansion west was destined is offensive to the Mexican and Native

American inhabitants who lived there. As an extension activity, students could adapt their arguments by creating video documentaries about

whether or not westward expansion was justified. In preparing the documentaries, students could make

use of the featured sources included in the inquiry as evidence for the perspectives they advance.

Teachers may modify the extension by having students write transcripts instead of actually creating

documentaries.

Students have the opportunity to Take Informed Action by applying the historical lessons and skills

developed throughout the inquiry to a contemporary issue. To demonstrate that they understand,

students explore a contemporary issue in which the United States may benefit at the expense of another

nation or group of people (e.g., drilling for oil in Alaska, carbon pollution, cheap labor in emerging nations).

To demonstrate their capacity to assess, students evaluate competing perspectives and evidence

supporting views on both sides. To demonstrate their ability to act, students share and discuss their

findings in a school-wide forum to which parents and other interested community members are invited.

Supporting Question 1

Featured Source Source A: Unknown author, protest song sung by mill workers, Lowell, Massachusetts, 1836

1836 Lyrics Sung by Protesting Workers at Lowell

Oh! Isn't it a pity, such a pretty girl as I,

Should be sent to the factory to pine away and die?

Oh! I cannot be a slave, I will not be a slave,

For I'm so fond of liberty,

That I cannot be a slave.

Harriet Hanson Robinson, Loom and Spindle or Life among the Early Mill Girls. New York: T. Y. Crowell, 1898: 83–86.

Public domain. Available at the History Matters website: http://historymatters.gmu.edu/d/5714/.


Featured Source Source B: Image bank: Maps and table showing 19th-century population and population density

Image 1: United States Population Density, 1820.

Courtesy of Dr. Gayle Olson-Raymer, Humboldt State University.

http://historymatters.gmu.edu/d/5714/

Image 2: United States Population Density, 1860.

Courtesy of Dr. Gayle Olson-Raymer, Humboldt State University.

Image 3: Total United States Population 1790–1860.

The Study.com. Used with permission. http://study.com/cimages/multimages/16/population-chart.jpg.


Featured Source Source C: John O’Sullivan, magazine article about westward expansion, “The Great Nation of

Futurity” (excerpts), The United States Democratic Review, 1839

NOTE: The excerpts here are from an article by newspaper columnist John O’Sullivan, who is credited with

coining the term “Manifest Destiny.” Although he did not use the term in the article, the basic ideas

informing O’Sullivan’s notion of Manifest Destiny are described.

The American people having derived their origin from many other nations, and the Declaration of National

Independence being entirely based on the great principle of human equality, these facts demonstrate at

once our disconnected position as regards any other nation…we may confidently assume that our country

is destined to be the great nation of futurity….

The expansive future is our arena, and for our history. We are entering on its untrodden space, with the

truths of God in our minds, beneficent objects in our hearts, and with a clear conscience unsullied by the

past. We are the nation of human progress, and who will, what can, set limits to our onward march?

Providence is with us, and no earthly power can.…

All this will be our future history, to establish on earth the moral dignity and salvation of man —the

immutable truth and beneficence of God. For this blessed mission to the nations of the world, which are

shut out from the life-giving light of truth, has America been chosen; . Who, then, can doubt that our

country is destined to be the great nation of futurity?

From "The Great Nation of Futurity," The United States Democratic Review 6, no. 23 (1839): 426–430. Public domain.

The complete article can be found online at the Making of America website, Cornell University Library:

http://cdl.library.cornell.edu/cgi-bin/moa/moa-cgi?notisid=AGD1642-0006-46.

http://cdl.library.cornell.edu/cgi-bin/moa/moa-cgi?notisid=AGD1642-0006-46


Featured Source Source D: Map of United States territorial acquisitions from 1783 to the present, no date

Territorial acquisitions of the United States from 1783 to the present.

Created by US Department of the Interior & US Geological Survey. Public domain.

http://nationalmap.gov/small_scale/printable/territorialacquisition.html.

http://nationalmap.gov/small_scale/printable/territorialacquisition.html


Featured Source Source E: James K. Polk, speech that announced the discovery of gold in California, “Fourth Annual

Message” (excerpts), December 5, 1848

It was known that mines of the precious metals existed to a considerable extent in California at the time of

its acquisition. Recent discoveries render it probable that these mines are more extensive and valuable

than was anticipated. The accounts of the abundance of gold in that territory are of such an extraordinary

character as would scarcely command belief were they not corroborated by the authentic reports of

officers in the public service who have visited the mineral district and derived the facts which they detail

from personal observation.…

The effects produced by the discovery of these rich mineral deposits and the success which has attended

the labors of those who have resorted to them have produced a surprising change in the state of affairs in

California. Labor commands a most exorbitant price, and all other pursuits but that of searching for the

precious metals are abandoned. Nearly the whole of the male population of the country have gone to the

gold districts. Ships arriving on the coast are deserted by their crews and their voyages suspended for want

of sailors. Our commanding officer there entertains apprehensions that soldiers cannot be kept in the

public service without a large increase of pay. Desertions in his command have become frequent, and he

recommends that those who shall withstand the strong temptation and remain faithful should be

rewarded.

