Moving Forward, Looking Back : Washington's First Women in Government

• Review the different roles of government on the federal, state, tribal, and local level.
• Make predictions on what roles women have played in the governemnt of Washington state and at the federal level.
• Analyze the growing impact women have had on Washington state governments.
• Engage in small and large-group discussions that use evidence-based arguments.

• Moving Forward, Looking Back Lesson Plan with Activity Sheet (form fillable pdf)
• Traveling or on-line exhibit
• Washington Government Structures Chart
• Focused Notes Activity Sheet (form fillable pdf)
• Focused Notes Activity Sheet (editable document)

• SSS3.6-8.1.  Engage in discussion, analyzing multiple viewpoints on public issues.
• C2.6-8.2.  Distinguish the structure, organization, powers, and limits of government at the local, state, and tribal levels.
• H2.6-8.2.  Explain and analyze how individuals and movements have shaped Washington State History since statehood.
• H3.6-8.3.  Explain, analyze, and develop an argument about how Washington State has been impacted by individuals and movements.

• Handout Washington Government Structures Chart to students
• In pairs or small groups have students review the chart. Students should ask clarifying questions, note points of confusion, and make connections to prior knowledge. Have students share out ideas to whole class.
• Next, have students make predictions about which of the different elected and appointed offices would be ones that women held and when women first held them. Have them place their predictions on a timeline starting in 1889 to present (this could be done individually, in small groups, or as a class).

Entry Task:

• Handout Washington Government Structures Chart to students.
• In pairs or small groups have students review the chart. Students should ask clarifying questions, note points of confusion, and make connections to prior knowledge. Have students share out ideas to whole class.
• Next, have students make predictions about which of the different elected and appointed offices would be ones that women held and when women first held them. Have them place their predictions on a timeline starting in 1889 to present (this could be done individually, in small groups, or as a class).

• Students will use the note-taking chart to take notes on the different people from the exhibit. Have students make note of the office they held, dates they served, and notes and main ideas from the exhibit.
• Next, have students look over their notes and have a discussion about what challenged, changed, or confirmed their predictions. Capture notes on the note-taking chart.
• After they have completed that, individually, have students write a brief reflection on what impact women have had on government and what questions do students still have. Students should be ready to use their ideas for Reflection/ Application section.

Reflection/Application:

• Small group discussion (4-6 sts): How did women’s impact change over time? What do you notice in the exhibit? How accurate were your predictions? What predictions were wrong? What are some lessons we can take away?
• Encourage students to back up assertions with evidence from their notes, the exhibit, or references to small group chats earlier in the lesson.

• Note-taking chart, including individual reflection
• Small group discussion

Possible extension or taking informed action ideas:

• Learn about local officials and what impacts women have had. How were they inspired by the firsts that came before? (My legislative district, my Tribal council, my city council, my county commissioners, my school board).
• Write a locally elected woman or female community leader and ask about their history leading up to the position of leadership - create a panel highlighting them in the form of the exhibit panels.