This inquiry takes students through analysis and evaluation of the Compelling Question “Should Washington State Ban the use of Native American mascots in their schools?” Students will be learning about the persuasive techniques of Political Cartoons, analyzing articles and images, reading interviews, and watching YouTube videos. The summative performance task is writing a letter to the Washington State Board of education stating their claim on whether or not they should or shouldn't allow schools to use Native American mascots.

The original Native American story component lesson was developed as part of an Office of Superintendent of Public Instruction (OSPI) and Washington State Leadership and Assistance for Science Education Reform (LASER) project funded through an EPA Region 10 grant. The stories were told by Roger Fernandes of the Lower Elwha Klallam tribe. Mr. Fernandes has been given permission by the tribes to tell these stories.As these lessons and stories were shared prior to the adoption of the Washington State Science Learning Standards in 2013, there was a need to align these stories with the current science standards. This resource provides a current alignment and possible lesson suggestions on how these stories can be incorporated into the classroom. This alignment work has been funded by the NGSS & Climate Science Proviso of the Washington State Legislature as a part of North Central Educational Service District's award.

President John Adams sent this message nominating John Marshall to be Chief Justice of the Supreme Court.

Washington state has developed a set of civics assessments that are multi‐stepped tasks or projects aligned to specific state standards, which target skills and knowledge necessary for engaged, informed citizenship.

Developed by the World Affairs Council of Seattle, this teaching and learning module provides a series of lessons that engage students in exploring the United Nations Sustainable Development Goals. With 17 goals in total, this ambitious framework targets local and global issues ranging from ensuring quality education for all to mitigating climate change. This set of lessons has student facing materials translated into Romanian. __________Elaborat de Consiliul de Afaceri Mondiale din Seattle, acest modul de predare și învățare oferă o serie de lecții care implică elevii în explorarea Obiectivelor de Dezvoltare Durabilă ale Organizației Națiunilor Unite. Cu un total de 17 obiective, acest cadru ambițios vizează probleme locale și globale, de la asigurarea unei educații de calitate pentru toți la atenuarea schimbărilor climatice.

Developed by the World Affairs Council of Seattle, this teaching and learning module provides a series of lessons that engage students in exploring the United Nations Sustainable Development Goals. With 17 goals in total, this ambitious framework targets local and global issues ranging from ensuring quality education for all to mitigating climate change. This set of lessons has student facing materials translated into Spanish. .Desarrollado por el Consejo de Asuntos Mundiales de Seattle, este módulo didáctico proporciona una serie de lecciones que involucran a los estudiantes en la exploración de los Objetivos de Desarrollo Sostenible de las Naciones Unidas. Con un total de 17 objetivos, este marco ambicioso apunta a problemas locales y globales que van desde garantizar una educación de calidad para todos hasta mitigar el cambio climático.

The road to Emancipation was indeed stony! Enslaved people struggled to free themselves and loved ones, one person at a time.

This activity includes primary sources from the official records of the U.S. District Court at Boston that tell the story of William and Ellen Craft, a young couple from Macon, GA, who escaped to freedom in Boston in 1848. The two traveled together, Ellen as a White gentleman (she was the daughter of an African-American woman and a White master and passed as White), and William as her slave valet. They made their way to Boston, and lived in the home of Lewis Hayden, a former fugitive and abolition activist.

With the passing of the Fugitive Slave Act in September, 1850, the Crafts' respective owners employed the legal system to regain their escaped property. A U.S. Marshal was sent to the home of Lewis Hayden. Hayden refused to let the marshal in and threatened to ignite kegs of gunpowder; the Marshal left. Ellen and William fled to Britain, where they remained for 20 years. They eventually returned to the United States and settled back in Georgia.

In this activity, students will examine historic documents about these fugitives from slavery. Then, using the documents, they will construct historical narratives to tell their story. They can explore perspective and use standard elements of writing (plot, character, setting, conflict, impact). Thinking about essential questions/topics, they will begin their writing with a topic/opening sentence that sets out the main idea.

In 1963, Ernesto Miranda was arrested in Arizona and charged with kidnapping, robbery, and rape. When questioned by police, Miranda confessed. He was tried and convicted based on his confession. Miranda appealed his conviction to the U.S. Supreme Court, which ruled in 1966 that statements made by the accused may not be admitted in court without procedural safeguards. Page 31 from the decision describes two of those safeguards—the accused’s right to remain silent and to have an attorney present during questioning. Selected pages are shown.

Learn about George Washington's creation of the cabinet, an advisory group for the President of the United States of America, and the cabinet's place in White House history. Featuring Dr. Lindsay Chervinsky, historian at the White House Historical Association and author of The Cabinet: George Washington and the Creation of an American Institution (available April 2020).

