Students learn how young people in Washington exercised their rights and responsibilities through “fish-in” protests to fight for tribal fishing rights in the 1960s. Students use this example of civic engagement to reflect on their rights and responsibilities today, then begin to consider the unit-driving question: How can we use social media to engage community members on issues of injustice? Working in teams, students examine a case study on one of three critical issues: natural resources, the environment, or hazard preparedness. The case studies help students understand how social media can be used to raise awareness and promote action. Finally, teams create a social media campaign that engages their local elected officials and community on an issue of social and environmental justice.

This unit begins with a challenge in which students must make a decision for the common good. The task highlights the importance of considering various stakeholder perspectives in order to serve the common good. Students transfer what they have learned to their study of a major dam project in Washington State. Teams focus on one of four projects (Upper Skagit Hydroelectric Project, Lower Snake River Project, Columbia River Gorge Project, Columbia River Basin Project). Each team works together to understand the perspectives of diverse stakeholders as they develop a response to the unit-driving question: How can dams in Washington serve the common good? Teams apply what they have learned to come up with a recommendation for the future of the dam project that considers how it will impact people and places.

This document is an evidence-based guide that outlines the practical and policy supports needed to enable K-12 school librarians to take on leadership roles around OER, and to support OER curation efforts by librarians and all educators.

This guide is based on a study led by ISKME (iskme.org) in collaboration with Florida State University's School of Information. The study is titled “Exploring OER Curation and the Role of School Librarians". ISKME designs guides and toolkits that help educators navigate and implement new teaching and learning practices. Grounded in research, our evidence-based guides and toolkits help articulate what actually works in real education settings—and are tailored to the unique professional learning needs of our clients and their stakeholders.

The study was made possible in part by the Institute of Museum and Library Services (www.imls.gov), under grant number LG-86-17-0035-17. The findings and recommendations expressed in this document do not necessarily represent those of the Institute of Museum and Library Services.

These Teacher Guides were developed by Washington educators to accompany the League of Women Voters of Washington's book The State We're In: Washington (Grade 3-5 Edition). Each chapter guide is  aligned with Washington Social Studies Learning Standards and includes a launch activity, focused notes, text-dependent questions, and an inquiry lesson developed using the C3 Framework. 

This edition of The State We’re In: Washington is a civics/history textbook designed for elementary grades 3-5. It’s many colorful images, descriptive pictures and graphics not only enhance the text but demonstrate the ethnic and geographic diversity of our state. The book was produced by the League of Women Voters of Washington Education Fund and authored by Jill Severn.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.Well before Washington was a state, tribes lived and thrived (and continue to thrive) on the land in communities and worked together for their common good. Chapter 1 focuses on how the first people of Washington governed themselves. 

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.

Chapter 2 of the State We're In: Washington explores the design of today's democracy. The resources here may be implemented separately or together to guide students toward a deeper understanding of the content therein and to develop important social studies skills.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.This chapter focuses on the concept that when governing Washington today there is a need for a complex understanding of the cultural, economical, political, environmental, and ecological needs of our state.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.There are key ideals established in state and tribal constitutions that determine the functioning of government. Washington state maintains important relationships among sovereign states (international and tribal) through both political and economic agreements. Tribes, as sovereign nations, have independent economies with different government regulations separate from the United States and Washington state. The economic impacts of tribes has been measured and positively impacts the economy of Washington in many ways.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre. Chapter 7 focuses on local government: counties, cities, towns and special districts and their role, organization, duties and services they provide to communities.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.Chapter 9 focuses on the future of the state of Washington including challenges its citizens will face and various ways the state and individuals can have an impact on that future.

This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.Chapter 10 focuses on the cultural, economic, political, environmental, and ecological ways in which people in Washington can become actively engaged citizens and make a difference in their communities. 

This unit is focused on the examination of a single topic, in this case, the Native Americans of the inland Northwest and conflict that arose when other non-native people started to settle in the northwest, and to specifically address the native populations that lived in the inland northwest. The materials were created to be one coherent arc of instruction focused on one topic. The module was designed to include teaching notes that signal the kind of planning and thinking such instruction requires: close reading with complex text, and specific instructional strategies or protocols are described that support students’ reading and writing with evidence are described in enough detail to make it very clear what is required of students and how to support students in doing this rigorous work. Materials include summative assessment of content and process, central texts, key resources, and protocols that support and facilitate student learning.

This is a seven-day unit that explores how people create, interact, and change structures of power and authority over time by answering these essential questions/key ideas:
• Why is the right to vote the most important right?
• Who was Emma Smith Devoe?
• Why did she work so hard to get women the right to vote?
• Why were the Western States more open to women voting than the East?
• What arguments did men and institutions use to keep women from voting?

In this lesson to accompany an online exhibit, students will:
• Review the different roles of government on the federal, state, tribal, and local level.
• Predict roles women have played in the government of Washington state and at the federal level.
• Analyze the growing impact women have had on Washington state governments.
• Engage in small and large-group discussions that use evidence-based arguments.

In this focused inquiry, students investigate the question: Are rights “granted” or “won?”. They will also consider: How did women rally support for the vote when they couldn’t vote themselves? What methods were used to gain the right to vote in Washington?
Students will engage in deep reading, develop summaries of information, conduct independent research, and engage in small and large group discussions and write an argument with a well-formed claim, clear evidence, and reasoning.

Photo of Washington Equal Suffrage Association posting signs to promote woman suffrage, Seattle by Curtis Asahel | Washington State Digital Archives. This image is made available for use in research, teaching, and private study.