Revised June 2016
2016-17
Grade 7 Social Studies Curriculum Guide
Overview:
The CPSD Social Studies Curriculum Guide is a guideline to support teachers of Social Studies as they implement the Washington State K-12 Social
Studies Learning Standards (Version 1.2, revised Jan 2013) and the Washington State Standards for English Language Arts Literacy in History/Social
Studies, Science and Technical Subjects (CCSS, 2010).
 The Washington State K-12 Social Studies Learning Standards (Version 1.2, revised January 2013)
 Washington State K-12 Social Studies Learning Standards Version 1.2 provides updates to Version 1, published in 2008. The updates
were made as a result of the change in graduation requirements for social studies for the class of 2016. Students in that and
subsequent classes must earn 3.0 credits in social studies, including a legislatively mandated 0.5 credit in civics (RCW 28A.230.093).
Version 1.2 reflects the following:
 Adjustments made to the placement of civics Grade Level Expectations and Components between 11th and 12th grades;
 Movement of Examples to improve applicability between 11th and 12th grades; and
 Revision of the name of OSPI social studies Classroom Based Assessments, “CBA”, to “OSPI-Developed Assessment”.
No new content has been added.
The new 2013 version, an errata sheet detailing the adjustments to Version 1, and a recommended grade-by grade sequence
can be located at the OSPI Social Studies Learning Standards website http://www.k12.wa.us/SocialStudies/EALRs-GLEs.aspx.
 The Wahsington State Standards for English Language Arts (CCSS ELA) include standards for reading, writing, language, and speaking &
listening.
 The Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 begin on page 60. Reading and
writing is critical to building knowledge in history/social studies and technical subjects. These standards are meant to
complement the specific content demands of the disciplines, not replace them. Students must be able to read complex
informational texts and devote significant time and effort to writing, producing numerous pieces over short and long time
frames throughout the year.
For the complete document: http://www.k12.wa.us/CoreStandards/ELAstandards/default.aspx.
Revised June 2016
Definitions:
Transfer goal is the desired long-term independent goal/s. It is the goal that states what students truly understand and excel when they take what
they learned in one way or context and use it in another, on their own. Students will be able to independently use or apply their learning to other
novel situations.
Meaning goal is an understanding that results from reflecting on and analyzing one’s learning: an important generalization, a new insight, a useful
realization that makes sense out of prior experience or learning that was either fragmented or puzzling. This goal is divided into two elements:
Essential Questions and Disciplinary Understandings.
Disciplinary Understandings are the big ideas we want students to come to understand within a discipline. What specifically do you
want student to understand? What inferences should they make?
Essential Questions are open-ended provocative questions designed to foster inquiry, meaning-making, and transfer. These are
questions that students will keep considering.
Acquisition is the short term goal/s that we want students to acquire.
Knowledge and Skill are the daily learning targets. The acquisition goals state the key declarative knowledge (factual information,
vocabulary, and basic concepts) and procedural knowledge (basic know-how or discrete skills) students are to learn by the end of each
unit.
Stage One: Desired Results
Transfer, Meaning, Acquisition of Knowledge and Skill
Stage Two: Evidence
Assessment
Stage Three: Learning Plan
The intent of stage three is to hold teacher daily/weekly lesson plans.
Revised June 2016
Gr 7 Unit 1: Medieval Europe and Renaissance Q1A/B
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…
1. Seek out, compare and critique different historical accounts.
2. View interactions of civilizations, cultures, and peoples with greater perspective and empathy.
Meaning
Understandings
Recommended Essential Questions
Geography
Students will keep considering …
• Why is there a tug-of- war for control?
• What stimulates the movement of goods, people, and ideas?
Economics
• How and why does the rule of law develop in civilizations?
• How do religion and government exercise authority over
Civics
• Diversity, conflict, and the need to address common goals lead
people?
• How does the movement of ideas, goods, and people affect
societies to develop political systems.
• The distribution of political power and participation affects the nature
cultures?
of freedom, justice, and equality in a society and determines control of
• How do different economic systems affect people's daily
its political system.
lives?
• How does trade affect culture?
• Religion and government sometimes compete for control of the
people.
History
Guiding Question(s):
•
What significant contributions were made by major societies in
the world from 600 to 1450 that advanced science,
Common Core ELA
technology, and the arts?
•
Effective readers identify the main ideas using text and text elements and
•
make cause-effect connections.
Clearly stating ideas can demonstrate my learning.
Instructional Materials:
• TCI: History Alive, Medieval World
Revised June 2016
Acquisition of Knowledge and Skill
From the list of Social Studies and CCSS ELA standards, teachers must write and communicate appropriate learning targets.
CIVICS
ECONOMICS
GEOGRAPHY
HISTORY
HISTORY
Required Social Studies GLE or
CCSS ELA (Reading/Writing)
Students will know and be able to…
•
I can analyze a historical event from different perspectives.
4.1.1
Analyzes a major historical
event and how it is represented
on timelines from different
cultural perspectives.
4.2.3
Understands and analyzes how
technology and ideas have
impacted World history.
3.1.2
Understands how human spatial
patterns have emerged from
Example(s):
natural processes and human
• Compares the patterns of human settlements in Middle Eastern and
activities in the past or present.
European countries during the Crusades and explains the reasons for
Example(s):
• Examines how the Crusades are represented differently on Christian and
Muslim timelines.
•
Example(s):
• Analyze how technology impacted both Europeans and Native people
during the Renaissance and Exploration.
• I can compare patterns in human settlements and the influence on the
Crusades.
•
2.2.1
Analyzes the production,
distribution, and consumption
of goods, services, and resources
in societies from the past.
1.2.3
Understands various forms of
government and their effects on
the lives of people in the past or
present.
I can analyze how technology impacted World history
similarities and differences.
I can explain how services under feudalism met people’s basic needs and
wants.
Example(s):
• Examines the types of services offered under feudalism in medieval Europe
in helping people meet their needs and wants.
• I can compare the effects of feudalism on the lives of medieval Europe to
Middle East.
Example(s):
• Compares and contrasts the effects of theocracy on the lives of people in
medieval Europe.
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
•
Reading
RH
6-8.1
Reading
RH
6-8.2
Reading
RH
6-8.4
Cite specific textual evidence to
support analysis of primary and
secondary sources.
Determine the central ideas or
information of a primary or
secondary source; provide an
accurate summary of the source
distinct from prior knowledge or
opinions.
Determine meanings of words and
phrases as they are used in a text,
including vocabulary specific to
domains related to history/social
studies.
Example(s):
• Citing the point of view of a Colonial captive through captive narratives; and
draw inferences as to why the Native Americans captured them and how
they were used.
• I can identify the central idea of a primary or secondary source.
• I can write an objective text summary.
Example(s):
• Determining and analyzing central idea of the Preamble of the Introduction
to Iroquois League Constitution (Great Law of Peace).
• Writing an objective summary of a primary document such as The Mayflower
Compact.
•
Reading
RH
6-8.5
I can determine the meaning of vocabulary in context.
Example(s):
• Interpreting/translating primary documents in to contemporary English (ex.
Fundamental Orders of Connecticut, transcripts of the Salem Witch Trial)
•
Describe how a text presents
information (e.g. sequentially,
comparatively, causally).
I can cite text evidence to support my analysis of a primary and/or
secondary source.
I can describe how a text presents information.
Example(s):
• Explaining the chronological/logical presentation of historical information in a
textbook.
Write arguments focused on
discipline-specific content.
a.
CCSS ELA
b.
Writing
WHST
6-8.1
c.
d.
e.
Introduce claim(s) about a
topic or issue, acknowledge
and distinguish the claims
from alternate or opposing
claims and organize the
reasons and evidence
logically.
Support claims with logical
reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic or
text, using credible sources.
Use words, phrases, and
clauses to create cohesion
and clarify the relationships
among claims, counterclaims,
reasons, and evidence.
Establish and maintain a
formal style.
Provide a concluding
statement or section that
follows from and supports the
argument presented.
•
•
•
•
•
•
•
•
I can write an argument based on historical content.
I can introduce a claim.
I can differentiate alternate and opposing claims.
I can logically organize my reasons and evidence.
I can support claims with credible evidence that demonstrates my
understanding of the topic.
I can appropriate diction.
I can establish and maintain a formal style.
I can provide a concluding statement/section that supports the argument.
Example(s):
• Developing an argument on migration and its impact in settlement or
colonization.
Stage 2 – Evidence
Evaluative Criteria
Example criteria:
•
•
•
•
historically accurate
clear and complete
explanation
sound reasoning based
on evidence
correct grammar and
mechanics in writing
To be developed at grade
level:
RAFT rubric
Map rubric Timeline
rubric Research project
rubric Writing rubrics
CBA rubric
Students will show their learning by…
SUGGESTED PERFORMANCE TASK(S):
• Formative and Summative assessment opportunities
• Trade Route Maps
• Timelines of Significant Historical Events
• CBA Causes of Conflict with the Crusades.
• For Sample Performance Tasks for Gr 6-8 Informational Texts, see CCSS ELA, Appendix B, p. 100
http://www.corestandards.org/assets/Appendix_B.pdf
OTHER EVIDENCE:
• Brainstorming
• Class Discussions
• Observations
• Peer-response/discourse
• Teacher-student conference
• CFUs (exit task, surveys, polls)
• Projects
• Note-taking
Social Studies Skills: Use this chart to consider whether the performance task meets the rigor and depth of the ELA standards. All Social Studies
performance tasks should include the aspects below.
SKILL TYPES
Components of Historical Thinking Skills
Chronological Reasoning
•
•
•
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and
Contextualization
•
•
Comparison
Contextualization
Crafting Historical Arguments
from Historical Evidence
•
•
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Historical Interpretation and
Synthesis
•
•
Interpretation
Synthesis
Academic Literacy Skills
•
•
•
•
•
•
Categorization
Time line preparation (chronology, era, etc…)
Cause/Effect
Results/Consequences
Compare/Contrast
Representations
•
•
•
•
•
•
•
Evidence
Commentary
Citation
Credibility
Essential Questions
Organization
Analysis
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Suggested Academic Vocabulary:
feudalism
monotheism
lord
fief
vassal
serf
peasant
manor
knight
pope
monotheism
Charlemagne
monastery
convent
monk
nun
saint
cathedral
Benedict
Francis of Assisi
pilgrimage
Crusade
commerce
guild
apprentice
journeyman
charter
Lorenzo de Medici
Michelangelo
Magna Carta
Renaissance
classics
patron
Petrarch
Leonardo da Vinci
reformation
Roman Catholic
Protestant Martin
Luther Johann
Gutenberg
armada
Queen Elizabeth I
Francis Drake
William Shakespeare
absolute monarchy
constitutional monarchy
astronomy
Teacher created daily/weekly lesson plans
Gr 7 Unit2 : Exploration/ Aztec/Maya/Inca Q2A/B
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…
1. Seek out, compare and critique different historical accounts.
2. View interactions of civilizations, cultures, and peoples with greater perspective and empathy.
Understandings
Geography
Meaning
Recommended Essential Questions
Students will keep considering …
Economics
• Societies address the problem of scarcity through production,
distribution, and exchange
Civics
History
ELA
• Effective readers identify the main ideas using text and text elements
and make cause-effect connections.
• Clearly stating ideas can demonstrate my learning.
Instructional Materials:
TCI: History Alive, Medieval World
•How does physical geography contribute to the political, economic,
and cultural development of a particular civilization?
•How do religion and government exercise authority over people?
•How does the movement of ideas, goods, and people affect
cultures?
•How does trade affect culture?
Guiding Question(s):
•What significant contributions were made by major societies in the
world from 600 to 1450 that advanced science, technology, and the
arts?
Acquisition of Knowledge and Skill
From the list of Social Studies and CCSS ELA standards, teachers must write and communicate appropriate learning targets.
HISTORY
Required Social Studies GLE or CCSS
ELA (Reading/Writing)
4.1.2,
Part 1
Understands how themes and
developments have defined eras in
World history by:
• Explaining and comparing the
development of major societies
from 600 to 1450 in two or
more regions of the world.
Students will know and be able to do…
•
Example(s):
• Explains and compares the development of the Incan empire with that of the
Mayan empire.
• Explains and compares the development of the Aztecs Empire with that of
European society.
GEOGRAPHY
HISTORY
HISTORY
HISTORY
•
4.1.1
Analyzes a major historical event
and how it is represented on
timelines from different cultural
perspectives.
4.2.1
Understands and analyzes how
individuals and movements have
shaped World history.
4.2.3
Understands and analyzes how
technology and ideas have
impacted World history.
I can analyze how individuals and movements have shaped World History
Example(s):
Explains the impact of Chapultepec on the development of Meso-America.
•
3.1.2
I can analyze a major historical event, how it is represented on a timeline from
a different cultural perspective.
Example(s):
• Examines how Meso-Americans and European explorers are represented
differently on timelines.
•
Understands how human spatial
patterns have emerged from
natural processes and human
activities in the past or present.
I can analyze the development of major societies.
I analyze the impact of European exploration on Europeans and on Native
peoples.
Example(s):
Explains how technology played a major role in World history.
• I can analyze human patterns; past and present.
Example(s):
• Compares the patterns of human settlement in European countries to that of
Meso-American societies and explain the reasons for similarities and
differences.
GEOGRA
PHY
3.2.2
Understands examples of cultural
diffusion in the world from the
past.
•
Example(s):
Explains the spread of Christianity across Europe and Meso-America.
CIVICS
•
1.2.3
I can analyze cultural circulation in the world from the past.
I can analyze various forms of governments and how they impact the lives of
people past and present.
Understands various forms of
government and their effects on the
lives of people in the past or
Example(s):
present.
• Compares and contrasts the effects of theocracy on the lives of people in the
Determine the central ideas or
information of a primary or secondary
source; provide an accurate summary
of the source distinct from prior
knowledge or opinions.
I can cite text evidence to support my analysis of a primary and/or secondary
source.
Example(s):
• Citing specific grievances in the Declaration of Independence using causal
factors such as the Quartering Act, Stamp Act. Etc.
• I can identify the central idea of a primary or secondary source.
• I can write an objective text summary.
Example(s):
Identifying and summarizing the central ideas of “The Great Compromise”.
•
Reading
RH
6-8.2
Reading
RH
6-8.3
Identify key steps in a text description
of a process related to history/social
studies (e.g., how a bill becomes a
law, how interest rates are lowered).
• I can create a flow chart.
Example(s):
Tracing a bill from its inception to law.
Reading
RH 68.4
Determine meanings of words and
phrases as they are used in a text,
including vocabulary specific to
domains related to history/social
studies.
• I can determine the meaning of vocabulary in context.
Example(s):
Interpreting/translating primary documents in to contemporary English (ex. The
Preamble to the Constitution).
Describe how a text presents
information (e.g. sequentially,
comparatively, causally).
• I can describe how a text presents information.
Example(s):
Explaining the chronological/logical presentation of historical information in a
textbook.
CCSS ELA
CCSS ELA
CCSS ELA
Reading
RH
6-8.1
Cite specific textual evidence to
support analysis of primary and
secondary sources.
CCSS
CCSS ELA
Caliphate and the Mayan Kingdom.
Reading
RH
6-8.5
CCSS ELA
CCSS ELA
CCSS ELA
Reading
RH
6-8.7
Integrate visual information (e.g., in
charts, graphs, photographs, videos,
or maps) with other information in
print and digital texts.
Reading
RH
6-8.8
Distinguish among fact, opinion and
reasoned judgment in a text.
CCSS ELA
Reading
RH
6-8.6
Identify aspects of a text that reveal
an author’s point of view or purpose
(e.g., loaded language, inclusion or
avoidance of particular facts).
Reading
RH
6-8.9
Analyze the relationship between a
primary and secondary source on the
same topic.
•
•
I can identify parts of the text that reveal author’s point of view or purpose.
Example(s):
Identifying author’s point of view in John Adams’ “Letter on Thomas Jefferson”.
• I can integrate visual information with other types of texts.
Example(s):
Integrating visual information such as movie clips, songs, and political cartoons
with Constitutional issues.
• I can distinguish between fact, opinion and reasoned judgment in a text.
Example(s):
Separating fact from opinion in The Federalist Papers and Objections to the
Constitution of Government Formed by the Convention.
I can analyze the relationship between a primary and secondary source on the
same topic.
Example(s):
Analyzing Longfellow’s Paul Revere’s Ride and Revere’s letter to Dr. Jeremy
Belinkamp.
•
CCSS ELA
Writing
WHST
6-8.1
Write arguments focused on
discipline-specific content.
a. Introduce claim(s) about a
topic or issue, acknowledge
and distinguish the claims
from alternate or opposing
claims and organize the
reasons and evidence
logically.
b. Support claims with logical
reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic or
text, using credible sources.
c. Use words, phrases, and
clauses to create cohesion
and clarify the relationships
among claims, counterclaims,
reasons, and evidence.
d. Establish and maintain a style.
Provide a concluding statement or
section that follows from and
supports the argument presented.
•
•
•
•
•
•
•
•
I can write an argument based on historical content.
I can introduce a claim.
I can differentiate alternate and opposing claims.
I can logically organize my reasons and evidence.
I can support claims with credible evidence that demonstrates my
understanding of the topic.
I can appropriate diction.
I can establish and maintain a formal style.
I can provide a concluding statement/section that supports the argument.
Write information/explanatory texts,
including the narrative events.
a.
CCSS ELA
b.
WHST
6-8.2
c.
d.
e.
I can effectively write informative/explanatory texts to examine a topic, convey
ideas and concepts through the selection, organization, and analysis of
relevant content.
•
I can produce clear and organized writing.
•
I can use the writing process to improve my writing and provide constructive
feedback for peers.
•
I can use a variety of technology to write and present my ideas.
Writing
WHST
6-8.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to the task,
purpose, and audience.
CCSS ELA
Introduce a topic clearly, previewing
what is to follow; organize ideas,
concepts, and information into
broader categories as appropriate to
achieving purpose; include formatting
(e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful
to aiding comprehension.
Develop a topic with relevant wellchosen facts, definitions, concrete
details, quotations, or other
information and examples.
Use appropriate and varied transitions
to create cohesion and clarify the
relationships among ideas and
concepts.
Use precise language and domain
specific vocabulary to inform about or
explain the topic.
Establish and maintain a formal style
and objective tone.
Provide a concluding statement or
section that follows from and
supports the information or
explanation presented.
Writing
WHST
6-8.5
With some guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting,
or trying a new approach, focus on
how well purpose and audience have
been addressed.
CCSS ELA
CCSS ELA
f.
•
Writing
WHST
6-8.6
Use technology, including the Internet,
to produce and publish writing and
present the relationships between
information and ideas clearly and
efficiently.
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
Writing
WHST
6-8.7
Writing
WHST
6-8.8
Conduct short research projects to
answer a question (including a selfgenerated question), drawing on
several sources and generating
additional related, focused questions
that allow for multiple avenues of
exploration.
•
Grade 8 OSPI Developed Assessment (CBA)
Gather relevant information from
•
multiple print and digital sources,
using search terms effectively;
assess the credibility and accuracy of
each source; and quote or paraphrase
the data and conclusions
of others while avoiding plagiarism
and following a standard format for
citation.
Writing
WHST
6-8.9
Draw evidence from informational text
to support analysis, reflection, and
research.
Writing
WHST
6-8.10
Write routinely over extended time
frames (time for reflection and
revision) and shorter time frames (a
single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
I can conduct short research projects to respond to a prompt drawing from
multiple sources generating additional that allow for further avenues of
exploration.
I can effective identify, evaluate, and gather relevant credible information from
various multi-media; and, accurately cite source information with correct
attribution.
•
I can identify evidence to support my analysis, reflection and/or research.
•
I can write in a variety of time frames.
Stage 2 – Evidence
Evaluative Criteria
Example criteria:
•
•
•
•
historically accurate
clear and complete
explanation
sound reasoning based
on evidence
correct grammar and
mechanics in writing
To be developed at grade
level:
RAFT rubric
Map rubric
Timeline rubric
Research project rubric
Writing rubrics
CBA Rubric
Students will show their learning by…
SUGGESTED PERFORMANCE TASK(S):
• Formative & Summative assessment opportunities
• Exploration & Trade Route Maps
• Feudalism RAFT
• Explorer Resume and Cover letter
• Timelines of Significant Historical Events
• Early Meso- American/ Andean cultures research project
• CBA Causes of Conflict with Aztec and Cortez, or Inca and Pizzaro
• For Sample Performance Tasks for Gr 6-8 Informational Texts, see CCSS ELA, Appendix B, p. 100
http://www.corestandards.org/assets/Appendix_B.pdf
OTHER EVIDENCE:
• Brainstorming
• Class Discussions
• Observations
• Peer-response/discourse
• Teacher-student conference
• CFUs (exit task, surveys, polls)
• Projects
• Note-taking
Social Studies Skills: Use this chart to consider whether the performance task meets the rigor and depth of the ELA standards. All Social Studies
performance tasks should include the aspects below.
SKILL TYPES
Components of Historical Thinking Skills
Chronological Reasoning
•
•
•
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and
Contextualization
•
•
Comparison
Contextualization
Crafting Historical Arguments
from Historical Evidence
•
•
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Historical Interpretation and
Synthesis
•
•
Interpretation
Synthesis
Academic Literacy Skills
•
•
•
•
•
•
Categorization
Time line preparation (chronology, era, etc…)
Cause/Effect
Results/Consequences
Compare/Contrast
Representations
•
•
•
•
•
•
•
Evidence
Commentary
Citation
Credibility
Essential Questions
Organization
Analysis
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Compass
Astrolabe
navigation
cartography
caravel
epidemic
sacrifice
codex
polytheism
calendar
Montezuma
ceremonies
warrior
social system
maize
empire
temple
priests
Hernan Cortez
conquistadors
hieroglyphics
ball
court
temple
market
ancestors
llamas
alpaca
terracing
quipu
emperor
nobles
farmers
social pyramid
mummies
conquest
Francisco Pizarro
Teacher created daily/weekly lesson plans
Gr 7 Unit3 : WA- Territory and Treaty Making (1854-1889)
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…
1. Seek out, compare and critique different historical accounts.
2. View interactions of civilizations, cultures, and peoples with greater perspective and empathy.
Meaning
Understandings
Recommended Essential Questions
History
Essential Question(s):
• The student understands and applies knowledge of historical thinking,
What is the legacy of treaty-making period on the way we live today?
chronology, eras, turning points, major ideas, individuals, and themes of
Guiding Question(s):
local, Washington State, tribal, United States, and world history in order
How has physical geography affected the growth and development
to evaluate how history shapes the present and future.
of the state?
Common Core ELA
What impact did the development of Washington State have on
• Effective readers identify the main ideas using text and text elements
different cultural groups?
and make cause-effect connections.
How did Washington emerge from a territory to achieve statehood?
• Clearly stating ideas can demonstrate my learning.
Instructional Materials:
The Washington Journey, textbook by Gibbs Smith
indian-ed.gov Since Time Immemorial (STI), Tribal Sovereignty Unit “WA State Territory and Treaty Making, Point No Point Treaty” teachers are
recommended to use the Level 1 lesson.
CCSS
ELA
CCSS ELA
CCSS ELA
HISTORY
HISTORY
HISTORY
Acquisition of Knowledge and Skill
From the list of Social Studies and CCSS ELA standards, teachers must write and communicate appropriate learning targets.
4.1.2,
Part 2
Required Social Studies GLE or CCSS ELA
(Reading/Writing)
Understands how themes and
developments have defined eras in
Washington State and world history by:
• Explaining how the following themes
and developments help to define eras
in Washington State history from 1854
to the present:
• Territory and treaty-making (1854—
1889).
Students will know and be able to…
•
I can explain how territory and treaty-making helped define the era (1854-1889)
in Washington State.
Example(s):
Explains how the exchange of land for continued fishing and hunting rights in
the Point No Point Treaty helps to define the treaty-making period
I can analyze how cultural groups contributed to Washington State history.
4.2.2
Understands and analyzes how cultures
and cultural groups contributed to
Washington State history.
•
4.3.2
Reading
RH 6-8.1
Reading
RH 6-8.2
Reading
RH 6-8.3
•
Analyzes multiple causal factors that
shape major events in Washington
State or world history.
Cite specific textual evidence to support
analysis of primary and secondary
sources.
Determine the central ideas or information
of a primary or secondary source; provide
an accurate summary of the source
distinct from prior knowledge or opinions.
Identify key steps in a text description of a
process related to history/social studies
(e.g., how a bill becomes a law, how
interest rates are lowered).
I can analyze the causes of major events in Washington State.
Example(s):
• Presents a position on the causes and outcomes of the Indian Wars in
Washington Territory demonstrating understanding of varying viewpoints of the
conflict.
I can cite text evidence to support my analysis of a primary and/or secondary
source.
Example(s):
Citing evidence in Jackson’s refusal to enforce the Supreme Court decision by
Chief Justice John Marshall for the Cherokee Nation.
• I can identify the central idea of a primary or secondary source.
• I can write an objective text summary.
Example(s):
Identifying and summarizing the central ideas the Doctrine of Nullification.
•
• I can create a flow chart.
Example(s):
Creating a flow chart of how revenue tariffs work.
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
Reading
RH 6-8.4
Reading
RH 6-8.5
Determine meanings of words and phrases
as they are used in a text, including
vocabulary specific to domains related to
history/social studies.
• I can determine the meaning of vocabulary in context.
Example(s):
Interpreting/translating primary documents in to contemporary English (ex. The
Monroe Doctrine).
Describe how a text presents information
(e.g. sequentially, comparatively, causally).
• I can describe how a text presents information.
Example(s):
Explaining the chronological/logical presentation of historical information in a
textbook.
Reading
RH 6-8.6
Identify aspects of a text that reveal an
author’s point of view or purpose (e.g.,
loaded language, inclusion or avoidance of
particular facts).
Reading
RH 6-8.7
Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps)
with other information in print and digital
texts.
Reading
RH 6-8.8
Distinguish among fact, opinion and
reasoned judgment in a text.
• I can identify parts of the text that reveal author’s point of view or purpose.
Example(s):
Identifying author’s purpose Luzena Wilson’s 1849 account of the California
Gold Rush.
•
•
• I can distinguish between fact, opinion and reasoned judgment in a text.
Example(s):
• Separating fact from opinion in Dorothea Dix’s Report to the Massachusetts
Legislature on the treatment of the mentally ill.
I can analyze the relationship between a primary and secondary source on
the same topic.
Example(s):
Analyzing Frederick Douglass’ narrative and historical textbook accounts.
•
Reading
RH 6-8.9
Analyze the relationship between a
primary and secondary source on the
same topic.
I can integrate visual information with other types of texts.
Example(s):
Integrating visual information such as movie clips, songs, and political cartoons
with issues related to Manifest Destiny.
CCSS ELA
Writing
WHST 68.1
Write arguments focused on disciplinespecific content.
a. Introduce claim(s) about a topic or
issue, acknowledge and
distinguish the claims from
alternate or opposing claims and
organize the reasons and evidence
logically.
b. Support claims with logical
reasoning and relevant, accurate
data and evidence that
demonstrate an understanding of
the topic or text, using credible
sources.
c. Use words, phrases, and clauses
to create cohesion and clarify the
relationships among claims,
counterclaims, reasons, and
evidence.
d. Establish and maintain a style.
Provide a concluding statement or section
that follows from and supports the
argument presented.
•
•
•
•
•
•
•
•
I can write an argument based on historical content.
I can introduce a claim.
I can differentiate alternate and opposing claims.
I can logically organize my reasons and evidence.
I can support claims with credible evidence that demonstrates my
understanding of the topic.
I can appropriate diction.
I can establish and maintain a formal style.
I can provide a concluding statement/section that supports the argument.
CCSS ELA
CCSS ELA
CCSS ELA
WHST 68.2
Write information/explanatory texts,
including the narrative events.
a. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader categories
as appropriate to achieving
purpose; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when
useful to aiding comprehension.
b. Develop a topic with relevant wellchosen facts, definitions, concrete
details, quotations, or other
information and examples.
c. Use appropriate and varied
transitions to create cohesion and
clarify the relationships among
ideas and concepts.
d. Use precise language and domain
specific vocabulary to inform about
or explain the topic.
e. Establish and maintain a formal
style and objective tone.
f. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented.
Writing
WHST 68.4
Produce clear and coherent writing in
which the development, organization, and
style are appropriate to the task, purpose,
and audience.
Writing
WHST 68.5
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach, focus on how well purpose and
audience have been addressed.
•
I can effectively write informative/explanatory texts to examine a topic,
convey ideas and concepts through the selection, organization, and analysis
of relevant content.
•
I can produce clear and organized writing.
•
I can use the writing process to improve my writing and provide constructive
feedback for peers.
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
Writing
WHST
6-8.6
Writing
WHST
6-8.7
Writing
WHST 68.8
Writing
WHST 68.9
•
I can use a variety of technology to write and present my ideas.
Conduct short research projects to answer
a question (including a self-generated
question), drawing on several sources and
generating
additional related, focused questions that
allow for multiple avenues of exploration.
•
I can conduct short research projects to respond to a prompt drawing from
multiple sources generating additional that allow for further avenues of
exploration.
Gather relevant information from multiple
print and digital sources, using search
terms effectively;
assess the credibility and accuracy of
each source; and quote or paraphrase the
data and conclusions
of others while avoiding plagiarism and
following a standard format for citation.
•
I can effective identify, evaluate, and gather relevant credible information
from various multi-media; and, accurately cite source information with correct
attribution.
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to
literature (e.g., “Analyze how a modern
work of fiction draws on themes, patterns
of events, or
character types from myths, traditional
stories, or religious works such as the
Bible, including describing how the
material is rendered new”).
b. Apply grade 8 Reading standards to
literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims
in a text, assessing whether the reasoning
is sound and the evidence is relevant and
sufficient; recognize when irrelevant
evidence is introduced”).
•
I can draw evidence from multiple informational texts to support analysis,
reflection, and research.
