Areas-Of-Study Guide

AREAS-OF-STUDY GUIDE WORK STUDY PLAN [-5% of score for each school day that the project/paper is late]

ACTIVITY/SECTION TO BE COMPLETED COMPLETION DATE Map Work & Geography Geology & Natural Environment Native American Exploration & Explorers Expository Paper Settlements & Settlers History of Washington State Children’s Book * Either one State or local Walkabout * Visit to WSHM (Tacoma, WA) Washington State Government Economy * Either one State or Local Walkabout * Culminating Project * Assignments required beyond the textbook module requirements. MAP WORK & GEOGRAPHY—*ALL MAPS ARE REQUIRED Use an atlas, or internet. Include a legend, colors and use neat writing. Cite your sources of information. 1. Complete the Washington Regions Map—download from Internet. 2. Complete the Landforms of the Pacific Northwest map—download from Internet. 3. Complete the Map of Washington—large map distributed during course orientation. 4. Complete the Pacific Rim map—large map distributed during course orientation. 5. Complete the Lewis & Clark and Oregon Trail map—large map distributed during course orientation. Due Date follows “Settlements and Settlers”. NOTE: All the above maps should be included in the “Map Work & Geography” section of the portfolio except (#5) Lewis & Clark and Oregon Trail Map—this map should be included in the section titled “Exploration and Explorers”. GEOLOGY AND NATURAL ENVIRONMENT 1. In a short paragraph with complete sentences, define the key words and explain the historical importance or connection of each to Washington State. Write one paragraph for each word.

Chapter 1—Key Words: Formation of the Puget Sound Basin, Plate tectonic theory, El Nino & La Nina, Earthquakes, Volcanic action, Glaciers.

2. Complete the “Changing Landforms” packet. NATIVE AMERICANS

1. In a short paragraph with complete sentences, define the key words and explain the historical importance or connection of each to Washington State. Write one paragraph for each word. Chapter 2--Key Words: Legends, Totem Poles, Ozette Dig, Potlatch, Key message of Chief Seattle’s Speech in 1854, Chief Joseph and the Nez Perce Retreat, Judge Boldt’s decision and effects.

2. Create a chart that highlights the similarities and differences between the Coastal tribes (who lived west of the Cascades) and the Plateau tribes (who lived east of the mountains). Use Chapter 2 in the text to learn for this activity and be sure to include information about all of the following:

food * housing * clothing * communication * transportation * social organization * religion.

3. In paragraph form, write 2 reflections in your journal:

(1) Which group of tribes (Coastal or Plateau) do you believe you would choose to be a part of? Offer at least 3 supporting reasons.

(2) Which society (Coastal or Plateau) would work better today? Again, offer 3 supporting reasons.

EXPLORATION AND EXPLORERS

1. In a short paragraph with complete sentences, define the key words and explain the historical importance or connection of each to Washington State. Write one paragraph for each word. Chapter 3—Key Words: Northwest Passage, James Cook, Robert Gray, George Vancouver, Alexander McKenzie, David Thompson, The Hudson’s Bay Co, Dr. John McLoughlin.

2. Complete the “Lewis & Clark Worksheet”. This worksheet goes with the National Geographic Video titled “Lewis and Clark – Great Journey West”

3. Use Chapters 3&4 of the text to learn about Exploring & Settling Washington State. Explain the role that ONE of the following groups played in exploring and settling Washington State. Give specific examples of their influence.

Fur traders ** Missionaries ** Explorers by sea ** Explorers by land

Note: Your paper should reach at least one typed page in length, include both an introduction and conclusion—cite more than one source. SETTLEMENTS & SETTLERS

1. In a short paragraph with complete sentences, define the key words and explain the historical importance or connection of each to Washington State. Write one paragraph for each word. Chapter 4—Key Words: Arthur Denny, Doc Maynard, Henry Yesler, Marcus & Narcissa Whitman, George Washington of Centralia. Note: for this chapter of your text and the following website: http://www.historylink.org are excellent sources for help with these keywords.

2. Watch the video Oregon Trail and complete the worksheet. OR, Read pages 82-94 in the text. Answer the following questions on page 107: Section III - #1 through 9, and Section IV - #4.

3. Complete the “Immigration to Washington—A Plural Population” worksheet.

4. Identify a particular Washington immigrant (real or imaginary) to research. As if you are this person, write 5 journal/diary entries that explain why you came, the challenges you encountered and your contributions to our state. Your journal/diary entries should demonstrate an understanding of the person’s circumstances. Cite sources. For example, you could be . . . A Chinese railroad worker ** Mother Joseph of the Sisters of Providence George Bush, pioneer ** One of your own early relatives May Hutton ** A present-day migrant farm worker Marcus or Narcissa Whitman ** David “Doc” Maynard

