Washington 1889: Blazes, Rails and the Year of Statehood is a public exhibit. A year of big dreams, big burns and big politics,1889 captured a place in our history as a time of great prosperity and adversity. The face of Washington changed. Pioneers arrived and townsfolk rebuilt from the rubble. Finally, on November 11, 1889, Washington rose as the 42nd state in the union.
Washington 1889 includes middle school curriculum with accommodations and adjustments available to upper elementary and high school.
The lesson plans follow the inquiry arc as outlined in the College, Career, Civic Life (C3) Framework for Social Studies State Standards and are common core aligned (Washington State standards) to challenge students in essential reading, writing, speaking and listening skills. These plans are poised to engage students before, during, and after viewing the Washington 1889 exhibit (either in person or online).
- EQ: What information was missing from the panels that would have helped me answer my question(s)?
- EQ: What was missing from the exhibit?
- EQ: How do I conduct short structured research?
- EQ: How should we share information in a meaningful way?
- Have an understanding of how to conduct short research on a specific topic.
- Create an informed plan to share different perspectives about Washington Statehood.
- Textbook- Chapters on Statehood (if applicable)
- Open Source option: Chapter 3 of The State We’re In: WA
- Collection of student completed work from the pre and during activities
- Student handout, rubrics, and list of websites
- Group Project Roles and Contract
- Panel Planning Guide and Research Graphic Organizer
- 1889 Exhibit lesson evaluation
- CCSS.ELA-LITERACY.RH.6-8.2. 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.
- CCSS.ELA-LITERACY.RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
- CCSS.ELA-LITERACY.WHST.6-8.7. 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.
- History: Understands and analyzes the causal factors that have shaped major events in history.
- Review student responses to exhibit day exit tickets.
- Group students based on their responses to the questions “What other information is needed to answer your question?” or “What groups/ events/ locations/ people were not included in this exhibit, but should have been?”
- Groups of 4 work best for this lesson.
- Groups should have a common interest.
- Have the groups pre-set before the class.
- Have groups choose roles from the group project role sheet and put their name on the job they want
- Pass out the student handout and rubrics to each group
- This has the steps for the lesson
- Here is what the student handout says
Here are the steps of the project
- Get with your group
- Pick your role
- Look at your notes from the exhibit and come up with a question or topic that you want your panel(s) to be about
- Fill out the group project contract
- Make sure that your group can get all the work needed done
- Have your teacher check off
- Use your textbook and/or the list of websites and a chromebook to do the research
- Complete the panel planning guide and the research graphic organizer
- Be sure clearly state your evidence and elaborate to show how the information supports your question or topic
- Get with your group
- Students will submit their plan to the Secretary of State’s office.
- You could send all of them or have the class vote on the plan(s) that are the best.
- Reminder: You might want to check the roles and contract.
- Have students fill out the lessons evaluation and get them to Josh and Callie so that we can make adjustments to these lesson to make improvements.
- Students will turn in:
- Group Project Role Sheet
- Group Project Contract
- Panel Planning Guide
- Research Graphic Organizer
- Use the rubrics to evaluate the PPG and RGO