Social Studies Essential Academic Learning Requirements: A Recommended Grade-by-Grade Sequence for Grade Level Expectations – Grades K-12

CONTENTS

• Introduction ...... 3 • Goals and Guiding Principles for the Social Studies Grade Level Expectations ...... 4 • Social Studies EALRs and Rationales ...... 5 • Understanding Grade Level Expectations ...... 6 • An Overview of Social Studies K-12 Instruction ...... 7 • EALR 1 CIVICS ...... 10 • EALR 2 ECONOMICS ...... 23 • EALR 3 GEOGRAPHY ...... 33 • EALR 4 HISTORY ...... 45 • EALR 5 SOCIAL STUDIES SKILLS ...... 62 • APPENDIX A: Cognitive Demand ...... 75 • APPENDIX B: Classroom-Based Assessments and the Grade Level Expectations ...... 76 • APPENDIX C: Glossary ...... 77 • APPENDIX D: Recommended Grade-by-Grade Sequence ...... 81 • BIBLIOGRAPHY ...... 85 • ACKNOWLEDGEMENTS ...... 87

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INTRODUCTION

Building on over a decade of progress The next step: Social studies Grade Level Expectations (GLEs) More than fifteen years ago, Washington passed a landmark school Now we have taken the next step by providing K-12 educators with improvement act, and set out to create an education system that can fully-developed Grade Level Expectations (GLEs) that specify what “provide students with the opportunity to become responsible and students should learn as they progress from grade to grade. Like respectful global citizens, to contribute to their economic well-being the EALRS, the GLEs have been developed by statewide teams led and that of their families and communities, to explore and by practicing social studies educators. understand different perspectives, and to enjoy productive and satisfying lives.” (RCW 28A.150.210) A grade-by grade sequence The GLEs provide a grade-by-grade sequence of concepts, regional Establishing learning goals and essential academic learning areas and chronological periods based on the framework of the requirements (EALRs) EALRs and their components. Local school districts are not required The journey began with the establishment in law of four state to follow this exact sequence; districts can reorder them within grade learning goals. Working from those goals, teams of teachers, bands (i.e., 3-5, 6-8, and 9-12). However districts are encouraged to parents and business leaders created over-arching “Essential consider the mobility of their students and the advantages of Academic Learning Requirements,” or EALRS for reading, writing, following the recommended sequence to ensure that their students mathematics, science, social studies, health and fitness, and the have equitable access to all of the skills that build a strong social arts. Each EALR describes the big-picture skills and knowledge we studies background. The goal of the GLEs is to help teachers and want students to learn over the course of their K-12 school local districts design the scope and sequence of their social studies experience. programs, and to develop lessons and instruction that ensure all students have an opportunity to master the skills and standards the There are five EALRS for social studies – one each for civics, EALRs and GLEs describe. economics, geography, and history, and one for social studies skills, which describes the research, reasoning, and analytical skills students should be able to apply to each of these disciplines.

For each EALR, there are a handful of more specific statements, called “components,” and for each of these, up until now, there were benchmarks that described what students should know and be able to do in 5th and 8th grades and in high school.

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GOALS AND GUIDING PRINCIPLES FOR THE SOCIAL STUDIES GRADE LEVEL EXPECTATIONS (GLEs)

Goals Guiding Principles, Continued Social studies education contributes to developing responsible 2. Promote authentic intellectual work. Students should have the citizens in a culturally diverse, democratic society in an opportunity to engage in disciplined inquiry, to construct their own interdependent world. Social studies equips students to understand knowledge through independent research and analysis, and to develop their own power and their own responsibility as citizens of the world’s skills and understandings that have value beyond school. most powerful democracy. It equips them to make sound judgments 3. Strike the right balance between depth and breadth. It would be and to actively contribute to sustaining a democratic society, to good impossible to teach students about every important topic in socials stewardship of the natural environment, and to the health and studies and, at the same time, to provide students with the in-depth prosperity of their own communities. learning experiences they need to become skilled researchers, analysts, and practitioners of democratic values. What students should know and be able to do 4. Incorporate multiple perspectives and cultural awareness. Here are the capacities we want social studies to build in each Students in our schools come from a wealth of cultural backgrounds. student: All students must find relevance to their own frame of reference, and 1. Knowledge of history, geography, civics and economics is respect for their group’s historical perspective in the social studies fundamental to students’ ability to understand the world we curriculum. Moreover, all students should learn to identify and analyze live in. the perspectives of the authors they read. 2. Inquiry, interpersonal relations, and critical reasoning 5. Offer high quality state assistance to districts, while respecting skills include the ability to gather, interpret and analyze local control. Many districts look to the state for help and support in information, to engage in respectful and productive civic creating a K-12 scope and sequence for the social studies, and in discourse, and to draw conclusions consistent with one’s own finding the best curriculum resources. Nonetheless, local districts values and beliefs. have considerable latitude in the decisions they make on these issues. 3. Respect for the values of a diverse and democratic 6. Reference events and issues from near and far, and now and society motivates students to safeguard their own rights and then. Best practices in social studies embed geographic, economic, the rights of others and to fulfill their responsibilities as historical, and civics skills and concepts within a context. Logical citizens in a democracy. chronological and regional contexts are provided in the GLE examples 4. A commitment to civic participation is the result of social to facilitate this. studies education that includes opportunities for students to 7. Meet the needs of all learners. As with all the state’s academic understand and experience their own power to make a standards, the success of the social studies EALRs and GLEs positive difference through service to their communities and depends on the following beliefs: the world. • All students should be expected to attain a “proficient” level of achievement. Guiding principles • All students should have a carefully articulated social studies To develop these capacities in all students, the social studies Grade program each year, from kindergarten through 12th grade. Level Expectations are based on these principles: • All students should receive clear, helpful and constant 1. Focus on enduring understanding. The GLEs focus on the feedback about their performance that helps them improve. big ideas in civics, economics, geography, and history that • All students, without exception, should have the opportunity to will help students understand and analyze the world. Facts attain civic, economic, geographic, and historical literacy and are critically important – but facts should be the building the skills necessary for active and effective citizenship. blocks for understanding trends, ideas, and principles, not stand-alone bits of memorized data. Page 4 of 92

SOCIAL STUDIES EALRS AND RATIONALES Social Studies EALR 3: GEOGRAPHY - The student uses a spatial K–12 EALR Statement perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how K–12 Component geographic features and human cultures impact environments.

Grade Level Expectations (GLEs) Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns K 1 2 3 4 5 6 7 8 9 10 11 12 on the Earth’s surface. Component 3.2: Understands human interaction with the • Example environment. Component 3.3: Understands the geographic context of global issues • Example and events.

EALRs AND RATIONALES Social Studies EALR 4: HISTORY - The student understands and There are five EALRs in social studies, one for each of the discipline areas, civics, applies knowledge of historical thinking, chronology, eras, turning economics, geography, and history, and a fifth for social studies skills. Within each EALR, points, major ideas, individuals, and themes on local, Washington State, tribal, United States, and world history in order to evaluate how there are several components. The first components address basic concepts and the history shapes the present and future. latter components ask students to apply their understanding of this core content. Component 4.1: Understands historical chronology. Social Studies EALR 1: CIVICS - The student understands and applies knowledge of Component 4.2: Understands and analyzes causal factors that have government, law, politics, and the nation’s fundamental documents to make decisions shaped major events in history. about local, national, and international issues and to demonstrate thoughtful, participatory Component 4.3: Understands that there are multiple perspectives and citizenship. interpretations of historical events. Component 4.4: Uses history to understand the present and plan for Component 1.1: Understands key ideals and principles of the United States, including the future. those in the Declaration of Independence, the Constitution, and other fundamental documents. Social Studies EALR 5: SOCIAL STUDIES SKILLS - The student Component 1.2: Understands the purposes, organization, and function of governments, understands and applies reasoning skills to conduct research, laws, and political systems. deliberate, form, and evaluate positions through the processes of Component 1.3: Understands the purposes and organization of international relationships reading, writing, and communicating. and United States foreign policy. Component 1.4: Understands civic involvement. Component 5.1: Uses critical reasoning skills to analyze and evaluate positions. Social Studies EALR 2: ECONOMICS - The student applies understanding of economic Component 5.2: Uses inquiry-based research. concepts and systems to analyze decision-making and the interactions between Component 5.3: Deliberates public issues. individuals, households, businesses, governments, and societies. Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to Component 2.1: Understands that people have to make choices between wants and a meaningful audience. needs and evaluate the outcomes of those choices. Component 2.2: Understands how economic systems function. Component 2.3: Understands the government’s role in the economy. Component 2.4: Understands the economic issues and problems that all societies face.