This abundance of gold and the all-engrossing pursuit of it have already caused in California an

unprecedented rise in the price of all the necessaries of life.

That we may the more speedily and fully avail ourselves of the undeveloped wealth of these mines, it is

deemed of vast importance that a branch of the Mint of the United States be authorized to be established

at your present session in California.…

The vast importance and commercial advantages of California have heretofore remained undeveloped by

the Government of the country of which it constituted a part. Now that this fine province is a part of our

country, all the States of the Union, some more immediately and directly than others, are deeply

interested in the speedy development of its wealth and resources. No section of our country is more

interested or will be more benefited than the commercial, navigating, and manufacturing interests of the

Eastern States. Our planting and farming interests in every part of the Union will be greatly benefited by it.

As our commerce and navigation are enlarged and extended, our exports of agricultural products and of

manufactures will be increased, and in the new markets thus opened they can not fail to command

remunerating and profitable prices.

Public domain. Available from Gerhard Peters and John T. Woolley, The American Presidency Project.

http://www.presidency.ucsb.edu/ws/?pid=29489.


Featured Source Source F: Image bank: The California gold rush

Image 1: Artist unknown, advertisement for traveling to California by clipper ship, c1840s.

Clipper ship advertisement, engraving by G.F. Nesbitt & Co., printer. Courtesy of UC Berkeley, Bancroft Library.

http://content.cdlib.org/ark:/13030/tf1r29p10v/?layout=metadata.

http://content.cdlib.org/ark:/13030/tf1r29p10v/?layout=metadata

Image 2: N. Currier, lithograph about the Gold Rush, The Way They Go to California, 1849. “The Way They Go to California,” lithograph by N. Currier. Public domain. Library of Congress Prints and Photographs

Division, LC-DIG-pga-05072. http://www.loc.gov/pictures/item/91481165/.



Featured Source Source G: United States Congress, law providing free land for citizens of the United States in

western territories, Homestead Act (excerpts), 1862

AN ACT to secure homesteads to actual settlers on the public domain. Be it enacted, That any person who

is the head of a family, or who has arrived at the age of twenty-one years, and is a citizen of the United

States, or who shall have filed his declaration of intention to become such, as required by the

naturalization laws of the United States, and who has never borne arms against the United States

Government or given aid and comfort to its enemies, shall, from and after the first of January, eighteen

hundred and sixty-three, be entitled to enter one quarter-section or a less quantity of unappropriated

public lands, upon which said person may have filed a pre-emption claim….Provided, that any person

owning or residing on land may, under the provision of the act, enter other land lying contiguous to his or

her said land, which shall not, with the land already owned and occupied, exceed in the aggregate one

hundred and sixty acres.

United States Statutes at Large, Vol. XII, 1862, pp. 392-394 (12 Stat. 392). Public domain.

http://www.smithsoniansource.org/content/dbqs/westwardexpansion/impact_westward_expansion.pdf.

http://www.smithsoniansource.org/content/dbqs/westwardexpansion/impact_westward_expansion.pdf


Featured Source Source A: Image bank: Maps of the Erie Canal routes

Image 1: Map of the Erie Canal routes.

Public Domain. New York State Archives.

http://digitalcollections.archives.nysed.gov/index.php/Detail/Occurrence/Show/occurrence_id/1827

http://digitalcollections.archives.nysed.gov/index.php/Detail/Occurrence/Show/occurrence_id/1827

Image 2: Map showing 19th-century canals and canals still operating today on the Erie Canal system.

© Erie Canalway, National Heritage Corridor. http://www.eriecanalway.org/documents/ErieCanalwayMap.pdf.

http://www.eriecanalway.org/documents/ErieCanalwayMap.pdf


Featured Source Source B: Chart comparing travel by dirt road and travel by the Erie canal, “Travel During the Erie

Canal Era,” circa 1825

The Erie Canal provided businesses and consumers with time and cost savings when shipping goods. The

chart below compares shipping costs by dirt road to shipping by canal in the 19th Century.