These activities highlight Native American games that build body and spirit through exercise. Washington Physical Education standards seen in these activities are identified. Though written here with an eye towards elementary level students, these games are played by all ages.Consultation, review, and feedback of the Native American Games unit was provided by: Rachel Sullivan-Owens, Jamestown S’Klallam Tribe Cultural Coordinator and Cindy Kelly, Lower Elwha S’Klallam Tribe WSSDA Tribal Ambassador.

We’re excited to announce a partnership between the public television stations across Washington and OSPI.  Your local public television station is helping support educators, parents and caregivers with a variety of free high-quality, accessible educational media resources. The PBS KIDS 24/7 channel and PBD KIDS programming on the main channel (for young learners ages 2-8) and the WORLD channel At-Home Learning Service (for learners grades 6-12) feature broadcast programming linked to at-home learning resources that can be used by educators to supplement distance learning plans, or by parents to provide added enrichment and support for children’s educational needs. With both channels available free over the air, these educational programs can reach families who do not have internet access or computers at home.

In this unit from Central Valley School District in Washington, students dive into inquiry, engaging with compelling questions to help learn about the culture of some of their tribal neighbors and the forces that brought change to the northwest: fur trade era and exploration. The module includes detailed teaching notes for planning and executing instruction, emphasizing close reading of complex texts and specific strategies for supporting students' evidence-based reading and writing. It provides clear requirements for student work, along with summative assessments, central texts, key resources, and protocols to facilitate learning.

Students begin this unit by discussing their relationship with art, and the extent to which they believe art drives resistance movements. Students then participate in a Gallery Walk that highlights how members of the Puerto Rico community in the Young Lords used art to advance their ideas and preserve their culture. Students center the activism of Indigenous peoples in Puerto Rico by studying bomba music and murals. This helps them understand the roots of art—both visual and performance—as activism, and respond to the question: How can understanding Latinidad through art help us confront social and political injustices? Throughout this unit, students work in teams to create a poster series that inspires civic engagement and action on issues of social and political injustice.

The White House is a stage for the peaceful transfer of power from one administration to the next. Discover how the transfer from John Adams to Thomas Jefferson set this precedent. Featuring Dr. Matthew Costello, Senior Historian at the White House Historical Association.

Print the Preamble of the U.S. Constitution sheet seen here. There are 7 spaces for you to draw your idea of what each phrase means. What does “We the People” look like to you? Draw your idea on the dotted line.

On Tuesday, January 20, 2009, the presidential oath of office was administered for the seventieth time, the fifty-eighth such ceremony in a location in Washington, D.C, the fifty-second at the United States Capitol, and the seventh on the west front of the Capitol; but even more historically, for the first time in American history it was taken by an African American.

Primarily Washington is the Washington State Library, Washington State Archives, and Legacy Washington's way of bridging the gap between the primary sources in our collections and the classroom. The State Library's goals include actions to promote education and life-long learning, as well as connect Washingtonians to their history. This portal will contribute to these efforts by containing content that will consist of digitized primary sources that have been partnered with curriculm developed by Washington State teachers. There are also featured exhibits for further study by students and all others wishing to learn more about the history of the Pacific Northwest.

Note: These primary sources include materials that reflect the attitudes, perspectives, and beliefs of different times. These materials are presented as part of the historical record. Inclusion of these materials does not mean endorsement of or agreement with any views expressed. But they provide opportunities for examining multiple perspectives, generating discussions and comparing and contrasting points of view over time.

Students analyze James Madison’s notes to understand why delegates at the Constitutional Convention in 1787 compromised on equality in order to form a United States government, what steps they later took to create a Bill of Rights, and whose rights were protected and whose were not. Students learn about key efforts to uphold the rights of people in the United States, from the Constitutional Convention in 1787 to examples of participatory journalism today in order to respond to the question: How can we use examples of activism from the past and present to recognize America’s potential for living up to its democratic ideals? Students then analyze artifacts from the Colored Conventions, which was one of the first Black political intellectual movements in the United States to advocate for the rights of people who have been marginalized. Students create an original political pamphlet to raise awareness and inspire action on issues of injustice and inequality today.

Civics is the study of our national government, constitution, and the rights and responsibilities of citizenship. Topics in the Puyallup Civics course include democracy and other forms of government; legislative, executive, and judicial functions; the political process; and foreign and domestic policies. The course also includes a summary of Washington State History and local native sovereignty.

This model course reflects 2018 Washington state legislation regarding the High School Civics Course requirement - RCW 28A.230.094.

This course is by Puyallup School District - only submitted by Barbara Soots.