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UNDERSTANDING GRADE LEVEL EXPECTATIONS

REQUIRED: Essential Academic Learning Requirement (EALR): is a broad statement of the EALR 1: CIVICS– The student understands and applies knowledge of learning that applies to Grades K–12. government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to Component: is a statement that further defines and provides more specific information demonstrate thoughtful, participatory citizenship. about the EALR. There is at least one component for each EALR. Component 1.1: Understands key ideals and principles of the United Grade Level Expectation (GLE): is a statement containing the essential content to be States, including those in the Declaration of Independence, the learned and the cognitive demand required to learn it. An adaptation of A Taxonomy for Constitution, and other fundamental documents. Teaching, Learning, and Assessing: A Revision of Bloom’s Taxonomy (Anderson, et al., 2001) was used to categorize the cognitive demand required of the student. A GLE may include a bulleted list of student demonstrations, evidence of learning statements, which GLE Grade 8 are considered essential to the GLE. 1.1.2 Numbering System: Identifies the EALR, the component, and the GLE, in that order. In Evaluates efforts to reduce discrepancies between key the example at right, the number 1 indicates the EALR, the number 1.1 indicates the ideals and reality in the United States including: component, and the number 1.1.2 indicates the GLE. Note: Grade levels are not ƒ How amendments to the Constitution have referenced in the numbering system. sought to extend rights to new groups. ƒ How key ideals and constitutional principles set GLE tag: is a short name or descriptor for the numbered GLE that describes the content forth in fundamental documents relate to public of the GLE. issues. SUGGESTED: Examples: Provide specific illustrations of the learning. Most of the examples included in Examples: the document were written to correspond with the suggested unit (see explanation below). − Judges how well the fourteenth and fifteenth However, these examples are not exhaustive and educators are encouraged to find Amendments have expanded freedoms for African- multiple ways by which learners can demonstrate what they know. Americans and other groups in the past and present. Suggested Unit: Refers to additional suggestions on how to organize the GLEs at this grade level. When accessing the GLEs online, it will be possible to view all of the GLEs in − Judges the legacy of the Declaration of Sentiments one grade level broken down by suggested units. These units group the GLEs around a and Resolutions in Seneca Falls in promoting central theme, region, and historical era. Most of the unit titles were taken from the K–12 women’s right to own property. social studies frameworks. − Judges the legacy of the Dawes Act in promoting the rights of tribal governments. CBA: Refers to one of the 29 OSPI-developed classroom-based assessments that could be used to assess student ability to meet this GLE. CBAs are the Washington Application of ideals & Principles Assessment of Student Learning in social studies. U.S. - Development of the West, Industrialization, Immigration, and Scope and Sequence: The GLEs are sequenced in a particular order (e.g., History GLE Urbanization 4.1.2 places ancient history in the sixth grade, Washington State history in seventh Unit (1870 – 1900)

grade,), but districts are not required to follow this exact sequence. Instead, districts have Suggested the option to reorder the content or context of the GLEs within each grade band (i.e., 3–5, 6–8, and 9–12) provided that the reordering does not preclude students from learning the essential concepts, content, and skills in the GLEs over the course of their Constitutional Issues CBA K–12 careers. (Note: State regulations allow Washington State History and Government

to be offered in grades 7 through 12.)

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An Overview of K–12 Social Studies Instruction

The Grade Level Expectations (GLEs) describe a connected series of learning competencies necessary to develop engaged, informed citizens. The GLEs define the knowledge and skills that students should gain from kindergarten through the twelfth grade. These expectations should not be the end of the social studies experience for students. Rather, they serve as a solid foundation for the continued application of social studies learning for college, work, and citizenship.

The recommended Grade-by-Grade sequence presented in the GLE document represents one of several possible paths students might take in learning the Washington State social studies standards. Below is an elaboration of the rationale for this K–12 scope and sequence. (see Appendix D).

K 1 2 3 4 5

In kindergarten, In first grade, In second grade, In third grade, students In fourth grade, students use In fifth grade, students use students begin their students develop students apply their begin to explore more their understanding of social their understanding of social investigation of the their understanding emerging complex concepts and studies concepts and skills to studies concepts and cause- world using of basic concepts understanding of ideas from civics, explore Washington State in and-effect relationships to perspectives, concepts, and ideas from civics, economics, economics, geography, the past and present. study the development of the and skills from the civics, economics, geography, and and history as they study Students learn about the United States up to 1791. By social studies. The geography, and history to their the varied backgrounds of state’s unique geography and applying what they know from context for social history. The communities and people living in key eras in early Washington civics, economics and studies learning in context for social others around the Washington and the rest of State history, particularly the geography, students learn the kindergarten is the studies learning in world. Students learn the United States. treaty-making period. They ideals, principles, and systems student’s interaction first grade is the about how their Emphasis is on cultures in use this historical perspective that shaped this country’s with classroom and family and the community works as the United States, to help them make sense of founding. They conclude the school. The classroom ways they choose well as the variety of including the study of the state’s geography, fifth grade by applying their serves as a microcosm to live and work ways that American Indians. economy, and government understanding of the country’s of society in which together. To communities Students examine these today. The cognitive demand founding and the ideals in the decisions are made develop students’ organize themselves. cultures from the past and of many GLEs begins to nation’s fundamental with respect to rights, understanding of To develop in the present and the include analysis and asks documents to issues of rules, and the basic social conceptual impact they have had in students to look at issues and importance to them today. This

Description of the Learner responsibilities. They studies concepts, understanding, shaping our contemporary events from multiple learning forms the foundation begin to learn the basic students are asked students examine the society. They begin to look perspectives. and understanding of social concepts of fairness to think about geographic and at issues and events from studies concepts that will and respect for the families nearby and economic aspects of more than one provide students with the ability rights and opinions of those far away. life in their own perspective. to examine their role in the others. neighborhoods and community, state, nation, and compare them to world. those of people long ago.

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Districts are ultimately accountable for student learning through the implementation of assessments or other strategies as called for in RCW 28A.230.095. High student mobility across districts and the state present a challenge to districts. Over time, as districts across the state adopt the recommended sequence, students will be less impacted by mobility and school transfers.

6 7 8 9/10 11 12

In sixth grade, students are In seventh grade, students In eighth grade, students In ninth and tenth In eleventh grade, In twelfth grade, students ready to deepen their become more proficient with develop a new, more grade, students apply students have the use the conceptual understanding of the Earth the core concepts in social abstract level of their deeper intellectual and social understandings they and its peoples through the studies. There are two understanding of social understanding of capacity to develop have developed in civics, study of history, geography, recommended contexts in studies concepts. The social studies serious historical economics, geography, politics, culture, and which students can recommended context for concepts on a global knowledge and and history to explore economic systems. The demonstrate this proficiency developing this scale. The perspective, geographic pressing issues in our recommended context for in the seventh grade. The understanding is U.S. recommended literacy, economic world today. The social studies learning in first part of the year is history and government, context in the ninth understanding, and civic recommended context sixth grade is world history focused on a continuation of 1776 to 1900. Students and tenth grade is wisdom and for this exploration, and geography. Students world history from sixth explore the ideas, issues, modern world history, commitment. The therefore, focuses on begin their examination of grade as students look at and events from the framing 1450 to the present. recommended context in contemporary world the world by exploring the the geography, civics, and of the Constitution up Students explore eleventh grade in which issues. By applying their location, place, and spatial economics of major through Reconstruction and major themes and to tap this capacity is learning from previous organization of the world’s societies up through 1450 industrialization. After developments that U.S. history and years to current topics, major regions. This C.E. The second part of the reviewing the founding of shaped the modern government, 1890 to the students situate current exploration is then followed year asks students to bring the United States, world, including present. Students world issues in their

by looking at world history their understanding to their particularly the Constitution, human rights, consider multiple historical, geographic, from its beginnings. world today as they examine students explore the revolution and accounts of events and political, economic, and Students are given an Washington State from 1889 development of politics, democracy, to issues in order to cultural contexts. The opportunity to study a few to the present. The study of society, culture, and develop an understand the politics, cognitive demand of the ancient civilizations deeply. Washington State includes economy in the United understanding of the economics, geography, GLEs is primarily In this way, students an examination of the state States to deepen conceptual roots of current world and history of this evaluation in an effort to develop higher levels of constitution and key treaties. understandings in civics, issues. Students also country from a variety of leave these graduating critical thinking by While these two contexts geography, and economics. consider more deeply perspectives. In addition, students ready to considering why civilizations may be very different, the In particular, studying the the role of economics students examine the become the next developed where and when purpose of studying these causes and consequences in shaping the world’s state and national decision makers and they did and why they different regions and eras is of the Civil War helps them events. constitutions and treaties leaders of their declined. Students analyze the same: to develop to comprehend more and how these communities, the nation, the interactions among the enduring understandings of profoundly the rights and documents govern the and the world. various cultures, the core concepts and ideas responsibilities of citizens in rights and emphasizing their enduring in civics, economics, a culturally diverse responsibilities of all contributions and the link geography, and history. democracy. residents and citizens in between the contemporary Washington and the rest and ancient worlds. of the United States.