Travel During the Erie Canal Era

Dirt Road

(freight)

Canal

(freight)

Method Wagon

8 Horses

Line Boat

2 Mules

Amount of Time 15-45 Days 9 Days

Cost $100/Ton $6/Ton

Created for the New York State K–12 Social Studies Toolkit by Binghamton University, 2015 based on data from “Erie

Canal Freight” in Erie Canal: New York’s Gift to the Nation. F. Daniel Larkin, Julie C. Daniels and Jean West, ed .Albany,

NY: New York State Archives Partnership Trust, 2001.


Featured Source Source C: Paul Volpe, master’s thesis project on the influence of the Erie Canal, Digging Clinton’s

Ditch: The Impact of the Erie Canal on America, 1807-1860 (excerpt), 1984

The size, shape and nature of the United States, as it now exists, is due largely to the political, social and

economic landscape of the first half of the nineteenth century. In what was, for many reasons, the most

important period in the nation's history, the construction of the Erie Canal ranks at the top of the list,

along with the Louisiana Purchase, of the most significant events of the antebellum period, impacting

westward expansion, and in turn, the development of the nation. The canal also had other important, if

unintended, consequences for the country, including promoting nationalism and helping to preserve the

Union, which further affirm its value to the nation….

As towns emerged along the Erie Canal, bringing business, agriculture and industry to the previously

unsettled western New York, the canal helped New York City establish its trade position and develop into

the world's dominant commercial center. Additionally, the canal brought people and products west and

provided the fertile land of the Old Northwest (what is now considered the Midwest) a burgeoning market

for its produce. The emigration from New England and the northeast and the development of America's

breadbasket was at least as important to achieving Manifest Destiny as any other expansion era

movement. The economic value of the canal is immeasurable, extending beyond its significance to the

state and allowing the United States to compete in world markets. Finally, an often-overlooked

achievement of the Erie Canal, and one with enormous national significance, is the role it played

establishing a bond between the east and the west and its impact on the preservation of the Union. The

Erie Canal's impact when measured in the context of the national expansion that occurred directly prior to

the Civil War serves to vindicate the assertion that construction of the canal was an act of nationalism in

every way.

Reprinted with permission from the American Studies Programs at the University of Virginia, author Paul Volpe,

http://xroads.virginia.edu/~ma02/volpe/canal/firstpage.html.

http://xroads.virginia.edu/~ma02/volpe/canal/firstpage.html


Featured Source Source D: Image bank: Technologies of the mid-19th century

Image 1: William Strickland, engraving showing steam a steam locomotive and railway cars, Rear and Side

View of George Stephenson’s Steam Locomotive and Railroad Cars of the Stockton and Darlington Railway,

1826.

Engraving from William Strickland, Reports on Canals, Railways, Roads, and Other Subjects, made to "The Pennsylvania

Society for the Promotion of Internal Improvement." Philadelphia: H.C. Carey & I. Lea, 1826. Public domain. Library of

Congress, LC-USZ62-110386 http://www.loc.gov/pictures/item/2006675893/


Image 2: Photographer unknown, photograph of a steamship, Robert Fulton’s Clermont, the First

Steamboat, on the Hudson, c1909. NOTE: This photograph is likely of a replica of the Clermont.

Courtesy of the I. N. Phelps Stokes Collection, Miriam and Ira D. Wallach Division of Art, Prints and Photographs, The

New York Public Library, Astor, Lenox and Tilden Foundations. Public domain. Library of Congress Prints and

Photographs Division, LC-DIG-det-4a16095. http://www.loc.gov/pictures/item/det1994012454/PP/.

http://www.loc.gov/pictures/item/det1994012454/PP/

Image 3: Felix Octavius Carr Darley (artist) and Henry Bryan Hall (engraver), engraving of people moving

west, Emigrants Crossing the Plains, 1869.

Felix Octavius Carr Darley, Emigrants Crossing the Plains, engraving by Henry Bryan Hall, Jr. New York: D. Appleton &

Co., 1869. Public domain. Library of Congress Prints and Photographs Division, LC-USZ62-730.

http://www.loc.gov/pictures/item/93506240/.


Image 4. James Lloyd, map of travel and communication lines, Lloyd’s Railroad, Telegraph, and Express

Map of the United States, 1867.

Lloyd's railroad, telegraph & express map of the United States and Canada from official information. Public domain.

Library of Congress: 98688334. Library of Congress Geography and Map Division.

http://www.loc.gov/item/98688334/.

http://www.loc.gov/item/98688334/


Featured Source Source E: Charles O. Paullin and John K. Wright, maps of changing rates of travel in the United

States, 1800–1857, Atlas of the Historical Geography of the United States, 1932

Charles O. Paullin and John K. Wright, Atlas of the Historical Geography of the United States, (pages 138a, b, c, and d).

