Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

These lessons are part of the Reform to Equal Rights K-12 Disability History Curriculum from Emerging America, part of the Library of Congress Teaching with Primary Sources Consortium.

This unit examines how people seek social and political change to secure their rights. Students explore ideas about disability and learn the many innovative and effective ways that people with disabilities have advocated for their rights across United States history. Lesson 2 focuses on immigration and exclusion; it can stand alone or support this unit; or it could help build a full unit on immigration. In the conclusion of the unit, students evaluate and make a case about how disability advocates made change.
Grades 4-5 - Lesson 1: What is "Disability"?
Grades 4-5 - Lesson 2: Immigration: Who Is In? And Who Is Out?
Grades 4-5 - Lesson 3: History of the Disability Rights Movement
Grades 4-5 - Lesson 4: How Disability Activists Created Change

Reform to Equal Rights uses 250+ primary sources. Most are in the public domain. Many others come from public online collections. For the rest, Emerging America secured permission so that teachers can use all these sources in creative ways. https://www.emergingamerica.org/disability-history-curriculum.
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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.

The unit has two parts. In each, students dive into inquiry to answer the compelling questions:

1. Who are some of our closest tribal neighbors, and what have they been their lifeways since time immemorial?
2. Why do people explore, and how does this lead to expansion?

Part 1 is focused on the examination of the northwest and some of the original inhabitants. Through these questions students will learn about the culture of some of their closest tribal neighbors, the Spokane Indians. The final project for Part 1 is a cultural investigation display, in which students will show what they know about the culture of the Spokane Tribe.

In Part 2, Students will also learn about forces that brought change to the northwest: fur trade era and exploration. Students will ultimately learn about the Corps of Discovery and the Oregon Trail and know the impact each had on the west. Students will finish Part 2 with a timeline activity that will reflect choice and build upon student strengths according to their skill set.

Finally, a lesson on a Tribe of the Columbia Plateau is offered as an extension, but it is strongly recommended that students get to experience this lesson.

Note that the emphasis here is on the Spokane Tribe as one of our closest tribal neighbors. In no way is this an exhaustive study nor should the tribal cultures be generalized to other tribes of the region. We understand that each tribe in our region and North America was and continues to be unique in its culture, practices, lifeways, and traditions.