In this activity students will analyze the Declaration of Intention for Albert Einstein and identify how the document demonstrates content contained within Article I, sections 8-10 of the Constitution in action.

This activity is designed to prepare students for the Constitution-in-Action Lab at the National Archives in Washington, DC. It is a part of a package of activities associated with the lab experience.

The Cultivating Washington curriculum is intended to be a go-to resource for Washington state middle school educators seeking student-centered instructional materials that make learning about the history of the Pacific Northwest more relevant and meaningful for students.In addition, it is a resource for agricultural education teachers, parents, and community members interested in helping students discover the history and development of agriculture in the state of Washington.

This sequenced collection, curated by Seattle Public School educators, contains openly-licensed Digital Citizenship resources for K-5 educators.  

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them. This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. In this module (1 of 4), students analyze their own use of online social media platforms and learn how filter bubbles and confirmation bias shape the content of their media environment. 

This unit plan was designed in order to instruct students in the Kittitas Valley about the contributions and perspectives of the Kittitas Band of the Yakama Nation. This unit plan has students use primary and secondary sources, inquiry, videos and lecture to plan and conduct an oral history interview with a Kittitas Band member. If tribal members of the Kittitas are not avaiable for interview, there is a sample video of an interview with Kittitas member Allen Aronica. Students can use this video instead of conducting an oral history interview for the final lesson. 

Drumbeats in Time is a collaborative effort between the Thorp School District and members of the Kittitas Band of the Yakama Nation. These units are designed to integrate local Native American oral history and interview skills into the social studies curriculum to help students gain understanding of the life and times of various members of the Kittitas Valley.The sixth grade unit focuses on accounts of modern life and past life in order to develop an understanding of cultural awarness in the future.

Where are the significant places, regions, and people in the Pacific Northwest?This fourth grade unit for Drumbeats in Time was produced by a team of teachers from Thorp School District, Washington in consultation with members of the Kittitas Band of the Confederated Tribes and Bands of the Yakama Nation

This lesson plan can is geared for social studies, but can also be used in other content areas.

Trauma can result when a group of people are forced away from their schools, friends, businesses/work, neighborhoods/communities, then incarcerated without due process, under difficult conditions.
Students explore how historical and traumatic events such as Japanese American incarceration affect communities for the long term and how communities have worked to heal.

Note: This is not a ‘typical’ social studies lesson on Japanese American incarceration. It will involve working with material regarding trauma.
Activities 1 and 2 cover life skills and can be offered in the classroom at any time. (It may be ideal to teach this toward the beginning of the school year) Activity 3 is a foundational piece on what intergenerational trauma is. Activities 4, 5 and 6 go deeper into this topic.

The Washington State History Project is a multiyear initiative that originated in 2020 with the goal of transforming how Washington state history is taught. The project brought together educators, district facilitators, cultural consultants, and local experts to create six project-based learning (PBL) units that are anti-biased, interdisciplinary, place-based, and aligned to the Washington State Social Studies Learning Standards and the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. The course weaves together original content, multimedia resources, primary sources, and curricular materials from Since Time Immemorial: Tribal Sovereignty in Washington State, developed by Washington Office of Superintendent of Public Instruction (OSPI).

It is important to educate future voters about the issues, processes, and impacts of voting in elections. These resources include links to lesson plans, videos, games, and printables to assist teachers K—12 to promote civic participation and voting.

It is important to educate future voters about the issues, processes, and impacts of voting in elections. These resources include links to lesson plans, videos, games, and printables to assist teachers K—12 to promote civic participation and voting.

In this task from ClimeTime educators, students will demonstrate understanding of natural resources and their uses with respect to their impact on the Earth. Students will do short explanations, drawing an image, and providing evidence to support an argument.
Resource includes a student task document, teacher guide, and task facilitation slides.

This task, by ClimeTime educators, is for 4th grade students. After class brainstorm of the causes and effects of flooding on a playground or in a local context, students will generate solutions to the problems related to the flooding. Students will select two solutions to describe how the solutions could be implemented and what factors affect the success of the solutions. Students will describe which of the two solutions they think is best and the reasons for their decision.
The resource includes a student task document, teacher guide, and task facilitation slides.

This task, from ClimeTime educators, is for late-elementary (3-5) students, especially while studying about the needs of plants. Students use a simulation to test different variables and explore how different plants have different needs. Then, students connect what they saw in the simulation to plants in their area.
The resource includes a student task document, teacher guide, and task facilitation slides.

Collecting weather data across time supports data collection and analysis practices. Students can use their own data to look for patterns across time. Engaging in this assessment activity, developed by ClimeTime educators, will help students: explain the components that constitute weather and explain that these components change in patterns; describe how various components of weather can be different at different times of the year; explain how changes in the various elements of weather create patterns and influence behavior.
Resource includes a student task document, teacher guide, and task facilitation slides.

This task developed by educators in the ClimeTime project, is for third grade students to explore weather data and make predictions about the nature of weather in different seasons based on historical data patterns. Scale is also explored as students are asked to explain the difference between weather and climate so some understanding that climate is weather data collected over time, averaged over decades is needed.
Includes a student task document, teacher guide, and task facilitation slides.

This task, by ClimeTime educators, is for 5th grade students. After class discussions about trash, litter, and available programs for recycling and composting, students collect trash and sort it into “recycling,” “food waste/compostable,” and “landfill.” Students learn about littering behaviors. Students incorporate what they have learned to develop an argument using claim, evidence, reasoning.
Resource includes a student task document, teacher guide, and task facilitation slides.