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Social Studies Essential Academic Learning Requirements: A Recommended Grade-by-Grade Sequence for Grade Level Expectations

Page 9 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

GLE K 1 2 3 4 5 1.1.1 Recommended Scope & Sequence

Understands the key ideals of justice Understands the key ideal Understands the key ideals Understands the key ideal of Understands the key ideals of and fairness within the context of of public or common good of unity and diversity. rights set forth in Article I of the liberty and patriotism as outlined the classroom community. within the context of the Washington State Constitution. in the Declaration of community. Examples: Independence, U.S. Constitution, Examples: − Explains that the Examples: and other fundamental documents.

− Explains that there are rules to Examples: community is made up of − Explains that personal rights follow in the classroom and on − Explains one’s people from various include not being deprived of Examples: the playground. responsibility to obey cultures. life, liberty, or property, − Explains that the Declaration of the law of not littering without due process of law Independence was written to − Explains that students can for the public good of − Explains the benefits of (section three). declare the freedom of the

demonstrate fairness by sharing the community. diversity for a thirteen colonies from Great classroom supplies and community, including the − Explains that every person has Britain. playground equipment. − Explains how people increased range of the right to freely speak, can respect the rights viewpoints, ideas, write, and publish on all − Explains how the First IDEALS & PRINCIPLES of others to live safely customs, and choices subjects (section five). Amendment promotes liberty. in the neighborhood by available. obeying speed limits. − Explains how the right to religious choice protects people’s freedom (section eleven).

Learning About Myself and My Our Community Cultures in our Community WA—Being Citizens in Washington U.S.—Founding the Nation

Unit Classroom Community Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 10 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

GLE 6 7 8 9/10 11 12 1.1.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands how key ideals set forth in Understands key ideals and principles Analyzes and evaluates the ways in which the U.S. Constitution and fundamental documents, including the outlined in the Declaration of other fundamental documents promote key ideals and principles. Washington State Constitution and tribal Independence, including life, liberty, treaties, define the goals of our state. and the pursuit of happiness, the U.S. Examples: Constitution, including the rule of law, − Examines how arguments made in the Federalist Papers justify the Examples: separation of powers, representative principles of limited government, separation of powers, checks and − Explains how liberty is defined in the government, and popular sovereignty, balances, and federalism. Washington State Constitution. and the Bill of Rights, including due process and freedom of expression.

− Critiques how well Article I of the Constitution limits Congressional − Explains how justice is defined in the powers. Washington State Constitution. Examples: − Explains how the Declaration of − Examines how the Preamble guides the application of the − Explains how sovereignty is defined in Independence establishes life, liberty, constitutional principles.

and limited by tribal treaties. and the pursuit of happiness as goals for our nation. − Critiques how well the Boldt decision promotes the goal of justice. − Explains how the Washington State Constitution defines equality when − Explains how the Constitution − Examines how the Brown v. Board of Education decision promotes IDEALS & PRINCIPLES declaring that it is “the paramount duty distinguishes popular sovereignty as a equality as one of the goals of our nation. of the state to make ample provision for principle of our nation. the education of all children residing − Examines how the Letter from a Birmingham Jail promotes equality as within its borders, without distinction or one of the goals of our nation. preference on account of race, color, caste, or sex.” − Examines how the Civil Rights Act sought to extend democratic ideals.

− Examines how the Twenty-sixth Amendment sought to extend democratic ideals.

WA—Railroads, Reform, Immigration, and U.S.—Fighting for Independence and U.S.—Our Foundations Labor Framing the Constitution

Unit (1776—1791) (1889—1930) (1776—1815) Suggested Suggested

Constitutional Issues Constitutional Issues CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 11 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

GLE K 1 2 3 4 5 1.1.2 Recommended Scope & Sequence

Applies the ideals of justice and Applies the key ideal of the Understands and applies the Evaluates the effectiveness Evaluates how a public issue fairness when making choices or public or common good to key ideals of unity and of a law or policy by is related to constitutional decisions in the classroom or on the uphold rights and diversity within the context explaining how it promotes rights and the common good. playground. responsibilities within the of the community. ideals. context of the community. Examples: Examples: Examples: Examples: − Justifies how a position − Uses the classroom rules when Examples: − Explains the diverse − Critiques how well the on the issue of censorship making choices about behavior in − Explains what effect perspectives of cultural seatbelt law of relates to freedom of the classroom and on the following park rules has groups in the community. Washington State speech. playground. on the common good. promotes the personal

− Contributes one’s own right to life [RCW − Justifies how a position − Uses the ideal of fairness when diverse cultural 46.61.688]. on the phrase “under sharing classroom supplies and perspective to the God” in the Pledge of playground equipment. classroom community. − Critiques how well the Allegiance relates to legal ban on smoking in freedom of religion. public places in Washington State

APPLICATION OF IDEALS & PRINCIPLES promotes the right to life [RCW 70.160.030].

Learning About Myself and My Classroom Participating in Our WA—Being Citizens in Cultures in Our Community U.S.—The Legacy for Us Today

Unit Community Community Washington Suggested Suggested

CBA Whose Rules? You Decide

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 12 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

GLE 6 7 8 9/10 11 12 1.1.2 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes the relationship between the Evaluates efforts to reduce discrepancies Evaluates how well court Evaluates relationships between key ideals actions of people in Washington State and between key ideals and reality in the decisions and government and historical and current realities. the ideals outlined in the State United States including: policies have upheld key ideals Constitution. ƒ How amendments to the Constitution and principles in the United Examples: have sought to extend rights to new States. − Judges the relationship between Examples: groups; and environmental regulations and the − Examines the relationship between ƒ How key ideals and constitutional Examples: constitutional principle of eminent Washington State citizens’ support for principles set forth in fundamental − Critiques how courts and domain. Gordon Hirabayashi’s resistance to documents relate to public issues. government policies have incarceration and the right to “due supported or failed to support − Judges the relationship between the process” outlined in Article 1, Section Examples: civil rights. concept of equal opportunity and the 3 of the State Constitution. — Judges how well the Fourteenth and effects of the Individuals with Disabilities Fifteenth Amendments have expanded − Critiques how courts and Education Act (IDEA).

− Examines the relationship between freedoms for African Americans and government policies have Washington State women’s other groups in the past and present. supported or failed to support − Judges the relationship between the contribution to the war effort during the constitutional right to concept of state’s rights and the effects World War II and the equality of rights — Judges the legacy of the Declaration of freedom of speech. of the No Child Left Behind Act. and responsibility outlined in Article Sentiments and Resolutions in Seneca 31, Section 1 of the State Constitution. Falls in promoting women’s right to − Critiques how well the − Judges the relationship between the own property. Supreme Court decision in Boldt decision and the rights of non-

APPLICATION OF IDEALS & PRINCIPLES − Examines the relationship between the Parents Involved in Indians. implementation of the Bracero — Judges the legacy of the Indian Community Schools v. Seattle Program and the personal rights Reorganization Act in promoting the School Dist. No. 1 upheld the outlined in Article 1, Section 3 of the rights of tribal governments. right to equal protection. State Constitution.

WA—The Great Depression and World War II U.S.—Entering a New Era U.S.—Looking Forward CWP – Human Rights

Unit (1930—1945) (1991—Present) Suggested Suggested

CBA Constitutional Issues Constitutional Issues

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 13 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.

GLE K 1 2 3 4 5 1.2.1 Recommended Scope & Sequence

Remembers the people who make and Understands the basic Understands that Understands the carry out rules in the classroom and organization of government governments are organized organization of the United school. in the community. into local, state, tribal, and States government.

national levels. Examples: Examples: Examples: − Identifies the teacher, principal, vice − Explains that cities are Examples: − Explains that the national principal, counselor, and others who governed by mayors and − Explains the hierarchy of government is organized make and carry out rules at the city councils. state government over into three branches: school. local government. executive, legislative, − Explains that police and and judicial. judges enforce laws. − Explains that tribal governments are − Explains who is involved sovereign, separate from in each of the branches of state and local government. governments. STRUCTURE OF GOVERNMENT OF STRUCTURE − Explains that the President and the Cabinet are part of the federal executive branch.

Learning About Myself and My Classroom WA—Being Citizens in U.S.—Founding the Nation

Unit Community Our Community Washington

Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 14 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.

GLE 6 7 8 9/10 11 12 1.2.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands and analyzes the structure, Understands and analyzes the structure and powers organization, and powers of government at of government at the national level. the local, state, and tribal levels including the concept of tribal sovereignty. Examples: − Examines Article 1 of the U.S. Constitution and Examples: identifies the powers and responsibilities of the − Explains the organization and powers of House of Representatives and Senate. city and county government. − Examines Article 2 of the U.S. Constitution and

− Explains the organization and powers of identifies the powers and responsibilities of the the three branches of Washington State President and his cabinet. government. − Examines Article 3 of the U.S. Constitution and − Explains the organization and powers of a identifies the responsibilities and powers of the local tribal government. Supreme Court.

− Explains the populist features of the − Examines how the Supreme Court exercised powers Washington State Constitution, including outlined in Article 3 of the Constitution when ruling initiative and referendum. in Cherokee Nation v. Georgia.

STRUCTURE OF GOVERNMENT OF STRUCTURE − Examines how Congress exercised powers outlined in Article 1 of the Constitution when it passed the Missouri Compromise.

− Examines how President Jefferson used Article 2 of the Constitution to justify his role in

the Louisiana Purchase.

WA—Contemporary Washington State U.S.—Slavery, Expansion, Removal, and Reform

Unit (1980—present) (1801—1850) Suggested Suggested

CBA Checks and Balances

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 15 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.

GLE K 1 2 3 4 5 1.2.2 Recommended Scope & Sequence

Understands the purpose of rules in the Understands the basic Understands how and why state and Understands the function of classroom and school. function of government and tribal governments make, interpret, the United States laws in the community. and carry out policies, rules, and government. Examples: laws. − Explains that classroom rules are Examples: Examples: important so everyone can learn. − Explains that city Examples: − Explains how the governments make and − Explains how Senate Bill 5610 legislative branch makes − Explains that playground rules are enforce laws to support a promoting salmon recovery became laws. important so everyone is safe. safe community. a law in 2005. − Explains how the judicial − Explains that city − Explains how a local tribal council branch judges laws governments support created its code of laws. according to the U.S. local businesses and Constitution. neighborhoods by − Explains how the seatbelt law improving and attempts to solve the problem of maintaining streets and injury collisions.

FUNCTION OF GOVERNMENT FUNCTION sidewalks. − Identifies and explains how the voters of Washington State participated in making the law that banned smoking in public places.

Learning About Myself and My Classroom Our Community WA—Being Citizens in Washington U.S.—Founding the Nation Unit Suggested Suggested

CBA Whose Rules?

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 16 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.

GLE 6 7 8 9/10 11 12 1.2.2 Recommended Scope & Sequence Recommended Scope & Sequence

Evaluates the effectiveness of the system of checks Evaluates the effectiveness of the Evaluates the and balances in the United States based on an event. system of checks and balances during effectiveness of a particular administration, court, federalism in promoting Congress, or legislature. the common good and Examples: protecting individual − Critiques the effectiveness of checks and balances Examples: rights. when President Andrew Jackson ignored the − Critiques the effectiveness of Supreme Court’s ruling in Cherokee Nation v. Examples: checks and balances during the Georgia. administration of President Franklin − Critiques the Patriot D. Roosevelt and his attempts to Act as it relates to − Critiques the effectiveness of checks and balances implement New Deal policies and rights established in increase the number of Supreme the U.S. Constitution. when President James Polk took control of Mexican Court justices. territory without a formal declaration of war. − Critiques the actions − Critiques the effectiveness of of the federal − Critiques the effectiveness of checks and balances in checks and balances during the Taft government in the Supreme Court case of Marbury v. Madison. Court (1921—1930). protecting the Columbia River tribes’ − Critiques the effectiveness of fishing rights against FUNCTION OF GOVERNMENT FUNCTION checks and balances during the state policies. Rehnquist Court (1986—2005).

− Critiques the effectiveness of checks and balances during Lyndon Johnson’s tenure as the Senate Majority Leader (1954—1961).

U.S.—Reform, Prosperity, and U.S.—Slavery, Expansion, Removal, and Reform the Great Depression CWP—Human Rights

Unit (1801—1850) (1918—1939) Suggested Suggested

CBA Checks and Balances Checks and Balances

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 17 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.

GLE 6 7 8 9/10 11 12 1.2.3 Recommended Scope & Sequence Recommended Scope & Sequence

Understands a variety of Understands various forms of Understands that the U.S. government Evaluates the impact of Analyzes and evaluates the structures forms of government from government and their effects on includes concepts of both a democracy and various forms of of state, tribal, and federal forms of the past or present. the lives of people in the past or a republic. government on people in governments by comparing them to present. the past or present. those of other governments. Examples: Examples: − Compares monarchy Examples: − Explains how the United States Examples: Examples: and democracy in − Compares the effects of government can be considered a − Weighs the impact of the − Critiques the structure of the United ancient Greece and theocracy on the lives of “constitutional democracy” because the Qing Dynasty government States government by comparing it ancient Egypt. people in the Islamic people are the ultimate source of on the people of China as with that of a parliamentary Caliphate and the Mayan authority. compared with life under government. − Explains the “Mandate Kingdom. communist rule. of Heaven” as a − Explains how the United States − Critiques the structure of the United principle in the − Compares and contrasts the government can be considered a − Weighs the impact of the States government by comparing it creation of Chinese effects of feudalism on the “constitutional republic” because its British occupation of with that of a constitutional Hong Kong compared government with unlimited power. FORMS OF GOVERNMENT GOVERNMENT OF FORMS Dynasties. lives of people in medieval leaders and officials are elected as Europe and Japan. representatives of the people. with life under China’s “one-country, two − Examines the structure of a treaty systems” control. tribe’s government by comparing it with that of an executive order tribe or federally-unrecognized tribe.

U.S.—Fighting for Independence and Framing World—International World—Ancient Civilizations World—Major Societies the Constitution Conflicts CWP—Civic Action and Responsibility

Unit (8000 BCE—600 CE) (600—1450) (1776—1815) (1870—present) Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 18 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.

GLE 6 7 8 9/10 11 12 1.2.4 Recommended Scope & Sequence Recommended Scope & Sequence

Understands and evaluates how political systems in the United States operate.

Examples: − Evaluates the political system examining the role of the chair and the caucus in national and state legislative bodies.

− Explains the impact of third party candidates on United States elections.

− Evaluates how interest groups use money to promote their agendas and influence the political system.

− Evaluates the effectiveness of current campaign finance laws. POLITICAL PARTIES PARTIES POLITICAL − Explains how local tribal governments operate and interact within local, state, and federal governments on issues of environmental and conservation initiatives.

CWP—Civic Action and Responsibility Unit Suggested Suggested

CBA Government Revenue and Responsibility

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 19 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.3: Understands the purposes and organization of international relationships and United States foreign policy.

GLE 6 7 8 9/10 11 12 1.3.1 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes how societies have Analyzes how international Analyzes how the United States Analyzes the relationships Analyzes and evaluates the Evaluates the impact of interacted with one another in the agreements have affected has interacted with other and tensions between causes and effects of U.S. international agreements on past or present. Washington State in the countries in the past or national interests and foreign policy on people in contemporary world issues. past or present. present. international issues in the the United States and the Examples: world in the past or world in the past or present. Examples: − Examines how goods were Examples: Examples: present. − Critiques the advantages and exchanged along the Silk Road − Examines how the − Examines how the Dawes Examples: disadvantages of belonging to between China and the Middle World Trade Act resulted in loss of land Examples: − Examines why the United international organizations, such East. Organization has and economic devastation − Examines the States policy of the as the United Nations, or affected environmental for tribes. relationship between Truman Doctrine was adhering to international − Examines trade between Minoan regulations and the United States and implemented and agreements, such as the North and Egyptian societies. employment − Examines how the United Mexico in addressing critiques the costs and American Free Trade opportunities in States government labor issues. benefits for Korea. Agreement. − Examines alliances between the Washington State. recruited workers from Assyrians and the Egyptians. China to build the − Examines why the United − Judges how the ruling in − Examines how treaties Transcontinental Railroad. States was involved in California v. Cabazon Band of − Examines how Alexander the have affected fishing in Vietnam between 1950 Mission Indians (1987) has INTERNATIONAL RELATIONSHIPS RELATIONSHIPS INTERNATIONAL Great expanded the Macedonian Washington State. − Examines how the United and 1975 and critiques affected tribal sovereignty. empire through military States recruited workers the costs and benefits of conquest and cultural from Europe to provide this policy for the United assimilation of neighboring industrial labor. States and the world. societies. U.S.—Development and Struggles U.S.—World War II, the Cold WA—Contemporary World—International World—Ancient Civilizations in the West, Industrialization, War, and International CWP—Globalization and Washington State Conflicts

Unit (8000 BCE—600 CE) Immigration, and Urbanization Relations the Economy (1980—present) (1870—present)

Suggested Suggested (1870—1900) (1945—1991)

CBA International Relations U.S. Foreign Policy

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 20 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.4: Understands civic involvement.

GLE K 1 2 3 4 5 1.4.1 Recommended Scope & Sequence

Understands that citizenship Understands that civic Understands that civic and civic involvement in the participation involves being participation involves being neighborhood and informed about public issues informed about how public community are the rights and voting in elections. issues are related to rights and responsibilities of and responsibilities. individuals. Examples: − Explains that reading the Examples: Examples: newspaper or watching − Explains how the public − Explains that citizens the news can help a issue of censorship is have the right to live in a citizen stay informed related to the right to safe community. about public issues. freedom of speech.

