Centennial Accord

Title

Centennial Accord

Creator

Publisher

Washington State Library, Office of the Secretary of State

Date

2018

Grade Levels

Introduction

In this focused inquiry, students investigate the question What is important about the Centennial Accord?
Students engage in a group department report analysis, make predictions about the content of the Centennial Accord, do a partner annotation deep read of the Accord, participate in a discussion, write a summary of the importance of the Accord, and reach out to understand its impact on local tribal nations.

Lesson Objectives

  • Students will be able to use analytical reading skill to make and confirm predictions about the purpose of the centennial accord.
  • Students will be able to explain what the centennial accord is and why it is important.
  • Students will use their peers as resources to deepen understandings about the centennial accord through participating in structured discussion and listening.

Standards

Common Core English Language Arts Standards, History/Social Studies
  • CCSS.ELA-LITERACY.RH.9-10.1.  Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
College, Career, and Civic Life Framework
(See C3 Framework to adjust to the grade level of the audience of this lesson)
  • D2.Civ.12.9-12.  Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

Activity

Focused Inquiry

Staging the Question

Compelling Question:  What is important about the Centennial Accord?
Group department report analysis:
Use excerpts of 2016 Agency Highlights to predict the purpose and content of the Centennial Accord.

Background to share with the students:  Each Agency in Washington State government produces a report of highlights with regard to their agency’s work and the agreements of the centennial accord.

Use the excerpt from an agency you are given to make predictions about what the agreements of the Centennial Accord might be.
  • Student should be in groups of 3-4
  • Each group should get a copy of the 2016 Organization Chart for Washington State Government and one of the eight excerpts of 2016 Agency Highlights.
  • Groups will find where their agency is on the Organization Chart and highlight or circle it.
  • Individuals in each group take turns reading the excerpt aloud occasionally stopping to discuss confusions and understandings.
  • After reading, the group should discuss and note on Activity Sheet:
    • What are our predictions about the purpose and content of the Centennial Accord?
    • What evidence in the excerpt leads to our hunches?
    • Each group reports out their predictions while others take notes.
Formative Performance Task

Supporting Question:  What does the Centennial Accord say?
  • Individuals read and annotate the Centennial Accord Excerpts (front and back)
  • Annotations should include: confusions, understandings, important vocabulary, questions, connections, and especially places where their predictions were confirmed or proven wrong.
  • After annotating, students should share their annotations with a partner and add any new ideas.
  • Finally, teacher should organize a discussion about predictions that were confirmed or proven wrong.
Taking Informed Action

Argument:  Exit Ticket - students should write a summary of what they believe is the importance of the centennial accord.
  • Students should identify the Tribal Nation closest to where they live (http://www.washingtontribes.org/tribes-map) and attempt to contact a representative to learn about the impacts of the centennial accord on that nation.
Centennial Accord Lesson Plan with Activity Sheet.pdf
Centennial Accord Agency Highlights Excerpt Text Set.pdf
Focused Inquiry (Excerpt Analysis) Activity Sheet.pdf
2016 Organization Chart for Washington State Government.pdf