Carnegie Institution for Science: Washington, DC, 1932. Used with permission.


Featured Source Source A: Timeline of European and United States conflicts with Native Americans, 1715–1842,

2015

1715–1717: The Yamasee War was a series of violent conflicts between American colonists and a Native

American confederation centered in South Carolina. The conflicts led to disruption of many Native

American alliances and migration and loss of land for several groups, including the Yamasee and

Apalachicola.

1754–1763: The French and Indian War was a conflict between the British and French in North America

that involved Native Americans in the Haudenosaunee Confederation. The Haudenosaunee sided with the

victorious British in the conflict. While the defeat of the French allowed Native Americans and the

Haudenosaunee to consolidate their power, it also created new hostilities with the British over settlement

and land borders.

1763–1766: Pontiac's War was an unsuccessful effort led by Ottawa leader Pontiac and a loose

confederation of Native American groups to drive British soldiers and settlers out of the Ohio River Valley

after the French and Indian War. The “Devil’s Hole Massacre” of 72 British soldiers on a supply train by

Senecas, Ojibwas and Ottawas near Fort Niagara was one notable success. The conflict is often

remembered for the smallpox-infested blankets British officers gave to Native Americans at Fort Pitt in

hopes that the disease would spread and decimate the Native American populations.

1811–1813: Tecumseh’s War was a conflict between the United States and a Native American confederacy

led by Shawnee chief Tecumseh and his brother Tenskwatawa (known as “The Prophet) in the Northwest

Territory. American troops led by future president William Henry Harrison attacked and destroyed the

native settlement at Prophetstown in what is known as the Battle of Tippecanoe. As a result, the

confederation led by Tecumseh allied with the British and Canada during the War of 1812.

1813–1814: The Creek War, also known as the Red Stick War, was a conflict among different factions of

the Creek Nation and US and European powers. Led by future president Andrew Jackson, US troops

defeated a faction of Creek warriors, which led to the disputed August 8, 1814, Treaty of Fort Jackson,

where the Creek Nation ceded 21,086,793 acres in Georgia and Alabama.

1817–1818: The First Seminole War began after General Andrew Jackson led troops into then Spanish-

owned Florida in an attempt to recapture runaway slaves. Jackson and his troops burned and seized towns

along the way. The war was instrumental in Spain’s decision to cede Florida to the United States in 1819.

1832: The Black Hawk War occurred in northern Illinois and southwestern Wisconsin. The Sauk and Fox

tribes were led by Chief Black Hawk in an attempt to retake their homeland. Native American groups in the

area lost millions of acres of land as a result.

1835–1842: In the Second Seminole War, the Seminoles under Chief Osceola resumed fighting for their

land in Florida. Over many years, the Seminoles defended their territory but were ultimately defeated and

lost most of their land. While most Seminoles were forced to move west to Indian Territory, a small

number remained in Florida, where their ancestors still live today.

Created for the New York State K–12 Social Studies Toolkit by Binghamton University, 2015.


Featured Source Source B: Map of military activities during the Mexican-American War, 1846–1848, 2012

Map of the Mexican War, 1846–1848

Created by Kaldor, 2012. Reprinted under Creative CommonsAttribution-Share Alike 3.0 Unported license.

http://commons.wikimedia.org/wiki/File:Mexican%E2%80%93American_War_(without_Scott%27s_Campaign)-

en.svg.

https://en.wikipedia.org/wiki/en:Creative_Commons

https://en.wikipedia.org/wiki/en:Creative_Commons

http://commons.wikimedia.org/wiki/File:Mexican%E2%80%93American_War_(without_Scott%27s_Campaign)-en.svg

http://commons.wikimedia.org/wiki/File:Mexican%E2%80%93American_War_(without_Scott%27s_Campaign)-en.svg


Featured Source Source C: Harper's Weekly, August 16, 1890 Volume 34.

“If the white man wants to live in peace with the Indian....we can live in peace. There need be no

trouble. Treat all men alike.... give them all the same law. Give them all an even chance to live and

grow. You might as well expect the rivers to run backward as that any man who is born a free man

should be contented when penned up and denied liberty to go where he pleases. We only ask an even

chance to live as other men live. We ask to be recognized as men. Let me be a free man.... free to

travel.... free to stop....free to work...free to choose my own teachers.... free to follow the religion of

my Fathers.... free to think and talk and act for myself.” Chief Joseph, Nez Perce, 1887.