− Explains that citizens − Explains that attending a − Explains how the public have the responsibility to town meeting can help a issue of “under God” in obey the laws of the citizen stay informed the Pledge of Allegiance community. about public issues. is related to the right to

CIVIC INVOLVEMENT CIVIC INVOLVEMENT freedom of religion. − Explains that citizens − Explains why voting is a have the responsibility to civic duty. − Explains how the public take care of the issue of maintaining environment in the public parks is related to community. the responsibility of paying taxes.

Participating in Our WA—Being Citizens in U.S.—The Legacy for Us Today

Unit Community Washington Suggested Suggested

You Decide CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 21 of 92 Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

Component 1.4: Understands civic involvement.

GLE 6 7 8 9/10 11 12 1.4.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands the historical Understands the Analyzes how a position on Analyzes and evaluates ways of influencing local, Analyzes and evaluates ways of origins of civic effectiveness of an issue attempts to balance state, and national governments to preserve individual influencing national governments involvement. different forms of civic individual rights and the rights and promote the common good. and international organizations to involvement. common good. establish or preserve individual Examples: Examples: rights and/or promote the common − Explains how the male, Examples: Examples: − Evaluates the effectiveness of states’ initiative good. property-owning − Explains the − Takes a position on processes in preserving individual rights and citizens of ancient influence of letters federal immigration promoting the common good. Examples: Athens practiced direct to the editor of the policy that attempts to − Using examples of different democracy. local paper on school balance human rights − Evaluates the effectiveness of voting in recent groups of people in China, funding and with national security. presidential elections in promoting the common examines instances in which instructional good and preserving individual rights. individual rights were denied resources. − Takes a position on and the struggles that ensued to government surveillance − Evaluates the effectiveness of the campaigns of establish those rights. − Explains the that attempts to preserve Mothers Against Drunk Driving in preserving influence of individual privacy while individual rights and promoting the common good. − Critiques how private testimony at public maintaining national corporations in Africa affect the hearings on laws security. − Evaluates the effectiveness of the campaigns against establishment of individual CIVIC INVOLVEMENT CIVIC INVOLVEMENT regulating the use of “hate crimes” by gay-lesbian-bisexual- rights and preservation of the private property. transgendered organizations in preserving individual common good. rights and promoting the common good. − Explains how − Critiques the effectiveness of lobbying the − Using examples of different groups of people in what different groups did to legislature American society, analyzes instances in which stop the violence in East Timor contributed to the unalienable rights were denied and evaluates the in the 1990s. passage of the effectiveness of the struggles that ensued to “Becca Bill.” guarantee those rights.

WA—Contemporary World—Ancient Civilizations U.S.—Entering a New Era Washington State U.S.—Looking Forward CWP—Human Rights

Unit (8000 BCE—600 CE) (1991—present) (1980—present) Suggested Suggested

CBA Constitutional Issues Constitutional Issues

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 22 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.

GLE K 1 2 3 4 5 2.1.1 Recommended Scope & Sequence

Understands that when Understands that members of Understands and analyzes the costs and Analyzes the costs and benefits of individuals and families the community make choices benefits of people’s decisions to move decisions colonists made to meet their make choices about among products and services and relocate to meet their needs and needs and wants. meeting their needs and that have costs and benefits. wants. wants, something is gained Examples: and something is given up. Examples: Examples: − Examines the reasons why colonists − Explains how people’s choice − Examines the costs to pioneers on chose to dump tea into the Boston Examples: of purchasing goods from a the Oregon Trail versus the benefits Harbor on December 16, 1773. − Explains that families large business can result in they received once they reached make choices about the the loss of smaller their destination. − Examines reasons why colonists chose need for buying businesses. to move away from Britain, including groceries based on − Examines the effects of the Oregon needs such as economic opportunities cost, availability, − Explains the costs and Trail on tribes living in the Pacific and wants such as freedom of religion. family or cultural benefits that food banks and Northwest. customs, and personal thrift stores provide for − Examines the costs colonists faced taste. people in the community. when deciding to move to the ECONOMIC CHOICES CHOICES ECONOMIC Americas, including the costs of lost − Explains that when possessions and risks to personal safety families make choices and the benefits of economic about moving, a new opportunities and freedoms once home is gained and an settlements were formed. old neighborhood is given up.

Communities Meeting Their WA—Exploring the Pacific Northwest Prior U.S.—Encounter, Colonization, and Families in Our Community

Unit Needs and Wants to Statehood Devastation Suggested Suggested

People on the Move CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 23 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.

GLE 6 7 8 9/10 11 12 2.1.1 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes the costs Analyzes the importance of Analyzes examples of how Analyzes how the costs and Analyzes the incentives for Analyzes how economic choices made by and benefits of financial literacy in making groups and individuals have benefits of economic choices people’s economic choices in the groups and individuals in the global economic choices economic choices related to considered profit and have shaped events in the United States in the past or economy can impose costs and provide made by groups and spending, saving, and personal values in making world in the past or present. present. benefits. individuals in the investing. economic choices in the past past or present. or present. Examples: Examples: Examples: Examples: − Examines how − Examines what economic − Examines how choices made by Examples: − Examines the costs and Examples: competition for natural incentives caused people to businesses in China to produce low- − Examines how benefits of getting a credit − Examines how the profit resources contributed to join labor unions in large price consumer goods affect economic the Phoenicians’ card and accumulating motive inspired the the beginning of World numbers during the Great opportunities in Washington State. use of finite debt. entrepreneurship of Levi War I and World War II. Depression. natural resources Strauss, Richard Sears, − Examines the costs and benefits of forced them to − Examines the pros and Alvah Roebuck, Henry − Examines how the French − Examines how the Boeing’s decision to produce the relocate. cons of buying a Wells, and William G. bourgeoisie’s commercial overproduction of agricultural Dreamliner. Washington State lottery Fargo during the Gold success contributed to products led farmers to destroy ticket. Rush. the beginning of the their supply to boost prices at − Examines the costs and benefits of the French Revolution. the beginning of the Great outsourcing of steel production for − Examines how people in − Examines how the Depression. residents in the United States. ECONOMIC CHOICES CHOICES ECONOMIC Washington State make personal values of settlers − Examines how choices about where to determined what services latifundistas’ decisions to − Examines how automobile − Examines the costs to and benefits for invest their money for the were established, expand their plantations producers set prices in the U.S. residents on Intel’s decision to highest return and lowest including saloons and contributed to the desire 1920s to generate sustainable outsource the production of computer risk. general stores. in Latin America for demand among middle-class chips to China. independence from Spain. Americans. − Examines how people − Evaluates the costs and benefits of evaluate advertising when − Examines what economic individuals’ decisions to buy a hybrid choosing where to spend incentives caused the U.S. automobile, boycott Nike, or purchase their money. government to institute the only shade-grown coffee. Bracero program. U.S.—Development and World—Ancient WA—Contemporary Washington Struggles in the West, World—Age of Revolutions U.S.—Reform, Prosperity, and the Civilizations State Industrialization, Immigration, CWP—Globalization and the Economy

Unit (1750—1917) Great Depression (1918—1939) (8000 BCE—600 CE) (1980—present) and Urbanization Suggested Suggested (1870—1900)

CBA People on the Move You and the Economy

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 24 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Component 2.2: Understands how economic systems function.

GLE K 1 2 3 4 5 2.2.1 Recommended Scope & Sequence

Understands the basic Understands how the economic Understands the basic elements of Washington elements of a community’s systems of groups are State’s economic system, including agriculture, economic system, influenced by laws, values, and businesses, industry, natural resources, and labor. including producers, customs. distributors, and Examples: consumers of goods and Examples: − Explains components of Washington State’s services. − Explains how the farming and timber industry, including the trees, workers, herding practices of Eastern production mills, and consumers of wood Examples: Woodland peoples reflected products. − Explains that goods sold how they viewed their in local stores are used environment. − Explains components of Washington State’s by people living in the agricultural industry, including the natural community to meet − Explains how the basket and resources of land and water, the farmers and their needs and wants. rug weaving customs of the laborers, the distributors, and the consumers of Southwest tribes contributed agricultural products. − Explains that people in to their economy through communities are trade. − Compares how the geography, available natural consumers of the public resources, climate, and the available labor force

ECONOMIC SYSTEMS SYSTEMS ECONOMIC safety services that − Compares how laws, values, affect the economic opportunities available in police officers or fire and customs affected the rural and urban Washington State. fighters provide. ways in which Pueblo tribes and Plains tribes built − Examines how technology and transportation homes; produced, gathered, industries impact the economy of Western or hunted food; and made Washington. clothing and tools. − Examines how irrigating the semi-desert climate of Eastern Washington has impacted the economies of Indian tribes and other residents in Washington State.

Communities Meeting Their WA—Living in Washington: Its Geography, First Nations of North America

Unit Needs and Wants Resources, and the Economy Suggested Suggested

Meeting Needs and Wants CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 25 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

Component 2.2: Understands how economic systems function.

