spokane public schools 7th grade washington state...
TRANSCRIPT
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
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
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.
Unit 1 Title of Unit: Environment and Exploration of Washington Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
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.
States a position on how two groups
responded to challenge(s) that
Analyzes how the two groups’
responses are similar or different.
States a position on how two groups
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).
Provides background on the position by:
• Explaining how the two groups
responded to a similar challenge with two examples (at least one example for each group).
Provides background on the position by:
• 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.
• Cites sources within the paper, presentation, or bibliography.
• Makes explicit references within the paper or presentation to two
credible sources that provide relevant information.
• Cites sources within the paper, presentation, or bibliography.
• Makes explicit references
within the paper or presentation to one
credible source that provides relevant information.
• Cites sources within the
paper, presentation, or bibliography.
Unit 1 Title of Unit: Environment and Exploration of Washington Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
Chapter Four-Sea and Land
Explorers
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 explain the
differences in exploration
patterns between European
countries in the Pacific
Northwest.
Geography 3.1.2- Understands
how human spatial patterns have
emerged from… human activities
in the past…
CCSS W.H. 6-8 #9- Draw evidence
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.
Unit 1 Title of Unit: Environment and Exploration of Washington Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
Chapter Five-Geologic History-
The Fur Trade Era, 1786-1846
AVID: The Write Path
History/Social Science:
Interactive Teaching and Learning
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.
Unit 1 Title of Unit: Environment and Exploration of Washington Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
Chapter Six-Geologic History- The
Early Missionaries and Pioneers,
1834-1847
Big 6 Research Process
AVID: The Write Path
History/Social Science:
Interactive Teaching and Learning
Guide
Geography 3.2.2- Understands
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.
Unit 1 Title of Unit: Environment and Exploration of Washington Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
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.
Geography 3.1.2- Understands
how human spatial patterns have
emerged from… human activities
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
AVID: The Write Path
History/Social Science:
Interactive Teaching and Learning
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?
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/.
Supporting Question 1
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.
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.
Supporting Question 1
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.
Supporting Question 1
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.
Supporting Question 1
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.
Supporting Question 1
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.
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/.
Supporting Question 1
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.
Supporting Question 2
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
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.
Supporting Question 2
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.
Supporting Question 2
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.
Supporting Question 2
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/.
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/.
Supporting Question 2
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.
Supporting Question 3
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.
Supporting Question 3
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.
Supporting Question 3
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.
Supporting Question 3
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.”
Supporting Question 3
Featured Source Source D: Washington Territory Indian Nations and Tribes 1854 Lambert Census Map, Northwest Indian Reservations adapted from US Census Office Map 1890
Supporting Question 3
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,"
Supporting Question 3
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
connect evidence with claim(s)
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
connect evidence with claim(s)
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
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
Chapter Eight-Geologic History-
The Statehood Era, 1859-1889
AVID: The Write Path
History/Social Science:
Interactive Teaching and Learning
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
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
Chapter Nine-Geologic History-The
Progressive Era, 1889-1929
AVID: The Write Path History/Social
Science: Interactive Teaching and
Learning Guide
Geography 3.2.3- Understands the
role of immigration in shaping
societies in the past and present.
CCSS W.H. 6-8 #9- Draw evidence
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
Students can participate in a
Philosophical Chairs
simulation where they weigh
the costs and benefits of the
Progressive Movement on
the Labor Movement.
Unit 2 Title of Unit: Statehood to Present-Day Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
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
Washington A State of Contrasts-
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.
AVID: The Write Path History/Social
Science: Interactive Teaching and
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.
Students can participate in a
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.
Unit 2 Title of Unit: Statehood to Present-Day Essential Questions
Scope and Sequence Possible Standards and Learning Target Examples
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
Scope and Sequence Possible Standards and Learning Target Examples
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.