Education Standards
2. The State We're In: Washington (3-5 Edition) Teacher Guide - Chapter 1
3. Teacher Guide - Chapter 1 - Launch
4. Teacher Guide - Chapter 1 - Focused Notes
5. Teacher Guide - Chapter 1 - Focused Inquiry
The State We're In: Washington (Grade 3-5 Edition)
The State We're In: Washington - Teacher Guide Chapter 1 - How the First People of Washington Governed Themselves
Overview
The environment shaped the first people of Washington’s way of life and as a result the early people had different leaders for different purposes who were elders in their community.
This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 1. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.
Introduction
Students will examine materials (photographs, drawings, and video) identifying how the environment provided for the first people of Washington’s basic needs and shaped their way of life. A role-play imagining how the early people governed themselves will help them construct a response to the question: How did the environment shape how the early people of Washington lived together and governed themselves.
How the First People of Washington Governed Themselves
General Overview
Enduring Understanding
The environment shaped the first people of Washington’s way of life and as a result the early people had different leaders for different purposes who were elders in their community.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- How did the environment shape how the early people of Washington lived together?
- How did the first people of Washington govern themselves?
Learning Targets
Students will be able to…
- G2.2.2 Explain ways people depend on, adapt to, and modify the environment to meet basic needs.
- C3.2.2 Explain the roles of different people that help to govern the tribal community.
Key Vocabulary
A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products.
- immemorial, existing a long time ago (p.8)
- necessities, things you need in order to live; people’s basic needs (p.9)
- generation, a group of people living at the same time (p.10) (See pages 156-157 for a definition and visual.)
- network, a group of people who are closely connected and help each other (p.11)
- treaty, an official agreement made between or among a group of people or governments (p.12)
Task 1: Launch
Hooking students into the content of the chapter.
Distribute the Student Handout: Launch to students.
Guide students in responding to the prompts on the handout individually and in partners.
There is no “correct” response. Encourage the students to explain their thinking with each other.
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.
Task 3: Focused Inquiry
A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents.
Compelling Question
How did the environment shape how the early people of Washington lived together and governed themselves?
Attribution and License
Attribution
This Teacher’s Guide for The State We’re In: Washington - Chapter 1 was developed by Margit E. McGuire, Seattle University.
The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for 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.
License
Except where otherwise noted, Teacher’s Guide Chapter 1 - The State We’re In: Washington, copyright Washington 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.