GLE 6 7 8 9/10 11 12 2.2.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands the Analyzes the Analyzes how the Understands and analyzes how Understands that Analyzes and evaluates the advantages and production, production, forces of supply and planned and market economies have nations have competing disadvantages of different economic systems for distribution, and distribution, and demand have shaped the production, distribution, philosophies about how countries and groups of people. consumption of goods, consumption of goods, affected the and consumption of goods, services, best to produce, services, and services, and resources production, and resources around the world in distribute, and Examples: resources in societies in societies from the distribution, and the past or present. consume goods, − Weighs the positive and negative consequences of from the past or in the past or in the present. consumption of services, and China’s transformation from a planned economy to present. goods, services, and Examples: resources. a mixed economy. Examples: resources in the − Explains how competition in a Examples: − Examines the types United States in the market system among sellers and Examples: − Evaluates the effects of the North American Free − Compares the of services offered past or present. buyers affects costs and prices. − Compares the Trade Agreement (NAFTA) on the economies of the production and under feudalism in economic systems of United States, Canada, and Mexico. distribution of medieval Europe Examples: − Compares how the free market the United States to agricultural goods and Japan in helping − Examines the use economy in Pinochet’s Chile the U.S.S.R. during − Evaluates the effects of changing to money-based in Egypt and people meet their of immigrant differed from the planned the Cold War. economies on African societies. Mesopotamia. needs and wants. labor in the economy in Castro’s Cuba in building of the meeting their peoples’ needs and − Compares the − ECONOMIC SYSTEMS SYSTEMS ECONOMIC Examines the role of economic systems in comparing − Examines the role transcontinental wants. differing economic the economic success of Uyghurs living in China with women played in railroads as a philosophies in the that of Uyghurs living in Turkey. the Washington result of the − Compares the market economies United States and State economy forces of supply of Taiwan and China. Japan in the 1960s, − Examines how global competition in agriculture has before, during, and and demand. 1970s, and 1980s. affected wages for farm workers. after World War II. − Examines the changes in economic systems that occurred as a result − Examines how global demand for technology has of the African Independence affected wages for technologically-skilled Movement. engineers. U.S.—Development and Struggles in the U.S.—World War II, the World—Ancient West, World—Emergence and Development of World—Major Societies Cold War, and CWP—Globalization and the Economy Civilizations Industrialization, New Nations

Unit (600—1450) International Relations (8000 BCE—600 CE) Immigration, and (1900—present)

Suggested Suggested (1939—1991) Urbanization (1870—1900) Meeting Needs and Cultural Interactions; You and the Economy Wants CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 26 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

Component 2.2: Understands how economic systems function.

GLE K 1 2 3 4 5 2.2.2 Recommended Scope & Sequence

Understands that the economy Understands how trade affected the in Washington State relies on economy of the thirteen colonies. trade with Pacific Rim countries. Examples: − Explains how the triangular trade Examples: between Britain, Africa, and the − Explains how timber and thirteen colonies supported agricultural products from cotton, tobacco, and sugar Washington State are sold to production in the colonies. other Pacific Rim countries and transported via cargo − Explains the causes and effects ships across the Pacific of Eastern Woodland tribes Ocean. trading with the French.

TRADE − Explains why clothing, toys, − Explains how and why the and electronic goods are colonists traded cotton, tobacco, brought to Washington State and sugar. from Pacific Rim countries to be sold to people in the − Explains that the African slave state. trade provided labor for the farming in the colonies.

− Explains the fur trade system between Eastern Woodland tribes and European colonists.

WA—Living in Washington: Its U.S.—Encounter, Colonization, and Geography, Resources, and the

Unit Devastation Economy Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 27 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Component 2.2: Understands how economic systems function.

GLE 6 7 8 9/10 11 12 2.2.2 Recommended Scope & Sequence Recommended Scope & Sequence

Understands how the forces Understands and analyzes Understands and analyzes how Analyzes how and why Analyzes how comparative Analyzes and evaluates the of supply and demand have how the forces of supply and the forces of supply and countries have specialized advantage has affected United effects of specialization on affected international trade demand have affected demand have affected in the production of States imports and exports in the global trade. in the past or present. international trade in international trade in the particular goods and past or present. Washington State in the past United States in the past or services in the past or Examples: Examples: or present. present. present. Examples: − Judges the effects of an oil- − Compares how ancient − Examines the effects of the based economy on the Chinese and Egyptian Examples: Examples: Examples: United States’ perceived loss of members of OPEC. civilizations used trade to − Examines how the − Examines how England’s − Examines how and why comparative advantage in the meet their needs and demand for lumber in demand for cotton and Nigeria specializes in manufacturing of textiles. − Examines how wants. Japan and supply of indigo resulted in increased oil production. specialization affected New lumber in Washington exports for the United − Examines the effects of the Balance’s decision to keep − Explains how demand for State has led to a trade States. − Examines how and why United States’ comparative shoe manufacturing in the spices increased the trade relationship. India specializes in call advantage in pharmaceutical United States. along the Silk Road. − Examines how the European centers. research on the export of TRADE − Examines how the impact demand for animal furs prescription drugs. − Analyzes how Russia’s of Japan’s demand for impacted trade with the − Examines how and why decision to specialize in raw lumber affects United States. Costa Rica specializes − Examines how transnational aluminum production led to Washington State’s in ecotourism. companies have shifted the demise of Washington lumber Industry. manufacturing in response to State’s aluminum industry. perceived changes in − Examines how the Pacific comparative advantage. Salmon Treaty has affected the harvesting − Examines how perceived loss of and exporting of salmon. comparative advantage led Ford Motor Company to shift automobile manufacturing outside of the United States.

World—Emergence and U.S.—World War II, the Cold War, WA—Contemporary U.S.—Slavery, Expansion, CWP—Globalization and the World—Ancient Civilizations Development of New and International Relations Washington State Removal, and Reform Economy

Unit (8000 BCE—600 CE) Nations (1900—present) (1939—1991) (1980—present) (1801—1850)

Suggested Suggested

International Relations CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 28 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

Component 2.3: Understands the government’s role in the economy.

GLE K 1 2 3 4 5 2.3.1 Recommended Scope & Sequence

Understands the impact of the British government on the economy of the thirteen colonies.

Examples: − Explains how British taxes on tea and sugar affected the distribution of goods in the colonies.

− Explains how the Stamp Act imposed by British Parliament affected the economy of the colonies by requiring the purchase of a tax stamp for all legal documents. GOVERNMENT AND THE ECONOMY GOVERNMENT AND THE ECONOMY − Examines the reasons why colonists chose to dump tea into the Boston Harbor on December 16, 1773.

U.S.—Independence Unit Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 29 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Component 2.3: Understands the government’s role in the economy.

GLE 6 7 8 9/10 11 12 2.3.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands the role of Understands and analyzes the Understands and Analyzes the costs and benefits of Evaluates the role of the Evaluates the costs and government in the world’s role of government in the analyzes the influence government trade policies from around U.S. government in benefits of governmental fiscal economies through the economy of Washington State of the U.S. the world in the past or present. regulating a market and monetary policies. creation of money, taxation, through taxation, spending, and government’s taxation, economy in the past or and spending in the past or policy setting in the past or creation of currency, Examples: present. Examples: present. present. and tariffs in the past − Examines the costs and benefits of − Weighs the effects of the or present. protective tariffs in the development Examples: Federal Reserve’s Examples: Examples: of “infant” automobile industries in − Critiques the contraction of the money − Explains how Sumerian − Examines how the Legislature Examples: South Korea and Brazil. effectiveness of the supply on the economy. priest kings’ need for levies taxes to create public − Examines how Sherman Anti-Trust monetary record keeping schools, state parks, and President Andrew − Examines the effects of government Act in ensuring − Weighs the effects of fiscal advanced the sporting arenas. Jackson used the subsidies for Airbus on the global competition in the policies on unemployment development of protective tariff to buying and selling of airplanes. market. and inflation. cuneiform. − Examines how state laws have secure emerging improved the economic and industries in the − Examines the effects of import-led − Critiques the − Judges who pays for and − Explains why people in living conditions of migrant nineteenth century. growth and export-led growth when effectiveness of the who benefits from the ancient Greece farm workers through the examining the economic development Federal Reserve collection of revenue and established the use of establishment of a higher − Examines and of countries in Southeast Asia and Board in helping to expenditures related to coins as money to make minimum wage. critiques how Latin America. control inflation Medicare. trade easier. government’s through the − Examines how tribal councils laissez faire − Examines the effects of the European regulation of interest − Critiques the costs and GOVERNMENT AND THE ECONOMY GOVERNMENT AND THE ECONOMY − Explains the invest monies from approach to Economic Union on global trade. rates. benefits of the World establishment of salt as a enterprises, such as gaming, business regulation Health Organization’s currency in Tikal and into their communities. led to the − Examines how anti-dumping response to the AIDS crisis. other Yucatan Nation establishment of the regulations in the General Agreement States. − Examines what authority Lowell Girls Union in on Trade and Tariffs affect Chile’s − Critiques the effects of tribal governments have to the 1830s. agricultural products. loans from the International impose taxes. Monetary Fund on developing countries. U.S.—Industrialization WA—Contemporary Washington U.S.—Slavery, Expansion, and the Emergence of the World—Ancient Civilizations World—Emergence and Development of CWP—Civic Action and State Removal, and Reform United States as a World

Unit (8000 BCE—600 CE) New Nations (1900—present) Responsibility (1980—present) (1801—1850) Power Suggested Suggested (1890—1918) Government Revenue and

Responsibility CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 30 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

Component 2.4: Understands the economic issues and problems that all societies face.

GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence

Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State.

Examples: − Explains that available labor resources determine economic opportunities for the agricultural industry.

− Draws conclusions about how the economy in each region of Washington State could change as a result of the depletion of natural resources specific to the regions. ECONOMIC ISSUES ISSUES ECONOMIC

− Explains how climate influences the production of goods and has an impact on the sustainability of the economy for the agricultural industry of Washington State.

− Explains how dams impact the economic well-being of regions in Washington State.

WA—Living in Washington: Its

Geography, Resources, and the Unit Economy Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 31 of 92 Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Component 2.4: Understands the economic issues and problems that all societies face.

GLE 6 7 8 9/10 11 12 2.4.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands the distribution Understands and analyzes the Understands and analyzes Analyzes and evaluates how Analyzes and evaluates how Analyzes and evaluates how of wealth and sustainability distribution of wealth and the distribution of wealth people across the world have people in the United States have individuals affect and are of resources in the world in sustainability of resources in and sustainability of addressed issues involved addressed issues involved with affected by the distribution of the past or present. Washington State. resources in the United with the distribution of the distribution of resources and resources and sustainability. States in the past or present. resources and sustainability sustainability in the past or Examples: Examples: in the past or present. present. Examples: − Compares the − Examines the effects of Examples: − Examines how a student’s deforestation of Easter economic growth in − Compares the impact of Examples: Examples: career choices will affect Island with the current Washington State agriculture Industrialization in the − Examines and critiques − Critiques how entitlement the local, national, and/or deforestation of the on the distribution of wealth North on the standard of how the Soviet Union’s programs in the United States global economy. Amazon Rainforest. and sustainability. living of laborers and distribution of resources have affected the distribution factory owners. affected the standard of of resources to people living − Examines the role of gender − Examines the relationship living. below the poverty level. discrimination in differing between types of − Analyzes how the growth wages of middle employment and standard of of slavery throughout the − Examines and critiques − Critiques how well dam management employees. living. South created an how Canada has development in the Pacific economic system distributed resources to Northwest has contributed to − Weighs the impact ECONOMIC ISSUES ISSUES ECONOMIC − Examines how the emergence dominated by large its people. sustainable economic growth. consumer’s choices can of Microsoft has affected plantation owners. have on how companies pay income distribution in − Examines and critiques − Critiques the role of their workers. Washington State. how China’s use of entrepreneurship in the resources has addressed United States in sustaining − Examines the efforts of the sustainability. economic growth and raising Northwest Indian Fish the standard of living for its Commission to co-manage − Examines and critiques residents. the state’s natural resources. the sustainability of Sri Lanka’s use of resources.

WA—New Technologies and U.S.—Slavery, Expansion, World—Emergence and U.S.— Movements and Issues at World—Ancient Civilizations CWP—Globalization and the Industries Removal, and Reform Development of New Nations Home

Unit (8000 BCE—600 CE) Economy (1945—1980) (1801—1850) (1900—present) (1945—1991) Suggested Suggested

Humans and the Environment You and the Economy CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 32 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

GLE K 1 2 3 4 5 3.1.1 Recommended Scope & Sequence

Understands and uses maps Understands and applies basic Understands and applies how Constructs and uses Constructs and uses maps to show and globes to identify major mapping elements such as maps and globes are used to maps to explain the and analyze information about bodies of water and symbols, compass rose, labels, display the regions of North movement of people. European settlement in the continental land masses. and a key to read and construct America in the past and Americas. maps that display information present. Examples: Examples: about neighborhoods or local − Constructs maps of Examples: − Uses a map or globe to communities. Examples: the Oregon Trail − Constructs maps that show the identify the location of − Uses maps to identify showing and labeling location of the thirteen the continents and major Examples: physical features of the the starting location, colonies, major landforms, bodies of water. − Explains how maps of the regions where the Plains the destination, the climate, natural resources, and local community can be used and Eastern Woodland route, tribes along economic products. − Explains how maps and to describe where people live Indians lived. the route, geographic globes can be used to and where businesses are features that locate the continents located. − Explains the regions of affected the route, where families live. North America based on and a title, captions, − Constructs maps that display current and historical maps. or symbols that

MAPS AND GEOGRAPHIC TOOLS TOOLS GEOGRAPHIC MAPS AND information about the local describe the community using a compass − Uses maps of North America movement of the rose, labels, and a key. to explain the interaction settlers. between indigenous peoples and their environment.

WA—Exploring the Pacific

Families in Other Places Our Community First Nations of North America Northwest Prior to U.S.—Independence Unit Statehood Suggested Suggested

Humans and the Environment People on the Move CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 33 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

GLE 6 7 8 9/10 11 12 3.1.1 Recommended Scope & Sequence Recommended Scope & Sequence

Constructs and analyzes maps Analyzes maps and charts Analyzes information from Analyzes information from using scale, direction, symbols, from a specific time period geographic tools, including geographic tools, including legends and projections to to analyze an issue or event. computer-based mapping computer-based mapping gather information. systems, to draw conclusions systems, to draw conclusions Examples: on an issue or event. on an issue or event. Examples: − Examines a map of the − Compares past and present Northwest and constructs Examples: Examples: satellite images of the an interpretation about − Examines maps of the − Considers the potential for Amazon Rainforest to why Japanese internment United States using a peace in the Middle East illustrate deforestation. camps were placed where Geographic Information using historical and current they were. System (GIS) to draw maps of Israel and − Constructs a population conclusions on how the Palestine. map of Canada, including development of railroads annual temperature, and led to Chicago’s − Examines the causes of draws conclusions about industrialization. mass killings and genocide how the environment in Bosnia using historical affects human settlement. − Examines maps of the and current maps. Puget Sound using a

MAPS AND GEOGRAPHIC TOOLS TOOLS GEOGRAPHIC MAPS AND Geographic Information System (GIS) to draw conclusions on why Seattle became Washington State’s largest city and port. U.S.—Industrialization and the WA—The Great Depression and Emergence of the United World Geography World War II CWP—Human Rights

Unit States as a World Power (1930—1945)

Suggested Suggested (1890—1918)

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 34 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

GLE K 1 2 3 4 5 3.1.2 Recommended Scope & Sequence

Understands the physical Understands the physical, Understands the physical, Understands the physical and characteristics of places in the political, and cultural political, and cultural cultural characteristics of the community. characteristics of places, characteristics of places, thirteen colonies. regions, and people in North regions, and people in the Examples: America, including the location Pacific Northwest, including Examples: − Describes physical of the fifty states within the the difference between − Explains the differences in characteristics such as rivers, regions of the U.S. cities, states, and countries. the physical characteristics, lakes, mountains, and parks including landforms, of the community in which Examples: Examples: climate and natural they live. − Explains the physical − Explains the differences resources, of the thirteen geography, including in the physical colonies. landforms and climate, of characteristics, including Mexico, Canada, and the landforms, climate, and − Explains the cultural U.S. natural resources, of the characteristics, including different regions within distribution of population − Explains the unique cultural Washington State. and languages, of the characteristics of regions in people in the thirteen North America, including − Explains the cultural colonies. language, food, customs, characteristics, including OF PLACES AND REGIONS OF PLACES AND religion, stories, music, and distribution of population art. and languages, of the people in Washington − Explains which states are State.

CHARACTERISTICS AND SPATIAL ORGANIZATION SPATIAL ORGANIZATION AND CHARACTERISTICS located in the southwest region of the United States. − Explains the location of Washington in relation to other states and countries.

WA—Living in Washington: Its U.S.—Encounter, Colonization, Our Community Cultures of North America Geography, Resources, and

Unit and Devastation the Economy Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 35 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

GLE 6 7 8 9/10 11 12 3.1.2 Recommended Scope & Sequence Recommended Scope & Sequence

Identifies the location of Understands how human Understands and analyzes Identifies major world regions Analyzes how differences in Evaluates the complexities of places and regions in the spatial patterns have physical and cultural and understands their cultural regions and spatial patterns regions and problems involved world and understands their emerged from natural characteristics of places and roots. have emerged in the United in defining those regions. physical and cultural processes and human regions in the United States from States from natural characteristics. activities in the past or the past or in the present. Examples: processes and human Examples: present. − Compares the political activities. − Examines the difficulties of Examples: Examples: regimes of the Middle East, establishing borders in the − Identifies the location of Examples: − Explains information gained including those of Palestine Examples: Middle East based on an the seven continents of − Compares the patterns of from physical and political and Israel. − Examines why cultural explanation of historical, the world. human settlement in maps of the United States. and political factors colonial, religious, and Middle Eastern and − Describes Latin America distinguish the West political structures. − Explains the unique European countries during − Examines how the railroad led based on its colonial Coast from East Coast. characteristics of the the Crusades and explains to the development of history. − Examines the difficulties in physical and cultural the reasons for Chicago as a leader in the − Examines why defining the Latin American landscape between North similarities and meatpacking industry. Massachusetts is region. Africa and Sub-Saharan differences. considered politically Africa. liberal whereas Texas is − Creates a map of new world − Explains the differences considered politically regions based on cultural in spatial patterns conservative.