Featured Source Source D: On January 3, 1891 (after the Wounded Knee massacre) The Aberdeen Saturday Pioneer published another editorial:

“The peculiar policy of the government in employing so weak and vacillating a person as General

Miles to look after the uneasy Indians, has resulted in a terrible loss of blood to our soldiers, and a

battle which, at best, is a disgrace to the war department. There has been plenty of time for prompt and

decisive measures, the employment of which would have prevented this disaster.

The PIONEER has before declared that our only safety depends upon the total extermination of the

Indians. Having wronged them for centuries we had better, in order to protect our civilization, follow it

up by one more wrong and wipe these untamed and untamable creatures from the face of the earth. In

this lies safety for our settlers and the soldiers who are under incompetent commands. Otherwise, we

may expect future years to be as full of trouble with the redskins as those have been in the past.

An eastern contemporary, with a grain of wisdom in its wit, says that when the whites win a fight, it is a

victory, and when the Indians win it, it is a massacre.”


Featured Source Source D: Washington Territory Indian Nations and Tribes 1854 Lambert Census Map, Northwest Indian Reservations adapted from US Census Office Map 1890


Featured Source Source E: Various Quotes from Chief Spokan Garry William S. Lewis, The Case of Spokane Garry (Fairfield, WA: Ye Galleon Press, 1987)

"When I heard of the war, I had two hearts and have had two hearts ever since, The bad heart is a little

larger than the good"

"When you first commenced to speak, you said the Walla Wallas, Cayuses and the Umatillas were to move

onto the Nez Perce reservation and the Spokane were to move there also, Then I thought you spoke bad.

Then I thought you would strike the Indians to the heart”

"When you look at the red men, you think you have more heart, more sense, than these poor Indians, I

think the difference between us and you Americans is in the clothing; the blood and the body are the

same. Do you think that because your mother was white and theirs dark, that you are higher and better? ...

I do not think we are poor because we belong to another nation. If you take the Indians for men, treat

them so now"

"I have heard that the Nez Perces were talking of war, That makes me uneasy and study much; for my part

I don't like to see them take up their arms, for they will gain nothing by it. I have heard that you talk hard

about us, by Indians, but I don't believe it; but I think it is all the Yakimas' doing, to get us to join them, but

I don't believe it, for they want me to go to war by all means; but I would rather be quiet."

"I am very sorry the war has begun, Like the fire in a dry prairie, it will spread all over the country, until

now so peaceful. I hear already from different parts rumors of other Indians ready to take in. Make peace

and the American soldiers may go about; we don't care. That's my own private opinion."

"What right do you have to dictate to us? This is our country and we will not leave it."

"My tribesmen may go (to the reservation) but as for me, I will die first,"


Featured Source Source F: Harper's Weekly, December 28, 1878, p. 1040. Patience Until The Indian is Civilized

SECRETARY OF THE INTERIOR. “There are two methods of Indian management possible: either to herd and coral

the Indians under the walls or guns of a military force, so to speak, so as to watch them and prevent

outbreaks; or to start them at work upon their lands, to educate them, and to civilize them ...... There are

in the Army a great many gentlemen who have good ideas about the Indian Service, but it is one thing to

have ideas, and another to carry them out, and I think that the patient labor and care of detail necessary to

raise the Indian tribes to a state of civilization would not be found among the officers of the Army.”

Argument Essay (CCSS Writing #1) rite

rion

5 - Advanced 4 - Proficient 3 - Basic 2 - Below Basic 1 - Far Below Basic Focus/

Claim

CCSS -W:

1a

4

Insightfully addresses all aspects of the

prompt

Introduces precise claim(s) in a

sophisticated thesis statement.

Competently addresses all

aspects of the prompt

Introduces reasonable claim(s)

in a clear thesis statement

Superficially addresses all

aspects of the prompt

Introduces claim(s) in a thesis

statement

Partially addresses aspects of the

prompt

Introduces superficial or

flawed claim(s) in a weak

thesis statement

Minimally addresses some

aspect of the prompt

Fails to introduce a relevant

claim and/or lacks a thesis

statement

Organi-

zation/

Structure

CCSS –

W:

1a

1c

1e

4

Skillfully orients reader to topic(s)

in introduction

Thoroughly develops claim(s) with

relevant body paragraphs

Provides a meaningful and reflective

conclusion which draws from and

supports claim(s)

Creates cohesion through skillful use of

transition/linking words, phrases, and

clauses within and between paragraphs

Includes purposeful and logical progression

of ideas from beginning

to end

Orients reader to topic(s) in

introduction

Develops claim(s) with

relevant body paragraphs

Provides a conclusion that

follows from and supports

claim(s)