Use technology, including the Internet, to
produce and publish writing and present
the relationships between information and
ideas clearly and efficiently.
Revised 7 16 13
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Writing
WHST 68.10
Write routinely over extended time frames
(time for reflection and revision) and
shorter time frames (a single sitting or a
day or two) for a range of disciplinespecific tasks, purposes, and audiences.
•
I can write in a variety of time frames.
Stage 2 – Evidence
Evaluative Criteria
Example criteria:
•
•
•
•
historically accurate
clear and complete
explanation
sound reasoning based on
evidence
correct grammar and
mechanics in writing
To be developed at grade level:
Writing Rubrics
CBA Rubric
Students will show their learning by…
SUGGESTED PERFORMANCE TASK(S):
• Formative and Summative assessment opportunities
• CBA Causes of Conflict
• For Sample Performance Tasks for Gr 6-8 Informational Texts, see CCSS ELA, Appendix B, p. 100
http://www.corestandards.org/assets/Appendix_B.pdf
OTHER EVIDENCE:
• Brainstorming
• Class Discussions
• Observations
• Peer-response/discourse
• Teacher-student conference
• CFUs (exit task, surveys, polls)
• Projects
• Note-taking
Social Studies Skills: Use this chart to consider whether the performance task meets the rigor and depth of the ELA standards.
All Social Studies performance tasks should include the aspects below.
SKILL TYPES
Chronological Reasoning
Components of Historical Thinking Skills
•
•
•
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and
Contextualization
Crafting Historical
Arguments from Historical
Evidence
•
•
Comparison
Contextualization
•
•
Historical Argumentation
Appropriate Use of Relevant Historical
Evidence
Historical Interpretation
and
Synthesis
•
•
Interpretation
Synthesis
Academic Literacy Skills
•
•
•
•
Categorization
Time line preparation (chronology, era,
etc…)
Cause/Effect
Results/Consequences
Compare/Contrast
Representations
•
•
•
•
•
•
•
Evidence
Commentary
Citation
Credibility
Essential Questions
Organization
Analysis
•
•
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
•
Suggested Academic Vocabulary:
Treaty
Territory
Point No Point Treaty
Indian Wars
Teacher created daily/weekly lesson plans
Gr 7 Unit 4 : WA- Railroads, Reform, Immigration, and Labor (1889-1930)
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…
1. Seek out, compare and critique different historical accounts.
2. View interactions of civilizations, cultures, and peoples with greater perspective and empathy.
Understandings
Meaning
Recommended Essential Questions
Students will keep considering …
History
• The student understands and applies knowledge of historical
thinking, chronology, eras, turning points, major ideas, individuals,
and themes of local, Washington State, tribal, United States, and
world history in order to evaluate how history shapes the present
and future.
Geography
• The student uses a spatial perspective to make reasoned
decisions by applying the concepts of location, region, and
movement and demonstrating knowledge of how geographic
features and human cultures impact environments.
Civics
• The student understands and applies knowledge of government,
law, politics, and the nation’s fundamental documents to make
decisions about local, national, and international issues and to
demonstrate thoughtful, participatory citizenship.
ELA
• Effective readers identify the main ideas using text and text
elements and make cause-effect connections.
• Clearly stating ideas can demonstrate my learning.
Instructional Materials:
The Washington Journey, textbook by Gibbs Smith
• Essential Question(s):
• How does the Washington State Constitution define the
state’s ideals and values?
• What is unique about the government of Washington State
and what priorities does it reflect?
Guiding Question(s):
• What were the causes and consequences of Washington
becoming a state?
CIVICS
GEOGRAPHY
HISTORY
HISTORY
Acquisition of Knowledge and Skill
From the list of Social Studies and CCSS ELA standards, teachers must write and communicate appropriate learning targets.
4.1.2,
Part 3
4.2.2
Required Social Studies GLE or CCSS ELA
(Reading/Writing)
Understands how themes and
developments have defined eras in
Washington State and world history by:
• Explaining how the following themes
and developments help to define eras
in Washington State history from 1854
to the present:
• Railroads, reform, immigration, and
labor (1889—1930).
Students will know and be able to…
•
I can explain how Railroads, reform and immigration helped define the era
(1889-1930) in Washington State.
Example(s):
Understands how themes and developments have defined eras in Washington
State and world history by:
• Explaining how the following themes and developments help to define eras in
Washington State history from 1854 to the present:
Railroads, reform, immigration, and labor (1889—1930).
I can analyze how cultural groups contributed to Washington State history.
Understands and analyzes how cultures
and cultural groups contributed to
Washington State or World History.
•
3.2.3
Understands the role of immigration in
shaping societies in the past or present.
1.1.1
Understands how key ideals set forth in
fundamental documents, including the
Washington State Constitution and tribal
treaties, define the goals of our state.
I understand the role of immigration in shaping society in Washington State.
Example(s):
• Draws conclusions about the role Norwegian immigrants had on urban
development in coastal communities.
Understands the role of the Klondike Gold Rush on the development of
Seattle.
• I understand how key ideas from the Washington State Constitution and tribal
treaties define goals in our state.
Example(s):
• Explains how liberty is defined in the Washington State Constitution.
• Explains how justice is defined in the Washington State Constitution.
• Explains how sovereignty is defined in tribal treaties.
Explains how the Washington State Constitution defines equality when
declaring that it is “the paramount duty of the state to make ample provision
for the education of all children residing within its borders, without distinction or
preference on account of race, color, caste, or sex.”
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
CCSS
ELA
CCSS ELA
CCSS ELA
Revised 7.16.13
Reading
RH 6-8.1
Reading
RH 6-8.2
Reading
RH 6-8.3
Reading
RH 6-8.4
Reading
RH 6-8.5
Cite specific textual evidence to support
analysis of primary and secondary
sources.
Determine the central ideas or information
of a primary or secondary source; provide
an accurate summary of the source
distinct from prior knowledge or opinions.
Identify key steps in a text description of a
process related to history/social studies
(e.g., how a bill becomes a law, how
interest rates are lowered).
I can cite text evidence to support my analysis of a primary and/or secondary
source.
Example(s):
Citing evidence in Jackson’s refusal to enforce the Supreme Court decision by
Chief Justice John Marshall for the Cherokee Nation.
• I can identify the central idea of a primary or secondary source.
• I can write an objective text summary.
Example(s):
Identifying and summarizing the central ideas the Doctrine of Nullification.
•
• I can create a flow chart.
Example(s):
Creating a flow chart of how revenue tariffs work.
Determine meanings of words and phrases
as they are used in a text, including
vocabulary specific to domains related to
history/social studies.
• I can determine the meaning of vocabulary in context.
Example(s):
Interpreting/translating primary documents in to contemporary English (ex. The
Monroe Doctrine).
Describe how a text presents information
(e.g. sequentially, comparatively, causally).
• I can describe how a text presents information.
Example(s):
Explaining the chronological/logical presentation of historical information in a
textbook.
Reading
RH 6-8.6
Identify aspects of a text that reveal an
author’s point of view or purpose (e.g.,
loaded language, inclusion or avoidance of
particular facts).
Reading
RH 6-8.7
Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps)
with other information in print and digital
texts.
• I can identify parts of the text that reveal author’s point of view or purpose.
Example(s):
Identifying author’s purpose Luzena Wilson’s 1849 account of the California
Gold Rush.
•
•
I can integrate visual information with other types of texts.
Example(s):
Integrating visual information such as movie clips, songs, and political cartoons
with issues related to Manifest Destiny.
CCSS ELA
CCSS ELA
CCSS ELA
Revised 7.16.13
Reading
RH 6-8.8
Distinguish among fact, opinion and
reasoned judgment in a text.
• I can distinguish between fact, opinion and reasoned judgment in a text.
Example(s):
• Separating fact from opinion in Dorothea Dix’s Report to the Massachusetts
Legislature on the treatment of the mentally ill.
I can analyze the relationship between a primary and secondary source on
the same topic.
Example(s):
Analyzing Frederick Douglass’ narrative and historical textbook accounts.
•
Reading
RH 6-8.9
Analyze the relationship between a
primary and secondary source on the
same topic.
Writing
WHST 68.1
Write arguments focused on disciplinespecific content.
e. Introduce claim(s) about a topic or
issue, acknowledge and
distinguish the claims from
alternate or opposing claims and
organize the reasons and evidence
logically.
f. Support claims with logical
reasoning and relevant, accurate
data and evidence that
demonstrate an understanding of
the topic or text, using credible
sources.
g. Use words, phrases, and clauses
to create cohesion and clarify the
relationships among claims,
counterclaims, reasons, and
evidence.
h. Establish and maintain a style.
Provide a concluding statement or section
that follows from and supports the
argument presented.
•
•
•
•
•
•
•
•
I can write an argument based on historical content.
I can introduce a claim.
I can differentiate alternate and opposing claims.
I can logically organize my reasons and evidence.
I can support claims with credible evidence that demonstrates my
understanding of the topic.
I can appropriate diction.
I can establish and maintain a formal style.
I can provide a concluding statement/section that supports the argument.
CCSS ELA
CCSS ELA
CCSS ELA
Revised 7.16.13
WHST 68.2
Write information/explanatory texts,
including the narrative events.
g. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader categories
as appropriate to achieving
purpose; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when
useful to aiding comprehension.
h. Develop a topic with relevant wellchosen facts, definitions, concrete
details, quotations, or other
information and examples.
i. Use appropriate and varied
transitions to create cohesion and
clarify the relationships among
ideas and concepts.
j. Use precise language and domain
specific vocabulary to inform about
or explain the topic.
k. Establish and maintain a formal
style and objective tone.
l. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented.
Writing
WHST 68.4
Produce clear and coherent writing in
which the development, organization, and
style are appropriate to the task, purpose,
and audience.
Writing
WHST 68.5
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach, focus on how well purpose and
audience have been addressed.
•
I can effectively write informative/explanatory texts to examine a topic,
convey ideas and concepts through the selection, organization, and analysis
of relevant content.
•
I can produce clear and organized writing.
•
I can use the writing process to improve my writing and provide constructive
feedback for peers.
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
Revised 7.16.13
Writing
WHST
6-8.6
Writing
WHST
6-8.7
Writing
WHST 68.8
Writing
WHST 68.9
•
I can use a variety of technology to write and present my ideas.
Conduct short research projects to answer
a question (including a self-generated
question), drawing on several sources and
generating
additional related, focused questions that
allow for multiple avenues of exploration.
•
I can conduct short research projects to respond to a prompt drawing from
multiple sources generating additional that allow for further avenues of
exploration.
Gather relevant information from multiple
print and digital sources, using search
terms effectively;
assess the credibility and accuracy of
each source; and quote or paraphrase the
data and conclusions
of others while avoiding plagiarism and
following a standard format for citation.
•
I can effective identify, evaluate, and gather relevant credible information
from various multi-media; and, accurately cite source information with correct
attribution.
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to
literature (e.g., “Analyze how a modern
work of fiction draws on themes, patterns
of events, or
character types from myths, traditional
stories, or religious works such as the
Bible, including describing how the
material is rendered new”).
b. Apply grade 8 Reading standards to
literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims
in a text, assessing whether the reasoning
is sound and the evidence is relevant and
sufficient; recognize when irrelevant
evidence is introduced”).
•
I can draw evidence from multiple informational texts to support analysis,
reflection, and research.
Use technology, including the Internet, to
produce and publish writing and present
the relationships between information and
ideas clearly and efficiently.
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Writing
WHST 68.10
Write routinely over extended time frames
(time for reflection and revision) and
shorter time frames (a single sitting or a
day or two) for a range of disciplinespecific tasks, purposes, and audiences.
•
I can write in a variety of time frames.
Stage 2 – Evidence
Evaluative Criteria
Example criteria:
•
•
•
•
historically accurate
clear and complete
explanation
sound reasoning based on
evidence
correct grammar and
mechanics in writing
To be developed at grade
level:
CBA Rubric
Students will show their learning by…
SUGGESTED PERFORMANCE TASK(S):
• Formative and Summative opportunities
• CBA Causes of Conflict
• For Sample Performance Tasks for Gr 6-8 Informational Texts, see CCSS ELA, Appendix B, p. 100
http://www.corestandards.org/assets/Appendix_B.pdf
OTHER EVIDENCE:
• Brainstorming
• Class Discussions
• Observations
• Peer-response/discourse
• Teacher-student conference
• CFUs (exit task, surveys, polls)
• Projects
• Note-taking
Social Studies Skills: Use this chart to consider whether the performance task meets the rigor and depth of the ELA standards.
All Social Studies performance tasks should include the aspects below.
SKILL TYPES
Chronological Reasoning
Components of Historical Thinking Skills
•
•
•
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and
Contextualization
Crafting Historical
Arguments from Historical
Evidence
•
•
Comparison
Contextualization
•
•
Historical Argumentation
Appropriate Use of Relevant Historical
Evidence
Historical Interpretation
and
Synthesis
•
•
Interpretation
Synthesis
Academic Literacy Skills
•
•
•
•
Categorization
Time line preparation (chronology, era,
etc…)
Cause/Effect
Results/Consequences
Compare/Contrast
Representations
•
•
•
•
•
•
•
Evidence
Commentary
Citation
Credibility
Essential Questions
Organization
Analysis
•
•
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
•
Suggested Academic Vocabulary:
Reform
Immigration
Sovereignty
Justice
Constitution
Liberty
Equality
Klondike Gold Rush
Teacher created daily/weekly lesson plans
Gr 7 Unit 5 WA- Great Depression and World War II (1930-1945)
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…
1. Seek out, compare and critique different historical accounts.
2. View interactions of civilizations, cultures, and peoples with greater perspective and empathy.
Meaning
Understandings
Recommended Essential Questions
History
Essential Question(s):
• The student understands and applies knowledge of historical thinking,
What is legacy of the Great Depression and World War II for
Washington State?
chronology, eras, turning points, major ideas, individuals, and themes of
local, Washington State, tribal, United States, and world history in order
to evaluate how history shapes the present and future.
Geography
• The student uses a spatial perspective to make reasoned decisions by
applying the concepts of location, region, and movement and
demonstrating knowledge of how geographic features and human
cultures impact environments.
Civics
• The student understands and applies knowledge of government, law,
politics, and the nation’s fundamental documents to make decisions
about local, national, and international issues and to demonstrate
thoughtful, participatory citizenship.
ELA
• Effective readers identify the main ideas using text and text elements
and make cause-effect connections.
• Clearly stating ideas can demonstrate my learning.
Instructional Materials:
The Washington Journey, textbook by Gibbs Smith
Guiding Question(s):
How did the people of Washington State respond to the political,
economic, and social challenges of the Great Depression and World
War II?
GEOGRAP
HY
HISTORY
Acquisition of Knowledge and Skill
From the list of Social Studies and CCSS ELA standards, teachers must write and communicate appropriate learning targets.
4.1.2,
Part 4
Required Social Studies GLE or CCSS ELA
(Reading/Writing)
Understands how themes and
developments have defined eras in
Washington State and world history by:
• Explaining how the following themes
and developments help to define eras
in Washington State history from 1854
to the present:
• The Great Depression and World War II
(1930—1945).
Students will know…
•
Analyzes maps and charts from a specific
time period to analyze an issue or event
CIVICS
1.1.2
CBA: Dig Deep-Analyzing Sources
I can analyze maps and charts to better understand an issue or event.
Example(s):
• Examines a map of the Northwest and constructs an interpretation about why
•
Analyzes the relationship between the
actions of people in Washington State and
the ideals outlined in the State
Constitution
I can explain how the Great Depression and World War II helped define the era
(1930-1945) in Washington State.
Example(s):
• Explains how the building of dams as part of the New Deal helps to define the
1930s and 1940s in Washington State.
•
3.1.1
Suggested Examples: Students will be skilled at…
Japanese internment camps were placed where they were.
I can analyze how the State constitution impacts the actions of people in
Washington State.
Example(s):
• Examines the relationship between Washington State citizens’ support for
Gordon Hirabayashi’s resistance to incarceration and the right to “due
process” outlined in Article 1, Section 3 of the State Constitution.
• Examines the relationship between Washington State women’s contribution to
the war effort during World War II and the equality of rights and responsibility
outlined in Article 31, Section 1 of the State Constitution.
• Examines the relationship between the implementation of the Bracero Program
and the personal rights outlined in Article 1, Section 3 of the State Constitution.
CCSS ELA
CCSS ELA
CCSS ELA
CCSS
ELA
CCSS ELA
CCSS ELA
HISTORY
Required Social Studies GLE or CCSS ELA
(Reading/Writing)
Students will know…
•
•
4.3.1
Reading
RH 6-8.1
Reading
RH 6-8.2
Reading
RH 6-8.3
Reading
RH 6-8.4
Reading
RH 6-8.5
Reading
RH 6-8.6
Analyzes and interprets historical
materials from a variety of
perspectives in Washington State or
world history.
Cite specific textual evidence to support
analysis of primary and secondary
sources.
Determine the central ideas or information
of a primary or secondary source; provide
an accurate summary of the source
distinct from prior knowledge or opinions.
Identify key steps in a text description of a
process related to history/social studies
(e.g., how a bill becomes a law, how
interest rates are lowered).
Suggested Examples: Students will be skilled at…
I can analyze and interpret historical materials from a variety of perspectives in
Washington State history.
Example(s):
• Constructs an interpretation of why the U.S. government incarcerated
Japanese Americans, as well as the effects of the incarceration, using historical
materials from Washington State.
I can cite text evidence to support my analysis of a primary and/or secondary
source.
Example(s):
Citing evidence in Jackson’s refusal to enforce the Supreme Court decision by
Chief Justice John Marshall for the Cherokee Nation.
• I can identify the central idea of a primary or secondary source.
• I can write an objective text summary.
Example(s):
Identifying and summarizing the central ideas the Doctrine of Nullification.
•
• I can create a flow chart.
Example(s):
Creating a flow chart of how revenue tariffs work.
Determine meanings of words and phrases
as they are used in a text, including
vocabulary specific to domains related to
history/social studies.
• I can determine the meaning of vocabulary in context.
Example(s):
Interpreting/translating primary documents in to contemporary English (ex. The
Monroe Doctrine).
Describe how a text presents information
(e.g. sequentially, comparatively, causally).
• I can describe how a text presents information.
Example(s):
Explaining the chronological/logical presentation of historical information in a
textbook.
Identify aspects of a text that reveal an
author’s point of view or purpose (e.g.,
loaded language, inclusion or avoidance of
particular facts).
• I can identify parts of the text that reveal author’s point of view or purpose.
Example(s):
Identifying author’s purpose Luzena Wilson’s 1849 account of the California
Gold Rush.
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
Reading
RH 6-8.7
Reading
RH 6-8.8
Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps)
with other information in print and digital
texts.
Distinguish among fact, opinion and
reasoned judgment in a text.
•
•
I can integrate visual information with other types of texts.
Example(s):
Integrating visual information such as movie clips, songs, and political cartoons
with issues related to Manifest Destiny.
• I can distinguish between fact, opinion and reasoned judgment in a text.
Example(s):
• Separating fact from opinion in Dorothea Dix’s Report to the Massachusetts
Legislature on the treatment of the mentally ill.
I can analyze the relationship between a primary and secondary source on
the same topic.
Example(s):
Analyzing Frederick Douglass’ narrative and historical textbook accounts.
•
Reading
RH 6-8.9
Analyze the relationship between a
primary and secondary source on the
same topic.
Writing
WHST 68.1
Write arguments focused on disciplinespecific content.
i. Introduce claim(s) about a topic or
issue, acknowledge and
distinguish the claims from
alternate or opposing claims and
organize the reasons and evidence
logically.
j. Support claims with logical
reasoning and relevant, accurate
data and evidence that
demonstrate an understanding of
the topic or text, using credible
sources.
k. Use words, phrases, and clauses
to create cohesion and clarify the
relationships among claims,
counterclaims, reasons, and
evidence.
l. Establish and maintain a style.
Provide a concluding statement or section
that follows from and supports the
argument presented.