HISTORY OF WASHINGTON STATE

1. In a short paragraph with complete sentences, define the key words and explain the historical importance or connection of each to Washington State. Write one paragraph for each word. Chapter 5—Key Words: Manifest Destiny, Fifty-four Forty or Fight, Railroads (Great Northern & Northern Pacific), Chinese Exclusion Act of 1882, Japanese Internment, Seattle World’s Fair, William O. Douglas. Note: http://www.historylink.org and your text are excellent sources for help with these keywords. 2. Summarize Chapters 6 and 7. a. Your Prewrite should consist of a list of those “must use” words that you know you have to include in this summary. You may consider the headings and subheadings for chapters 6 & 7, which are the chapters covering the dates required in our book—pre- western influence to statehood to 1910. b. Your Draft should be written in such a way that a student who is not knowledgeable as you would understand the important aspects of what these chapters are trying to convey. c. Culminating Project—Option: Further develop these summaries to create a children’s book (with pictures) telling the story of Washington State’s history from pre-western influence, through statehood, to 1910. 3. Self Assessment: Write an entry in your journal that answers the following questions about the above assignment: What steps did I take to complete this assignment? What did I learn? What were some challenges I faced, and how did I overcome them? What would I do differently if I were to do it again? WASHINGTON STATE GOVERNMENT 1. Complete the “GOVERNMENT WORKSHEET”. 2. Use the “Article Review Sheet” to analyze newspaper articles--check the Local or Northwest section of a local newspaper--be sure and include a copy of the article with each article review. a. Analyze two separate “Tax” related articles to assess Washington state’s concerns— use the “Article Review sheet” for each assessment.. b. Analyze two separate “Immigration” articles that show what citizens of this regions are concerned about—use the “Article Review sheet” for this each assessment.

3. Culminating Project—Option: and using the business letter format write a persuasive letter to an appropriate official asking for their support of a specific action. Use at least 3 sources and once approved, mail the letter.  Follow these steps in your writing process: o Prewrite (organizational tool (outline/list/word map)) o 1st draft—edit: check ideas and content, organization, word choice, sentence fluency, voice and conventions (Traits 1-6) o Submit final draft of business letter (include prewrite and 1st draft).  Turn in your notes (with sources cite), copies of all drafts and a copy of the final letter.  A prewriting worksheet and sample business letter format is available online to help you with this assignment.

ECONOMY 4. List 4 major challenges that face the people of Washington today, other than “tax” or “immigration” issues. a. Select one of these issues to research, using news articles and the “Article Review Sheet” to assess what the concerns are today. b. Select another of these issues to research, using news articles and the “Article Review Sheet” to assess what the concerns are today.

1. List 7 to 10 key industries of Washington, past and present. Where possible, list the name of a prominent person associated with each industry. Chapter 10 “The Economy of Washington” will help you with this assignment. 2. Culminating Project—Option: Read the “Immigration Overview” article. Choose an issue in this article that affects our economy and has at least two clear points of view. Research your issue to gather facts, and then prepare a speech (in writing). In your speech you will need to explain the issue, present a minimum of two points of view and share your own position on the issue. Support each position with specifics. Cite at least 3 sources of information. Turn in your research notes as part of your finished product.

 Sample topics: o Should the US use amnesty programs and “guest worker” visas to five illegal immigrants who hold down jobs a way to become legal residents? o Should the US accept only immigrants who either have jobs waiting here or have the skills to support themselves? o Should all legal immigrants get the same benefits as citizens? o Do immigrants displace American workers?  Good online sources: o http://www.closeup.org/immigrat.htm o http://www.urban.org/Publications/305184.html#IV o http://www.publicaagenda.org/issues/overview.cfm?issue_type=immigration 3. Self Assessment: Write an entry in your journal that answers the following questions about the above assignment: What steps did I take to complete this assignment? What did I learn? What were some challenges I faced and how did I overcome them? What would I do differently if I were to do it again?

OTHER CULMINATING PROJECT—SELECTIONS & GUIDELINES

Now that you’ve completed your studies in PNW History, you are expected to complete a special project that demonstrates what you’ve learned—be creative, using graphs, charts, writing, power point, video or any other creative means—use one or more of the following activities as a guide:

NATIVE AMERICANS

Essential Question:  What challenges face the Native Americans of Washington State today? How can citizens work to address these challenges?  What impact did the development of Washington State have on the different cultural groups?

The following are Prompts to assist you in determining what information you will use to demonstrate your knowledge about the essential Question: G 1.2.2b Analyze human spatial patterns emerge from natural processes G 2.1.1 Use observation, maps, and other tools to identify, compare, and contrast the physical characteristics of places and regions. G.2.1.2—Identify, compare, and contrast the physical characteristics of places and regions (e.g., wildlife, vegetation, climate, natural hazards, and water ways) (Location Region, Place). G 3.1 Identify and examine people’s interaction with and impact on the environment. G.3.2—Analyze how the environment & environmental changes affect people. G.3.2.2a—Demonstrate how physical environment impacts how and where people live and work. G 3.1.2a Analyze the different ways that people use the environment, identify the consequences of use, and consider possible alternatives (Human/Environment Interaction, Region) G 3.1.2b Demonstrate how the actions and interactions of human societies affect and are affected by the environment with regard to air, water, and land issues.