Creates cohesion through

transition/linking words, phrases, and

clauses within and between

paragraphs Includes logical progression of ideas

from beginning to end

Partially orients reader to

topic(s) in introduction

Superficially develops

claim(s) with body paragraphs

Provides a conclusion which

repetitively or partially

supports claim(s)

Creates some cohesion through

basic transition/linking words,

phrases, and/or clauses within or

between paragraphs

Includes adequate progression of

ideas from beginning to end

Inadequately orients reader to

topic(s) in introduction

Inadequately develops claim(s)

with minimal body paragraphs

Provides an inadequate

conclusion

Uses limited and/or

inappropriate

transition/linking words,

phrases, or clauses

Includes uneven progression of

ideas from beginning to

end

Fails to orient reader to

topic(s) in introduction or

introduction is missing

Fails to develop claim(s) with body

paragraphs

Omits conclusion

Uses few to no transition/

linking words, phrases, or

clauses

Includes little or no discernible

organization of ideas

Evidence/

Support

CCSS -W:

1b

9

Provides substantial and pertinent

evidence to support claim(s)

Effectively integrates and cites

credible sources and/or text evidence

Convincingly refutes specific

counter-claim(s)

Provides sufficient and relevant

evidence to support

claim(s)

Competently integrates and cites

credible sources and/or text

evidence

Competently refutes specific

counter-claim(s)

Provides limited and/or superficial

evidence to support

claim(s)

Ineffectively integrates or cites

adequate sources and/or text

evidence

Minimally refutes specific

counter-claim(s)

Provides minimal and/or

irrelevant evidence to

support claim(s)

Incorrectly integrates or cites

sources and/or text evidence that

may not be credible

Acknowledges alternate or

opposing claim(s)

Provides inaccurate, little, or no

evidence to support

claim(s)

Does not use or cite sources

and/or text evidence

Fails to acknowledge alternate or

opposing claim(s)

Analysis

CCSS-W:

1b

9

Shows insightful understanding of topic

or text

Uses persuasive and valid reasoning to

connect evidence with claim(s)

Shows competent understanding of

topic or text

Uses valid reasoning to


Shows superficial understanding of

topic or text

Uses some valid and accurate

reasoning to connect evidence with

claim(s)

Shows limited and/or flawed

understanding of topic or text

Uses limited, simplistic and/or

flawed reasoning to connect

evidence with

claim(s)

Shows no and/or inaccurate

understanding of topic or text

Reasoning is missing or does not


Language

CCSS –

L:

1

2

3

Uses purposeful and varied sentence

structure

Contains minimal to no errors in

conventions (grammar, punctuation,

spelling, capitalization)

Strategically uses academic and domain-

specific vocabulary clearly

appropriate for the audience and

purpose

Uses correct and varied

sentence structure

Contains few, minor errors in

conventions

Competently uses academic and

domain-specific vocabulary clearly appropriate for the audience and

purpose

Uses mostly correct and some

varied sentence structure

Contains some errors in

conventions which may cause

confusion

Superficially uses academic and

domain-specific

vocabulary clearly appropriate

for the audience and purpose

Uses limited and/or repetitive

sentence structure

Contains numerous errors in

conventions which cause

confusion

Inadequately uses academic and

domain-specific

vocabulary clearly

appropriate for the audience and

purpose

Lacks sentence mastery (e.g.,

fragments/ run-ons)

Contains serious and pervasive errors

in conventions

Fails to use academic and

domain-specific vocabulary clearly appropriate for the

audience and purpose

Unit Two Overview Statehood to Present Day Washington

Content Summary

In Unit Two, Statehood to Present Day Washington, students will analyze how individual citizens can have large-scale impact on Washington State. Students will

also analyze various social, economic, and political movements of the 20th Century and today and will draw conclusions about what can be learned from these

historic movements. Some examples include, but are not limited to: students exploring how financial choices led to the Great Depression, how the Great

Depression impacted Washington State through the Civilian Conservation Corp, how the impact of war had both positive and negative effects on citizens, and how

new technologies have had lasting effects on Washingtonians.

Skill Summary

In this unit, students continue to practice summarizing and synthesizing both primary and secondary source documents as they compare and contrast various social, economic and political movements of the 20th Century.

Assessment Students will also have the opportunity to write a historical narrative, combining fiction with nonfiction. Like nonfiction, a historical narrative describes people who actually lived and events that actually happened. However, a historical narrative also includes fictional people and details imagined by the writer. Ahistorical narrative includes the following characteristics:

• accurate historic events and details of actual places • one person’s point of view • some characters and circumstances invented by the writer • chronological organization

Unit 2 Title of Unit: Statehood to Present-Day Essential Question


How did the advent of the

railroad impact the economy

and growth of Washington

State?

What were the main push and

pull factors that influenced

people to migrate to

Washington State?

5 Days: The Statehood Era, 1859-

1889

Vocabulary

dryland farming

industrialization

commercial farming

irrigation

Resources


Chapter Eight-Geologic History-

The Statehood Era, 1859-1889




Guide

Economics 2.2.1-Understands and

analyzes the distribution of wealth and

sustainability of resources in

Washington State.

CCSS W.H. 6-8 #1- Write

informative/explanatory texts including

the narration of historical events.

Students can analyze the

impact of economic growth

in Washington State from

1859 to 1889.

Economics 2.3.1- Understands the role

of the government in the economy of

Washington State through the creation

of money, taxation, and spending in the

past or present.

Ed. Tech. 1.1.1-Create ideas and create

original works for personal and group

expression using a variety of digital

tools.

Students can participate in a

Fishbowl discussion where

they describe the influence

of the government’s

railroad policy on the

economy of Washington

State.

History 4.2.1- Understands and

analyzes how individual movements

have shaped Washington State…

history.

CCSS R.H. 6-8 #2- Determine the central

ideas or information of a primary or

secondary source…

Students can identify the

reasons people migrated to

Washington State and its

impact on Native

Americans.

Unit 2 Title of Unit: Statehood to Present-Day Essential Questions


When is a period of time

considered a “reform”

movement?

Why is the right to vote an

important right to have?

5 Days: The Progressive Era, 1889-

1929

Vocabulary

industrialization

mass production

irrigation

unions

socialism

communism

strike

scabs

Resources


Chapter Nine-Geologic History-The

Progressive Era, 1889-1929



Learning Guide

Geography 3.2.3- Understands the

role of immigration in shaping

societies in the past and present.


from informational texts to support

analysis, reflection, and research.

Students can examine the

factors leading to

immigration to Washington

State and its effect on

society.

History 4.1.2- Understands how

themes and developments have

defined eras in Washington State

history from 1854 to the present.

CCSS R.H. 6-8 #2- Determine the

central ideas or information of a

primary or secondary source; provide

an accurate summary of the source

distinct from prior knowledge or

opinions.

Students can explain how

women gained the right to

vote in Washington State and

how this defined the period

of 1889 to 1930 as a period of

reform.

History 4.2.1- Understands and

analyzes how individuals and

movements have shaped Washington

State history.

Ed. Tech. 1.3.2- Locate and organize

information from a variety of sources


Philosophical Chairs

simulation where they weigh

the costs and benefits of the

Progressive Movement on

the Labor Movement.



What was the impact of the

Great Depression on the

people of Washington

State?

When does the common

good become more

important than individual

rights?

When do individual rights

become more important

than the common good?

5 Days: The Great Depression and

World War II, 1929-1945

Vocabulary

Hoovervilles

Okies

Dust Bowl

Allies & Axis Powers

Internment/Incarceration Camps

Resources


Chapter Ten- The Great Depression

and World War II, 1929-1945

Economics 2.4.1- Understands and

analyzes the distribution of wealth

and sustainability of resources in

Washington State.

Students can examine the

relationship between boom

and bust.

Students can analyze the

effect of the Great

Depression on Washington’s

resources.

Geography 3.1.1- Analyzes maps and

charts from a specific time period to

analyze an issue or event.

Students can analyze a map

of the Northwest and

construct an interpretation

about the location of

Japanese Internment

(Incarceration) camps.

History 4.1.1- Analyzes a major

historical event and how it is

represented on timelines from

different cultural perspectives.

Ed. Tech. 2.3.1- Select and use

common applications

Students can utilize

technology to create a

timeline of critical events

during the 1929-1945 era

from a unique cultural

perspective.



Learning Guide

Social Studies 5.1.1-Understands

evidence supporting a position on an

issue or event.

CCSS W.H. 6-8 #1- Write arguments

focused on discipline-specific

content.

Students can examine

conflicting accounts of the

effects of dams in the Pacific

Northwest.


debate centering on the U.S.

governments decision to

incarcerate Japanese

Americans during World War

II.

CCSS R.H. 6-8 #6- Identify aspects of

a text that reveal an author’s point of

view or purpose.

Students can interpret a

primary source from a

specific historical perspective

on the Great Depression.

Note: An AVID strategy such

as “Analyzing Print

Documents” can be used to

complete this target.



What was the impact of economic and population growth on the native populations of Washington State during the Post War Years?