•
•
•
•
•
•
•
•
I can write an argument based on historical content.
I can introduce a claim.
I can differentiate alternate and opposing claims.
I can logically organize my reasons and evidence.
I can support claims with credible evidence that demonstrates my
understanding of the topic.
I can appropriate diction.
I can establish and maintain a formal style.
I can provide a concluding statement/section that supports the argument.
CCSS ELA
CCSS ELA
CCSS ELA
WHST 68.2
Write information/explanatory texts,
including the narrative events.
m. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader categories
as appropriate to achieving
purpose; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when
useful to aiding comprehension.
n. Develop a topic with relevant wellchosen facts, definitions, concrete
details, quotations, or other
information and examples.
o. Use appropriate and varied
transitions to create cohesion and
clarify the relationships among
ideas and concepts.
p. Use precise language and domain
specific vocabulary to inform about
or explain the topic.
q. Establish and maintain a formal
style and objective tone.
r. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented.
Writing
WHST 68.4
Produce clear and coherent writing in
which the development, organization, and
style are appropriate to the task, purpose,
and audience.
Writing
WHST 68.5
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach, focus on how well purpose and
audience have been addressed.
•
I can effectively write informative/explanatory texts to examine a topic,
convey ideas and concepts through the selection, organization, and analysis
of relevant content.
•
I can produce clear and organized writing.
•
I can use the writing process to improve my writing and provide constructive
feedback for peers.
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
Writing
WHST
6-8.6
Writing
WHST
6-8.7
Writing
WHST 68.8
Writing
WHST 68.9
•
I can use a variety of technology to write and present my ideas.
Conduct short research projects to answer
a question (including a self-generated
question), drawing on several sources and
generating
additional related, focused questions that
allow for multiple avenues of exploration.
•
I can conduct short research projects to respond to a prompt drawing from
multiple sources generating additional that allow for further avenues of
exploration.
Gather relevant information from multiple
print and digital sources, using search
terms effectively;
assess the credibility and accuracy of
each source; and quote or paraphrase the
data and conclusions
of others while avoiding plagiarism and
following a standard format for citation.
•
I can effective identify, evaluate, and gather relevant credible information
from various multi-media; and, accurately cite source information with correct
attribution.
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to
literature (e.g., “Analyze how a modern
work of fiction draws on themes, patterns
of events, or
character types from myths, traditional
stories, or religious works such as the
Bible, including describing how the
material is rendered new”).
b. Apply grade 8 Reading standards to
literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims
in a text, assessing whether the reasoning
is sound and the evidence is relevant and
sufficient; recognize when irrelevant
evidence is introduced”).
•
I can draw evidence from multiple informational texts to support analysis,
reflection, and research.
Use technology, including the Internet, to
produce and publish writing and present
the relationships between information and
ideas clearly and efficiently.
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Writing
WHST 68.10
Write routinely over extended time frames
(time for reflection and revision) and
shorter time frames (a single sitting or a
day or two) for a range of disciplinespecific tasks, purposes, and audiences.
•
I can write in a variety of time frames.
Stage 2 – Evidence
Evaluative Criteria
Example criteria:
•
•
•
•
historically accurate
clear and complete
explanation
sound reasoning based on
evidence
correct grammar and
mechanics in writing
To be developed at grade level:
CBA Rubric
Students will show their learning by…
SUGGESTED PERFORMANCE TASK(S):
• Formative and Summative opportunities
• CBA Causes of Conflict
• For Sample Performance Tasks for Gr 6-8 Informational Texts, see CCSS ELA, Appendix B, p. 100
http://www.corestandards.org/assets/Appendix_B.pdf
OTHER EVIDENCE:
• Brainstorming
• Class Discussions
• Observations
• Peer-response/discourse
• Teacher-student conference
• CFUs (exit task, surveys, polls)
• Projects
• Note-taking
Social Studies Skills: Use this chart to consider whether the performance task meets the rigor and depth of the ELA standards.
All Social Studies performance tasks should include the aspects below.
SKILL TYPES
Chronological Reasoning
Components of Historical Thinking Skills
•
•
•
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and
Contextualization
Crafting Historical
Arguments from Historical
Evidence
•
•
Comparison
Contextualization
•
•
Historical Argumentation
Appropriate Use of Relevant Historical
Evidence
Historical Interpretation
and
Synthesis
•
•
Interpretation
Synthesis
Academic Literacy Skills
•
•
•
•
Categorization
Time line preparation (chronology, era,
etc…)
Cause/Effect
Results/Consequences
Compare/Contrast
Representations
•
•
•
•
•
•
•
Evidence
Commentary
Citation
Credibility
Essential Questions
Organization
Analysis
•
•
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
•
Suggested Academic Vocabulary:
Great Depression
New Deal Due
Process Bracero
program
Internment camps
Rights and Responsibilities
Teacher created daily/weekly lesson plans
Gr 7 Unit 6 WA- New Technologies and Industries (1945-1980)
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…
1. Seek out, compare and critique different historical accounts.
2. View interactions of civilizations, cultures, and peoples with greater perspective and empathy.
Understandings
Meaning
Recommended Essential Questions
• How has technology shaped the way people live in Washington?
History
• The student understands and applies knowledge of historical thinking,
chronology, eras, turning points, major ideas, individuals, and themes of
local, Washington State, tribal, United States, and world history in order
to evaluate how history shapes the present and future.
Economics
The student applies understanding of economic concepts and
systems to analyze decision-making and the interactions
between individuals, households, businesses, governments,
and societies.
ELA
• Effective readers identify the main ideas using text and text elements
and make cause-effect connections.
• Clearly stating ideas can demonstrate my learning.
Guiding Question(s):
• What significant political, economic, and social challenges
affected Washington State in the post-World War II era? How did
these challenges impact individuals and groups of people?
• What are the key industries of Washington State, past and
present?
Instructional Materials:
The Washington Journey, textbook by Gibbs Smith
indian-ed.gov Since Time Immemorial (STI), Tribal Sovereignty Unit “New Technologies and Industries – Hanford Nuclear Reservations effects on Indian
Counry” Teachers are recommended to use the Level 1 lesson.
HISTORY
Acquisition of Knowledge and Skill
From the list of Social Studies and CCSS ELA standards, teachers must write and communicate appropriate learning targets.
Students will know…
•
•
4.4.1
2.4.1.
Analyzes how an event in
Washington State or world
history helps us to understand
a current issue.
Understands and analyzes the
distribution of wealth and
sustainability of resources in
Washington State.
Suggested Examples: Students will be skilled at…
I can explain how new technologies and industries helped to define the era
(1945-1980) in Washington State.
Example(s):
Explains how the establishment of the civilian aerospace industry after World
War II helps to define this era as a time of new technologies and industries.
•
ECONOMICS
HISTORY
4.1.2,
Part 5
Required Social Studies GLE or
CCSS ELA (Reading/Writing)
Understands how themes and
developments have defined eras in
Washington State and world
history by:
• Explaining how the following
themes and developments help
to define eras in Washington
State history from 1854 to the
present:
• New technologies and
industries (1945—1980).
I can analyze how an event in Washington State history helps me understand a
current issue.
Example(s):
Examines how the history of damming the Snake and Columbia Rivers helps us
understand tension between the agricultural, environmental, and tribal
communities.
• I can analyze the distribution of wealth and sustainability of resources.
• Examines the effects of economic growth in
• Washington State agriculture on the
• distribution of wealth and sustainability.
Example(s):
• Examines the relationship between types of
• employment and standard of living.
• Examines how the emergence of Microsoft
• Washington State.
• Examines the efforts of the Northwest Indian
• Fish Commission to co-manage the state’s
• natural resources
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
GEOGRAPHY
•
3.2.1
Reading
RH
6-8.1
Reading
RH 68.2
Understands and analyzes how the
environment has affected people
and how people have affected the
environment in Washington State
in the past or present.
Cite specific textual evidence to
support analysis of primary and
secondary sources.
Determine the central ideas or
information of a primary or
secondary source; provide an
accurate summary of the source
distinct from prior knowledge or
opinions.
I can understand how the environment has impacted people and how people
have impacted the environment in Washington State.
Example(s):
• Examines how the Columbia Basin Irrigation Project impacted the Yakima River.
• Compares how Washington State’s suburban and rural communities have
impacted the environment differently.
Examines the impact of urban sprawl on the natural environment and
communities.
I can cite text evidence to support my analysis of a primary and/or secondary
source.
Example(s):
Citing evidence in The Compromise of 1850 that shows that slavery continues to
divide the nation.
• I can identify the central idea of a primary or secondary source.
• I can write an objective text summary.
Example(s):
Identifying and summarizing The Wilmot Proviso.
•
Reading
RH
6-8.3
Identify key steps in a text
description of a process related to
history/social studies (e.g., how a
bill becomes a law, how interest
rates are lowered).
• I can create a flow chart.
Example(s):
Creating a cause and effect chart of the nation breaking apart starting with the
1846 Wilmot Proviso through the election of 1860 and/or The Sharecropper’s
Cycle of Poverty.
Reading
RH 68.4
Determine meanings of words and
phrases as they are used in a text,
including vocabulary specific to
domains related to history/social
studies.
• I can determine the meaning of vocabulary in context.
Example(s):
Interpreting/translating primary documents in to contemporary English (ex.
Gettysburg’s Address and The Emancipation Proclamation).
Reading
RH6-8.5
Describe how a text presents
information (e.g. sequentially,
comparatively, causally).
• I can describe how a text presents information.
Example(s):
Explaining the chronological/logical presentation of historical information in a
textbook.
CCSS ELA
CCSS ELA
CCSS ELA
Reading
RH
6-8.8
Distinguish among fact, opinion
and reasoned judgment in a text.
CCSS ELA
Reading
RH
6-8.7
Integrate visual information (e.g.,
in charts, graphs, photographs,
videos, or maps) with other
information in print and digital
texts.
Reading
RH6-8.9
Analyze the relationship between a
primary and secondary source on
the same topic.
CCSS ELA
Reading
RH
6-8.6
Identify aspects of a text that
reveal an author’s point of view or
purpose (e.g., loaded language,
inclusion or avoidance of
particular facts).