EXPLORATION AND EXPLORERS SETTLEMENTS & SETTLERS

Essential Question:  How does the movement of ideas, goods, and people affect cultures (those of Native Americans and/or as those representing the countries conducting trade?  What are the key industries of Washington State, past and present? The following are Prompts to assist you in determining what information you will use to demonstrate your knowledge about the essential Question: G 1.2.2b Analyze human spatial patterns emerge from natural processes G 2.1.1 Use observation, maps, and other tools to identify, compare, and contrast the physical characteristics of places and regions. G.2.1.2—Identify, compare, and contrast the physical characteristics of places and regions (e.g., wildlife, vegetation, climate, natural hazards, and water ways) (Location Region, Place). G 3.1 Identify and examine people’s interaction with and impact on the environment. G.3.2—Analyze how the environment & environmental changes affect people. G.3.2.2a—Demonstrate how physical environment impacts how and where people live and work. G 3.1.2a Analyze the different ways that people use the environment, identify the consequences of use, and consider possible alternatives (Human/Environment Interaction, Region) G 3.1.2b Demonstrate how the actions and interactions of human societies affect and are affected by the environment with regard to air, water, and land issues.

HISTORY OF WASHINGTON STATE

Essential Question:  What are the key industries of Washington State, past and present?  What impact did the development of WA State have on different cultural groups?  What significant political challenges affected WA State in the (late 1800s-early 1900s)? How did these challenges impact individuals and groups of people?

The following are Prompts to assist you in determining what information you will use to demonstrate your knowledge about the essential Question:

H 1.3.2 Examine the development of different cultures in Washington State. H 1.2 Understand events, trends, individuals, and movements shaping the US, world, and WA State history. H 1.1.2b Using evidence for support, identify, analyze and explain possible causal factors contributing to given historical events. WH 1.2.2 & WA 1.2.2 Identify and analyze the contributions of the following eras in the development of WA State: the Great Depression, and WWII (1930-1945).

ECONOMY

Essential Question:  What are the key industries of Washington State, past and present?  What significant political, economic, and social challenges affected WA State in (the early 1900’s)?  How did the people of WA State respond to the political, economic, and social challenges of the Great Depression and WWII? What is the legacy of how those challenges were met?  What impact did the development of Washington State have on different cultural groups?

The following are Prompts to assist you in determining what information you will use to demonstrate your knowledge about the essential Question: E 2.1 Recognize that both buyers and sellers participate in voluntary trade because both expect to gain. E 1.1.2a Provide examples of how groups and individuals faced scarcity and made choices. E 2.2 Explain how different economic systems produce, distribute, and exchange goods and services. E 2.2.2a Understand how differences in property rights, ownership, and non-economic values and beliefs result in different methods of production and distribution of goods and services. E 2.2.2c Identify laws and values that limit or change what is produced. E 1.2.2a Give examples of how factors of production (labor, capital, resources, and entrepreneurship) work together to produce goods and services. E 2.4.2b Describe ways that labor organizations negotiate with employers (describe the causes foe the emergence of labor organizations in WA and the results of their actions. H 1.3.2 Demonstrate the development of different cultures in Washington State.

GOVERNMENT/CIVICS

Essential Question:  How did Washington emerge from a territory to achieve statehood?  What impact did the development of Washington State have on the different cultural groups?  What is unique about the government of WA State and what priorities does it reflect?  What significant political challenges affected WA State in the (late 1800s-early 1900s)? How did these challenges impact individuals and groups of people?  C1.2.2b Describe efforts to reduce differences between democratic ideals and realities.  What significant political, economic, and social challenges affected Washington State in the post-WWI era? How did these challenges impact individuals and groups of people? How can citizens work to address these challenges?

The following are Prompts to assist you in determining what information you will use to demonstrate your knowledge about the essential Question:

C 2.1.2b Describe structure of state and federal government including legislative, executive, and judicial branches, federal, state, and local levels and political parties. C 3.1.3b Evaluate how national interests are maintained through international agreements, treaties and alliances. C 4.1.2a Explain how responsibility to the common good might conflict with the exercise o individual rights. C 2.1 Understand and explain the organization of government at the federal, state and local level, including the executive, legislative, and judicial branches.

OTHER SUGGESTED ACTIVITIES (Turn in your notes with the activity you choose)

The following are ideas designed to help you brainstorm topics for you Culminating Project— Keep the above Essential Questions and Prompts in mind when developing your project to insure you’ve developed the depth required for this project: 1. Demonstrate your knowledge of someone who played a key role during the development of the State of Washington. (For example, after watching “Alki, the Birthplace of Seattle” you could create a biographical report about Arthur Denny.) Use a video, power point, charts, graphs, and/or writings to show your understanding in a creative way. 2. Create a visual website of events, people, places, tools or other things that interrelate to the video or information read/researched. 3. Write or create (in video format) a sequel to one of the videos listed below explaining what happens to the one or more of the characters. 4. Research and summarize events that have occurred since the video regarding the people and/or issues involved. 5. Create a dialogue placing yourself with the main characters having a conversation over dinner.

CREATE A PROJECT OF YOUR OWN. Then get teacher approval. See the Video and Reading List to assist you in selecting/creating a culminating project.