How does urban sprawl impact communities and the natural environment?

5 days: The Post-War Years, 1945-1979

Vocabulary

baby boom

suburbs

Red Scare

consumer society

legal segregation

sit-ins

Boldt Decision

Title IX

Resources

Washington A State of Contrasts-Chapter Eleven Chapter 11: The Post-War Years, 1945-1979

Since Time Immemorial-Hanford Nuclear Reservations Effects on Indian Country Lessons

Economics 2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in Washington State.

Students can examine the effect of economic growth in Washington State agriculture.

Geography 3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present.

CCSS W.H. 6-8 #1 Write arguments focused on discipline-specific content.

Students can compare how Washington State’s suburban and rural communities have impacted the environment.

Students can argue the positive or negative impact of urban sprawl on the natural environment.

History 4.4.1 Analyzes how an event in Washington State … history helps us to understand a current issue.

Students can examine how the history of damming the Snake or Columbia rivers helps us understand tensions between agricultural, environmental, and tribal communities.

CCSS R.H. 6-8 #8 Distinguish among fact, opinion, and reasoned judgment in a text.

Ed. Tech. 1.2.1 Communicate and collaborate to learn with others.

Students can use multiple sources to engage in an academic discussion about stakeholder opinions on a historical event (i.e. Red Scare, segregation, sit-ins, Boldt Decision).

Unit 2 Title of Unit: Statehood to Present-Day Resources


What are the costs

and benefits of the

trading of resources

between countries?

What are the key

aspects of the way

of life in

Washington State

economically,

environmentally,

and socially?

5 days: The Contemporary

Era, 1980 - Present

Vocabulary

recession

depression

resources (renewable & non-

renewable)

producers

consumers

Biotechnology

trade (domestic &

international)

import/export

Resources

Washington A State of

Contrasts-Chapter Eleven

Chapter 12: The

Contemporary Era, 1980 –

Present

Since Time Immemorial-

Indian Land Tenure (Boldt II)

Lessons

Economics 2.1.1- Analyzes the

importance of financial literacy in

making economic choices related to

spending, saving, and investing.

Students can examine how people in Washington

State make their choices about where to invest

their money for the highest return and lowest risk.

Students can examine how people evaluate

advertising when choosing where to spend their

money.

Social Studies 5.1.1-Understands

evidence supporting a position on an

issue or event.

CCSS W.H. 6-8 #2- Write

informative/explanatory texts…

Students can explain evidence supporting a

position on how the WTO has affected trade

between Washington and Japan.

Students can explain evidence supporting a

position on how the NAFTA has affected trade

between Washington and Canada.

Social Studies 5.2.1- Creates and uses

research questions to guide inquiry

on an issue or event.

Ed. Tech. 1.3.1- Identify and define

authentic problems and significant

questions for investigation and plan

strategies to guide inquiry

Students can use technology to create a product

(mural, collage, time capsule, etc.) that shows

their interpretation of the term “Washingtonian.”

CCSS R.H. 6-8 #8-Distinguish among

fact, opinion, and reasoned judgment

in a text.

Students can interpret various opinions regarding

Washington way of life economically,

environmentally and socially.

Unit 2 Title of Unit: Statehood to Present-Day Task

Scope and Sequence Possible Standards and Learning Target Examples Imagine that you live in Washington during the Great Depression. Describe your life using your selected topic as your lens. Where do you live? What was your previous job? Have you lived in Washington for a long time or did you just come to the state? How did the New Deal impact your life?

5 days-Unit 2 Assessment:

Topics

Economics and Poverty

Hoovervilles

Strikes and Unions

Politics

Public Works

Radicalism

Civil Rights

University of Washington

Everyday Life

Culture and the Arts

Civics 1.4.1- Understands the effectiveness of different forms of civic involvement.

Students can analyze the effect people groups or individuals had on government policy during the Great Depression.

History 4.1.1-Analyzes a major historical event and how it is represented on timelines from different cultural perspectives.

Students can describe what life was like from a specific focus during the Great Depression.

Social Studies 5.1.1- Understands evidence supporting a position on an issue or event.

Students can support a historical narrative with evidence on the Great Depression.

CCSS R.H. 6-8 #6- Identify aspects of a text that reveal an author’s point of view or purpose.

Students can write from a specific point of view in history.

CCSS W.H. 6-8 #2- Write informative/explanatory texts, including the narration of historical events…

Ed. Tech 1.1.1- Generate ideas and create original works for personal and group expression using a variety of digital tools.

Students can use a digital tool to write and share a historical narrative of a specific group’s perspective on the Great Depression.