Reading
RH
6-8.10
By the end of the year, read and
comprehend literary non-fiction at
the high end of the grades 6-8 text
complexity band independently
and proficiently.
• I can identify parts of the text that reveal author’s point of view or purpose.
Example(s):
Identifying author’s purpose in Uncle Tom’s Cabin.
• I can integrate visual information with other types of texts.
Example(s):
Integrating visual information such as movie clips, songs, and political cartoons
with issues related to the Civil War.
• I can distinguish between fact, opinion and reasoned judgment in a text.
Example(s):
Separating fact from opinion on Lincoln’s views on slavery and the American
Civil War.
I can analyze the relationship between a primary and secondary source on the
same topic.
Example(s):
Analyzing Booker T. Washington’s “Up from Slavery” and historical textbook
accounts.
• I can read and understand what I have read.
•
CCSS ELA
Writing
WHST
6-8.1
Write arguments focused on
discipline-specific content.
a. Introduce claim(s) about a
topic or issue,
acknowledge and
distinguish the claims from
alternate or opposing
claims and organize the
reasons and evidence
logically.
b. Support claims with logical
reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic
or text, using credible
sources.
c. Use words, phrases, and
clauses to create cohesion
and clarify the
relationships among
claims, counterclaims,
reasons, and evidence.
d. Establish and maintain a
style.
Provide a concluding statement or
section that follows from and
supports the argument presented.
•
•
•
•
•
•
•
•
I can write an argument based on historical content.
I can introduce a claim.
I can differentiate alternate and opposing claims.
I can logically organize my reasons and evidence.
I can support claims with credible evidence that demonstrates my
understanding of the topic.
I can appropriate diction.
I can establish and maintain a formal style.
I can provide a concluding statement/section that supports the argument.
CCSS ELA
CCSS ELA
CCSS ELA
WHST
6-8.2
Write information/explanatory
texts, including the narrative
events.
a. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader
categories as appropriate to
achieving purpose; include
formatting (e.g., headings),
graphics (e.g., charts, tables),
and multimedia when useful to
aiding comprehension.
b. Develop a topic with relevant
well-chosen facts, definitions,
concrete details, quotations, or
other information and examples.
c. Use appropriate and varied
transitions to create cohesion and
clarify the relationships among
ideas and concepts.
d. Use precise language and
domain specific vocabulary to
inform about or explain the topic.
e. Establish and maintain a formal
style and objective tone.
f. Provide a concluding statement
or section that follows from and
supports the information or
explanation presented.
Writing
WHST
6-8.4
Produce clear and coherent writing
in which the development,
organization, and style are
appropriate to the task, purpose,
and audience.
Writing
WHST
6-8.5
With some guidance and support
from peers and adults, develop
and strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach, focus on how well
purpose and audience have been
addressed.
•
I can effectively write informative/explanatory texts to examine a topic, convey
ideas and concepts through the selection, organization, and analysis of relevant
content.
•
I can produce clear and organized writing.
•
I can use the writing process to improve my writing and provide constructive
feedback for peers.
CCSS ELA
CCSS ELA
CCSS ELA
Writing
WHST
6-8.6
Writing
WHST
6-8.7
Writing
WHST
6-8.8
•
I can use a variety of technology to write and present my ideas.
Conduct short research projects to
answer a question (including a
self-generated question), drawing
on several sources and generating
additional related, focused
questions that allow for multiple
avenues of exploration.
•
I can conduct short research projects to respond to a prompt drawing from
multiple sources generating additional that allow for further avenues of
exploration.
Gather relevant information from
multiple print and digital sources,
using search terms effectively;
assess the credibility and accuracy
of each source; and quote or
paraphrase the data and
conclusions
of others while avoiding plagiarism
and following a standard format for
citation.
•
I can effective identify, evaluate, and gather relevant credible information from
various multi-media; and, accurately cite source information with correct
attribution.
Use technology, including the
Internet, to produce and publish
writing and present the
relationships between information
and ideas clearly and efficiently.
CCSS ELA
CCSS ELA
Writing
WHST
6-8.9
Writing
WHST
6-8.10
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
a. Apply grade 8 Reading
standards to literature (e.g.,
“Analyze how a modern work of
fiction draws on themes, patterns
of events, or
character types from myths,
traditional stories, or religious
works such as the Bible, including
describing how the material is
rendered new”).
b. Apply grade 8 Reading
standards to literary nonfiction
(e.g., “Delineate and evaluate the
argument and specific claims in a
text, assessing whether the
reasoning is sound and the
evidence is relevant and sufficient;
recognize when irrelevant
evidence is introduced”).
Write routinely over extended time
frames (time for reflection and
revision) and shorter time frames
(a single sitting or a day or two) for
a range of discipline-specific
tasks, purposes, and audiences.
•
I can draw evidence from multiple informational texts to support analysis,
reflection, and research.
•
I can write in a variety of time frames.
Stage 2 – Evidence
Evaluative Criteria
Example criteria:
•
•
•
•
historically accurate
clear and complete
explanation
sound reasoning based on
evidence
correct grammar and
mechanics in writing
To be developed at grade level:
CBA Rubric
Students will show their learning by…
SUGGESTED PERFORMANCE TASK(S):
• Formative and Summative opportunities
• CBA Causes of Conflict
• For Sample Performance Tasks for Gr 6-8 Informational Texts, see CCSS ELA, Appendix B, p. 100
http://www.corestandards.org/assets/Appendix_B.pdf
OTHER EVIDENCE:
• Brainstorming
• Class Discussions
• Observations
• Peer-response/discourse
• Teacher-student conference
• CFUs (exit task, surveys, polls)
• Projects
• Note-taking
Social Studies Skills: Use this chart to consider whether the performance task meets the rigor and depth of the ELA standards.
All Social Studies performance tasks should include the aspects below.
SKILL TYPES
Chronological Reasoning
Components of Historical Thinking Skills
•
•
•
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and
Contextualization
Crafting Historical
Arguments from Historical
Evidence
•
•
Comparison
Contextualization
•
•
Historical Argumentation
Appropriate Use of Relevant Historical
Evidence
Historical Interpretation
and
Synthesis
•
•
Interpretation
Synthesis
Academic Literacy Skills
•
•
•
•
Categorization
Time line preparation (chronology, era,
etc…)
Cause/Effect
Results/Consequences
Compare/Contrast
Representations
•
•
•
•
•
•
•
Evidence
Commentary
Citation
Credibility
Essential Questions
Organization
Analysis
•
•
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
•
Suggested Academic Vocabulary:
Suburban
Urban Sprawl
Rural
Agriculture
Sustainability
Income distribution
Aerospace industry
Teacher created daily/weekly lesson plans
Gr 7 Unit 7 WA- Contemporary Washington State (1980-present)
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…
1. Seek out, compare and critique different historical accounts.
2. View interactions of civilizations, cultures, and peoples with greater perspective and empathy.
Meaning
Recommended Essential Questions
Understandings
History
• The student understands and applies knowledge of historical thinking,
chronology, eras, turning points, major ideas, individuals, and themes of
local, Washington State, tribal, United States, and world history in order
to evaluate how history shapes the present and future.
•
Economics
The student applies understanding of economic concepts and
systems to analyze decision-making and the interactions
between individuals, households, businesses, governments,
and societies.
Civics
• The student understands and applies knowledge of government, law,
politics, and the nation’s fundamental documents to make decisions
about local, national, and international issues and to demonstrate
thoughtful, participatory citizenship.
Essential Question(s):
What challenges face the people of Washington State today?
How can citizens work to address these challenges?
Guiding Question(s):
How have people sought to create a vibrant and sustainable
economy in Washington?
ELA
• Effective readers identify the main ideas using text and text elements
and make cause-effect connections.
• Clearly stating ideas can demonstrate my learning.
Instructional Materials:
The Washington Journey, textbook by Gibbs Smith
indian-ed.gov Since Time Immemorial (STI), Tribal Sovereignty Unit “Contemporary WA State – Indian Land (Boldt II)” teachers are recommended to
use the Level 1 lesson.
HISTORY
Acquisition of Knowledge and Skill
From the list of Social Studies and CCSS ELA standards, teachers must write and communicate appropriate learning targets.
4.1.2,
Part 6
Required Social Studies GLE or
CCSS ELA (Reading/Writing)
Understands how themes and
developments have defined eras in
Washington State and world
history by:
• Explaining how the following
themes and developments
help to define eras in
Washington State history from
1854 to the present:
• Contemporary Washington
State
(1980—present).
Students will know and be able to…
•
Example(s):
• Explains how international trade treaties affecting Washington State
business and agriculture help to define contemporary Washington.
CIVICS
CIVICS
•
1.2.1
2.1.1
Understands and analyzes the
structure, organization, and
powers of government at the local,
state, and tribal levels including
the concept of tribal sovereignty.
Analyze the importance of
financial literacy in making
economic choices related to
spending, saving, and investing.
I can explain how current events help to define the era (1980-present) in
Washington State.
I can analyze the structure, organization, and powers of government at the
local, state and tribal levels.
Example(s):
• Explains the organization and powers of city and county government.
• Explains the organization and powers of the three branches of Washington
State government.
• Explains the organization and powers of tribal governments in Washington
State.
Explains the populist features of the Washington State Constitution,
including initiative and referendum.
• I can analyze the importance of financial literacy.
Example(s):
• Examines the costs and benefits of getting a credit card and accumulating
debt.
• Examines the pros and cons of buying a Washington State lottery ticket.
• Examines how people in Washington State make choices about where to
invest their money for the highest return and lowest risk.
•
Examines how people evaluate advertising when choosing where to spend
their money
Revised 7.16.13
CIVICS
CIVICS
ECONOMICS
ECONOMICS
•
2.2.2
Understands and analyzes how the
forces of supply and demand have
affected international trade in
Washington State in the past or
present.
2.3.1
Understands and analyzes the role
of government in the economy of
Washington State through
taxation, spending, and policy
setting in the past or present.
1.3.1
Analyzes how international
agreements have affected
Washington State in the past or
present.
1.4.1
Understands the effectiveness of
different forms of civic
involvement.
