Education Standards
2. Chp. 9 Teacher Guide (doc)
3. State We're In: Washington - Chapter 9
4. Student Handout - Launch
5. Student Handout - Focused Notes
6. Student Handout - Text-Dependent Questions
7. Student Handout - Focused Inquiry
The State We're In: Washington - Teacher Guide Ch. 9: What's Next
Overview
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.
What's Next for Washington
General Overview
This chapter 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.
Enduring Understanding
While the state of Washington faces challenges in the future, they are not insurmountable and individuals can have an impact on the future of the state by being an active citizen and through choices made.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- What challenges does the state of Washington and its residents face in the future?
- How has the state already tried to address future challenges?
- How can individuals in Washington impact the future of the state?
Learning Targets
Students will be able to…
- explain how individuals can have an impact on the future of the state (C4.6-8.2, C 4.6-8.3).
- analyze and evaluate different ways individuals and the government can have an impact of economic issues of the future (E1.6-8.2, E 3.6-8.2).
- explain how human actions may impact the environment of the state in future (G2.6-8.3).
- use evidence to support the best way the government and/or the residents of Washington can impact the future of the state (SSS4.6-8.1).
Tasks
- Launch
- Focused Notes
- Text-Dependent Questions
- Focused Inquiry
Attribution and License
Attribution
This Teacher’s Guide for Chapter 9: The State We’re In Washington was developed by Ryan Theodoriches, Evergreen Public Schools.
The downloadable digital version of The State We're In: Washington. Your guide to state, tribal and local government by the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-Noncommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website.
Cover image by Gerd Altmann from Pixabay
License
Except where otherwise noted, this Teacher Guide for The State We’re In Washington Chapter 9, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
Launch
Task 1: Launch
Hooking students into the content of the chapter.
Distribute the Student handout: Launch to students.
- Guide students in answering the prompts on the handout individually and in partners.
- There is no “correct” answer. Encourage the students to explain their thinking with each other
Focused Notes
Task 2: Focused Notes
Activating student thinking about the content of the entire chapter.
Distribute the Student handout: Focused Notes to students.
- As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups.
Text-Dependent Questions
Task 3: Text Dependent Questions
Engaging students in a close reading activity about specific content in the chapter.
Distribute the Student handout: Text Dependent Questions document to students.
First Read
Have the students read the section (pg. 138) and answer the First read questions on the Text Dependent Questions document.
Second Read
Use the Second read questions below to facilitate a small or whole group discussion about the reading section. When they are done have them use the Text Dependent Questions handout to record their notes.
- Reread the first paragraph. What does “sustainable” mean?
- How are the plans of each organization similar?
- How are the plans of each organization different
Post read
After students have done a first and second read of the page, use the following questions to facilitate a class discussion. Have students capture their notes on the student handout:
- Look at the images on page 138. How do the images connected to or help you understand the text.
- Think about your community. How are the problems and solutions related to sustainability presented in the text similar to or different from problems and/or solutions seen in your area?
Teacher note: You may want to use some or all the Second read or Post read questions. The purpose of the Text Dependent Question activity is to have students do multiple close reads of the text leading to discussion that engages all students. Therefore, you may need to add reading strategies that meet the needs of your students.
Focused Inquiry
Focused Inquiry
In this focused inquiry, students investigate the question: What is the most important thing a resident of the Washington can do to help ensure the best possible future for the state and its people? Students engage in the analysis of multiple sources to determine an answer to the question. Students will develop an argument that includes a claim, evidence, and reason that address the compelling question of this inquiry.
Standards
- SSS1.6-8.1 Analyze positions and evidence supporting an issue or an event.
- SSS2.6-8.1 Create and use research questions to guide inquiry on an issue or event.
- SSS4.6-8.1 Analyze multiple factors, make generalizations, and interpret sources to formulate a thesis in a paper or presentation, while observing rules related to plagiarism and copyright.
- C4.6-8.2 Describe the relationship between the actions of people in Washington State and the ideals outlined in the Washington State constitution.
- C4.6-8.3 Employ strategies for civic involvement that address a state or local issue.
Learning Goals
- Students will make observations, inferences and conclusions about ways residents of Washington can impact the future.
- Students will be able to properly cite and use evidence from a source to support a claim.
- Students will develop a claim with evidence and reasoning to answer the compelling question.
Compelling Question
What is the most important thing a resident of the Washington can do to help ensure the best possible future for the state and its people?
Staging the Question
- In small groups, have students brainstorm ways they are concerned about the future.
- Have small groups share with the whole class and identify any trends.
- Have students vote on the concerns that worry them the most and make a prioritized list for the class.
Supporting Question
What are some future challenges that face the state of Washington?
What are ways individuals can do to impact the future of the state in a positive way?
Formative Performance Task
- Use the Student Handout: Analysis Organizer to hold thinking about three sources.
- Answer the supporting questions:
- What are some future challenges that face the state of Washington?
- What are ways individuals can do to impact the future of the state in a positive way?
If needed, students can build background knowledge about the future challenges facing the state as well as ways individuals can impact the future by reading chapter 9 of The State We’re In: Washington.
Featured Source(s)
- City Slicker vs. Country Bumpkin: Who Has a Smaller Carbon Footprint? (linked) | LiveScience
- Excerpt from 9 Reasons to Plant a Tree | The Arbor Day Foundation
- Engine Idling and Air Pollution | Department of Ecology: State of Washington
Argument
After students analyze various sources to answer the supporting question and discuss their thinking with the class, they will write a brief response to the compelling question, What is the most important thing a resident of the Washington can do to help ensure the best possible future for the state and its people? Responses should include a claim, evidence, and reasoning and cite specific information from sources, including a connection to a key ideal.
Taking Informed Action
Students will write to a state legislator making a case for legislation related to the future challenge determined to be the most important.
Attribution and License
This focused inquiry was developed by Ryan Theodoriches, Evergreen Public Schools.
Except where otherwise noted, this Teacher Guide for The State We’re In Washington Chapter 9, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked