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Washington State History:
Resource Extraction, Early Economy, Distribution and Transportation

Teacher: Arynn Mckenzie
Grade: 7

Curriculum Context/Rationale: (Provide citation for any curriculum materials used)This lesson is part two of a three part series on the Washington territory. Students are moving through Washington State history. They have completed course work on the native peoples who were here prior to white settlement. The first weeks of Washington State history focuses on geographic features and first nations living around the Salish Sea as well as early explorers. This lesson is made to explore the distribution of natural resources in Washington State as well as methods used to export them as a jumping off point to explore the locations of early cities and settlements. Also, as the last lesson was a longer lecture the next two were designed to have much less teacher talk time and a lot of student work time.

EALRs/GLEs/PEs/Common Core Standards:
2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in Washington State.
3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present.

Short Term Learning Targets/Objective(s) for This Lesson:

SWBAT place major resource exports on a map
SWBAT explain how the geography of Washington effected the locations of early settlements and cities
SWBAT Identify (list) major resources within the state and the process used to remove them.

Language Objectives: Students will use vocabulary: resource, agricultural, export, and appendix. Read from multiple sources and finish sentence starters in “Appendix A.”

Assessment Plan:
In the warm up students will brain storm all of the natural resources in Washington State to get a feel for how much they already know.
Formative Assessment: While students are creating their maps I will float and give them assistance and feedback.
Summative Assessment:
Check Student maps end of lesson 3 on summation day


Activating Prior Knowledge, Intro, & Communicating Learning Targets:

Who knows what an appendix is? Alright what about one in a book?
An appendix is a piece of information added to the end of a book to give the reader more information on the subject. These could be graphs, or tables, or bibliographies, or maps. This is what we will be making today. Earlier in the month you guys made maps of what Washington looks like right now. Today we are going to make a map that shows how that map got to be like that. Make your maps in pencil so we can fix any problems at the end of the week these maps are going in the back of the book for future students and YOU to use.

5 minutes. Students will brain storm all of the natural resources in Washington State. Teacher writes responses on board

10 min
Teacher Tasks: Explain and Model of textbook skills.
So we can see that there are a lot of resources in Washington State and there were even more in  the 1800’s there were massive old growth forests, rich salmon fisheries, there was coal and some gold, there were whales, and there were many agricultural products.

Can someone remind everyone what agricultural means?

On the appendix page I am about to pass out I have put in the dots and lines for cities and railroads, you guys will be responsible for the labels colors and descriptions of how the resources were brought to market.

So just so were all on the same page I am going to do one to show you how this works. (On doc cam)

The first resource on this list is Gold. So I look up gold in the index, huh, nothing alright what else could it be under? Oh! Mining, alright page 20, not much about gold here. So, I flip back to my index, and see pg 94, I don’t see anything about gold but this section starts a page before so I turn to the top of the section of here’s gold. Upper Columbia. So I look at my map and there is an empty box on the upper C. I put a sign for gold in the box, I use the same one for the box here next to gold.

For every other resource there is a space for you to write how people got the resource to market. Look around in you Washington in the Pacific northwest book, and in The pacific northwest text and you will find everything you need. If you get stuck there are three adults and two peer teachers in the room raise your hand and we will come help you.   

As students complete assignment have them assist children still working. The assignment is to fix the textbooks. We are not done until every book is fixed.Student Tasks

Take Student responses

Students follow along with the gold box.

Students will complete Appendix A worksheet. First filling in boxes and descriptions of resources, as they complete the task they will be asked to draw parallels to where towns and railroads are and where resources could be gathered.
Last step add color7 minClosure: Exit slip: How did the land and the resources affect the locations of early cities?

Management Issues: My students are angels, but if yours have issues this is the box for them

Instructional & Assessment Accommodations/Modifications for Diverse Learners: ELL & IEP students will have the benefit of extra hands and so will have aids to assist and float during the lesson. In an unassisted lesson the graphic organizers would have adjusted language (ELL) or Students would be provided with extra time or the key or both.

Instructional Materials, Community Resources, and Technology:
Textbook, Washington in the pacific northwest, the pacific northwest, Worksheet Appendix A, (Pictured below) WSU historical society map for the projector, http://kaga.wsulibs.wsu.edu/zoom/zoom.php?map=wsu288

School-Home Interactions:
Students will be reminded/ informed of local landmarks throughout the unit, including the
“tin rock” made from years of fish canning; located in Boulevard Park along the boardwalk. Students who bring a picture of themselves with the tin rock will get said picture hung on the “field researcher” board.