I can analyze how supply and demand have impacted international trade
in Washington State
Example(s):.
• Examines how the demand for lumber in Japan and supply of lumber in
Washington State has led to a trade relationship.
• Examines how the impact of Japan’s demand for raw lumber affects
Washington State’s lumber Industry.
Examines how the Pacific Salmon Treaty has affected the harvesting and
exporting of salmon.
• I can analyze the role of government in the economy of Washington State.
Example(s):
• Examines how the Legislature levies taxes to create public schools, state
parks, and sporting arenas.
• Examines how state laws have improved the economic and living
conditions of migrant farm workers through the establishment of a higher
minimum wage.
• Examines how monies from tribal enterprises are invested back into the
community.
• I can analyze how international agreements have affected Washington
State.
Example(s):
• Examines how the World Trade Organization has affected environmental
regulations and employment opportunities in Washington State.
Examines how treaties have affected fishing in Washington State.
• I demonstrate understanding of the effectiveness of different forms of civic
involvement.
Example(s):
• Explains the influence of letters to the editor of the local paper on school
funding and instructional resources.
• Explains the influence of testimony at public hearings on laws regulating the
use of private property.
Explains how lobbying the legislature contributed to the passage of the
“Becca Bill.”
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
CCSS ELA
Revised 7.16.13
Reading
RH
6-8.1
Reading
RH 68.2
Cite specific textual evidence to
support analysis of primary and
secondary sources.
Determine the central ideas or
information of a primary or
secondary source; provide an
accurate summary of the source
distinct from prior knowledge or
opinions.
I can cite text evidence to support my analysis of a primary and/or secondary
source.
Example(s):
Citing evidence in The Compromise of 1850 that shows that slavery continues to
divide the nation.
• I can identify the central idea of a primary or secondary source.
• I can write an objective text summary.
Example(s):
Identifying and summarizing The Wilmot Proviso.
•
Reading
RH
6-8.3
Identify key steps in a text
description of a process related to
history/social studies (e.g., how a
bill becomes a law, how interest
rates are lowered).
• I can create a flow chart.
Example(s):
Creating a cause and effect chart of the nation breaking apart starting with the
1846 Wilmot Proviso through the election of 1860 and/or The Sharecropper’s
Cycle of Poverty.
Reading
RH 68.4
Determine meanings of words and
phrases as they are used in a text,
including vocabulary specific to
domains related to history/social
studies.
• I can determine the meaning of vocabulary in context.
Example(s):
Interpreting/translating primary documents in to contemporary English (ex.
Gettysburg’s Address and The Emancipation Proclamation).
Reading
RH6-8.5
Describe how a text presents
information (e.g. sequentially,
comparatively, causally).
• I can describe how a text presents information.
Example(s):
Explaining the chronological/logical presentation of historical information in a
textbook.
Reading
RH
6-8.6
Identify aspects of a text that
reveal an author’s point of view or
purpose (e.g., loaded language,
inclusion or avoidance of
particular facts).
Reading
RH
6-8.7
Integrate visual information (e.g.,
in charts, graphs, photographs,
videos, or maps) with other
information in print and digital
texts.
• I can identify parts of the text that reveal author’s point of view or purpose.
Example(s):
Identifying author’s purpose in Uncle Tom’s Cabin.
• I can integrate visual information with other types of texts.
Example(s):
Integrating visual information such as movie clips, songs, and political cartoons
with issues related to the Civil War.
Reading
RH
6-8.8
Distinguish among fact, opinion
and reasoned judgment in a text.
CCSS ELA
Reading
RH6-8.9
Analyze the relationship between a
primary and secondary source on
the same topic.
Reading
RH
6-8.10
By the end of the year, read and
comprehend literary non-fiction at
the high end of the grades 6-8 text
complexity band independently
and proficiently.
Writing
WHST
6-8.1
Write arguments focused on
discipline-specific content.
e. Introduce claim(s) about a
topic or issue,
acknowledge and
distinguish the claims from
alternate or opposing
claims and organize the
reasons and evidence
logically.
f. Support claims with logical
reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic
or text, using credible
sources.
g. Use words, phrases, and
clauses to create cohesion
and clarify the
relationships among
claims, counterclaims,
reasons, and evidence.
h. Establish and maintain a
style.
Provide a concluding statement or
section that follows from and
supports the argument presented.
CCSS ELA
I can analyze the relationship between a primary and secondary source on the
same topic.
Example(s):
Analyzing Booker T. Washington’s “Up from Slavery” and historical textbook
accounts.
• I can read and understand what I have read.
•
CCSS ELA
CCSS ELA
Revised 7.16.13
• I can distinguish between fact, opinion and reasoned judgment in a text.
Example(s):
Separating fact from opinion on Lincoln’s views on slavery and the American
Civil War.
•
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I can write an argument based on historical content.
I can introduce a claim.
I can differentiate alternate and opposing claims.
I can logically organize my reasons and evidence.
I can support claims with credible evidence that demonstrates my
understanding of the topic.
I can appropriate diction.
I can establish and maintain a formal style.
I can provide a concluding statement/section that supports the argument.
CCSS ELA
CCSS ELA
CCSS ELA
Revised 7.16.13
WHST
6-8.2
Write information/explanatory
texts, including the narrative
events.
b. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader
categories as appropriate to
achieving purpose; include
formatting (e.g., headings),
graphics (e.g., charts, tables),
and multimedia when useful to
aiding comprehension.
b. Develop a topic with relevant
well-chosen facts, definitions,
concrete details, quotations, or
other information and examples.
c. Use appropriate and varied
transitions to create cohesion and
clarify the relationships among
ideas and concepts.
d. Use precise language and
domain specific vocabulary to
inform about or explain the topic.
e. Establish and maintain a formal
style and objective tone.
f. Provide a concluding statement
or section that follows from and
supports the information or
explanation presented.
Writing
WHST
6-8.4
Produce clear and coherent writing
in which the development,
organization, and style are
appropriate to the task, purpose,
and audience.
Writing
WHST
6-8.5
With some guidance and support
from peers and adults, develop
and strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach, focus on how well
purpose and audience have been
addressed.
•
I can effectively write informative/explanatory texts to examine a topic, convey
ideas and concepts through the selection, organization, and analysis of relevant
content.
•
I can produce clear and organized writing.
•
I can use the writing process to improve my writing and provide constructive
feedback for peers.
CCSS ELA
CCSS ELA
CCSS ELA
Revised 7.16.13
Writing
WHST
6-8.6
Writing
WHST
6-8.7
Writing
WHST
6-8.8
•
I can use a variety of technology to write and present my ideas.
Conduct short research projects to
answer a question (including a
self-generated question), drawing
on several sources and generating
additional related, focused
questions that allow for multiple
avenues of exploration.
•
I can conduct short research projects to respond to a prompt drawing from
multiple sources generating additional that allow for further avenues of
exploration.
Gather relevant information from
multiple print and digital sources,
using search terms effectively;
assess the credibility and accuracy
of each source; and quote or
paraphrase the data and
conclusions
of others while avoiding plagiarism
and following a standard format for
citation.
•
I can effective identify, evaluate, and gather relevant credible information from
various multi-media; and, accurately cite source information with correct
attribution.
Use technology, including the
Internet, to produce and publish
writing and present the
relationships between information
and ideas clearly and efficiently.
CCSS ELA
CCSS ELA
Revised 7.16.13
Writing
WHST
6-8.9
Writing
WHST
6-8.10
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
a. Apply grade 8 Reading
standards to literature (e.g.,
“Analyze how a modern work of
fiction draws on themes, patterns
of events, or
character types from myths,
traditional stories, or religious
works such as the Bible, including
describing how the material is
rendered new”).
b. Apply grade 8 Reading
standards to literary nonfiction
(e.g., “Delineate and evaluate the
argument and specific claims in a
text, assessing whether the
reasoning is sound and the
evidence is relevant and sufficient;
recognize when irrelevant
evidence is introduced”).
Write routinely over extended time
frames (time for reflection and
revision) and shorter time frames
(a single sitting or a day or two) for
a range of discipline-specific
tasks, purposes, and audiences.
•
I can draw evidence from multiple informational texts to support analysis,
reflection, and research.
•
I can write in a variety of time frames.
Revised 7.16.13
Stage 2 – Evidence
Evaluative Criteria
Example criteria:
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historically accurate
clear and complete
explanation
sound reasoning based on
evidence
correct grammar and
mechanics in writing
To be developed at grade level:
Writing rubrics
CBA Rubric
Students will show their learning by…
SUGGESTED PERFORMANCE TASK(S):
• Formative and Summative opportunities
• For Sample Performance Tasks for Gr 6-8 Informational Texts, see CCSS ELA, Appendix B, p. 100
http://www.corestandards.org/assets/Appendix_B.pdf
OTHER EVIDENCE:
• Brainstorming
• Class Discussions
• Observations
• Peer-response/discourse
• Teacher-student conference
• CFUs (exit task, surveys, polls)
• Projects
• Note-taking
Social Studies Skills: Use this chart to consider whether the performance task meets the rigor and depth of the ELA Standards.
All Social Studies performance tasks should include the aspects below.
SKILL TYPES
Chronological Reasoning
Components of Historical Thinking Skills
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Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and
Contextualization
Crafting Historical
Arguments from Historical
Evidence
•
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Comparison
Contextualization
•
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Historical Argumentation
Appropriate Use of Relevant Historical
Evidence
Historical Interpretation
and
Synthesis
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Interpretation
Synthesis
Academic Literacy Skills
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Categorization
Time line preparation (chronology, era,
etc…)
Cause/Effect
Results/Consequences
Compare/Contrast
Representations
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Evidence
Commentary
Citation
Credibility
Essential Questions
Organization
Analysis
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Revised 7.16.13
Stage 3 – Learning Plans
Summary of Key Learning Events and Instruction
•
Suggested Academic Vocabulary:
International trade treaties
Contemporary
Initiative
Referendum
Levy
Minimum wage
Public hearing
Letter to the Editor
Becca Bill
Lumber
World Trade Organization
Free Trade Agreement
Pacific Salmon Treaty
Environmental Regulations
Lottery
Teacher created daily/weekly lesson plans