OF PLACES AND REGIONS OF PLACES AND and environmental factors. between the agricultural regions of the Palouse − Examines why most and those of the Skagit people in the United Valley in Washington States live within fifty CHARACTERISTICS AND SPATIAL ORGANIZATION SPATIAL ORGANIZATION AND CHARACTERISTICS State. miles of a coast and how this settlement causes coastal regions to differ from the country’s interior. U.S.—Development and Struggles World—Global Expansion and U.S.—Movements and Issues World—Major Societies in the West, Industrialization, World Geography Encounter at Home CWP—Environmental Issues

Unit (600—1450) Immigration, and Urbanization (1450—1750) (1945—1991)

Suggested Suggested (1870—1900)

People on the Move CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 36 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.2: Understands human interaction with the environment.

GLE K 1 2 3 4 5 3.2.1 Recommended Scope & Sequence

Understands that the way Understands that people in Understands how the families live is shaped by the communities affect the environment affects cultural environment. environment as they meet groups and how cultural their needs and wants. groups affect the Examples: environment. − Explains how the climate Examples: and physical features of an − Explains how people affect Examples: area determine the types their environment by − Explains how the of home in which people clearing land or developing environment influenced live. farm land to meet their the development of a need for homes and native culture’s lifestyle, − Explains how the food businesses. traditions, and beliefs. families eat is affected by the natural resources that − Explains how people affect − Explains ways native are available in their the community’s people affected their regions. environment by making environment as they met parks for recreation. their needs.

− Uses different maps, such

HUMAN-ENVIRONMENTAL INTERACTION INTERACTION HUMAN-ENVIRONMENTAL as climate and vegetation maps, to explain the interaction between native people and their environment.

Communities Meeting Their Families in Other Places First Nations of North America

Unit Needs and Wants Suggested Suggested

Humans and the Environment CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 37 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.2: Understands human interaction with the environment.

GLE 6 7 8 9/10 11 12 3.2.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands and analyzes Understands and analyzes Analyzes how the Analyzes and evaluates Analyzes and evaluates Evaluates how human interaction with the how the environment has how the environment has environment has affected human interaction with human interaction with environment has affected economic growth affected people and how affected people and how people and how people the environment across the environment in the and sustainability. people have affected the people have affected the have affected the the world in the past or United States in the past environment in the past or environment in Washington environment in the United present. or present. Examples: present. State in the past or present. States in the past or − Critiques the positive benefits and present. Examples: Examples: negative consequences of breaching the Examples: Examples: − Critiques political − Weighs the benefits Columbia River dams. − Examines how people in − Examines how the Examples: solutions to the and negative Mesopotamia shaped Columbia Basin Irrigation − Examines how Pierre damming and pollution consequences of the − Critiques the consequences of agriculture through the Project impacted the L’Enfant altered the of the Danube River to damming of the deforestation and coffee production in building of canals. Yakima River. landscape of improve water quality Colorado and Colombia. Washington, D.C., in downstream. Columbia Rivers.

− Examines how Incas − Compares how order to build the − Critiques the impact of the Brendale − Examines ways to modified their Washington State’s Capitol. − Examines the decision on the use of Yakama address global climate environment to maximize suburban and rural conditions leading to reservation land. change that promote crop production. communities have − Examines how the passage of the environmental impacted the communication Clean Air Act. − Critiques the impact of the Cushman environment differently. difficulties, due to the sustainability and case on the health of the Skokomish breadth of the Atlantic economic growth in the − Examines the River. − Examines the impact of Ocean, were a factor in developing world. interaction between HUMAN-ENVIRONMENTAL INTERACTION INTERACTION HUMAN-ENVIRONMENTAL urban sprawl on the the Battle of New geographic factors and − Critiques the efforts of the Peruvian natural environment and Orleans and the rise of − Examines the different the social, economic, experiment with Incan farming communities. Andrew Jackson. ways people have built and cultural aspects of techniques. houses on flood plains a historical question. of the Mekong and Mississippi Rivers. U.S.—Fighting for WA—New Technologies and World—Challenges to U.S.—Movements and World—Ancient Civilizations Independence and Framing Industries Democracy and Human Issues at Home CWP—Environmental Issues

Unit (8000 BCE—600 CE) the Constitution (1945—1980) Rights (1945—present) (1945—1991)

Suggested Suggested (1776—1815)

Humans and the Humans and the Environment Environment CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 38 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.2: Understands human interaction with the environment.

GLE K 1 2 3 4 5 3.2.2 Recommended Scope & Sequence

Understands the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education.

Examples: − Explains the variety of ways that people in North America use language to communicate, including spoken, written, sign, and body language in the past or present.

− Compares the forms of literature, music, art, dance, and games that belong to cultures in Mexico, Canada, and the United States.

CULTURE CULTURE − Compares the traditions, beliefs, and values of cultural groups in North America.

− Explains how children gain knowledge formally through school and informally through family, friends, and media.

− Explains how people make a living in different communities.

− Explains the variety of ways that people in one’s community use money or trade to meet their needs and wants.

Cultures in Our Community Unit Suggested Suggested

Cultural Contributions CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 39 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.2: Understands human interaction with the environment.

GLE 6 7 8 9/10 11 12 3.2.2 Recommended Scope & Sequence Recommended Scope & Sequence

Understands the Understands examples of Understands cultural diffusion in Understands and analyzes Analyzes cultural interactions. Analyzes and evaluates the characteristics of cultures in cultural diffusion in the the United States from the past examples of ethnocentrism. social and political factors the world from the past or in world from the past or in the or in the present. Examples: affecting cultural interactions. the present. present. Examples: − Examines the cultural Examples: − Examines whether there interactions between Examples: Examples: Examples: − Explains the diffusion of is ethnocentrism in Puerto Rican migrants and − Compares and critiques the − Explains the Mayans’ ways of − Explains the spread of Chinese culture in the West attitudes about the use of other ethnic groups of New political status of Kurds in life, including their Christianity and Islam during the Gold Rush. multiple languages in York City. Iraq to that of Kurds in technology, traditions, across Europe and Africa. communities across the Turkey. language, social roles, − Explains how Mexican world. − Explores the concept of beliefs, and values. − Explains how the Norman vaqueros introduced ranching model minority in the − Compares and critiques the Conquest of England led to practices. − Examines whether there United States and how it social conditions of Romani affects the public’s in Germany to Romani in − Explains how the Sumerians the diffusion of French are elements of perceptions of race and the United Kingdom. developed a unique culture language into English. ethnocentrism in French class. based on the domestication perceptions of Muslim − Examines the role of of grain. − Explains how the Islamic girls wearing hijabs in

CULTURE CULTURE − Examines cultural ethnocentrism in culture influenced school. European art during the interactions between determining how recent Renaissance. residents in Los Angeles’ Chinese migrants fare in Watts neighborhood and Vancouver, B.C., and San − Explains how the members of the Los Angeles Francisco. establishment of Indian Police Department before boarding schools led to the and after the 1965 riots. loss of tradition and language within tribes in − Examines cultural the Pacific Northwest. interactions in Washington State resulting from the arrival of Southeast Asian refugees in the 1970s and 1980s.

U.S.—Slavery, Expansion, Removal, World—Challenges to U.S.—Movements and Issues at World—Ancient Civilizations World—Major Societies CWP—Globalization and the and Reform. Democracy and Human Rights Home

Unit (8000 BCE—600 CE) (600—1450) Economy (1801—1850) (1945—present) (1945—1991) Suggested Suggested

Cultural Interactions CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 40 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.2: Understands human interaction with the environment.

GLE K 1 2 3 4 5 3.2.3 Recommended Scope & Sequence

Understands why families Understands that the Understands and analyzes the make decisions to move. geographic features of the impact of the European Pacific Northwest have colonists’ movement to the influenced the movement of Americas on the land and the Examples: people. indigenous peoples. − Explains that families may move to a smaller or bigger Examples: Examples: home when family size − Explains why people − Explains and analyzes how decreases or increases. traveling on the Oregon the movement of the Trail made the choice to colonists to the Americas − Explains that families may move west because of a forced the movement of move when job need for available land. native peoples from their opportunities become land.

HUMAN MIGRATION HUMAN MIGRATION available. − Explains why indigenous peoples were forced to − Explains how the Triangular move to reservation land Trade route between that was neither fertile nor Africa, Britain, and the profitable. thirteen colonies forced the movement of African people as slave labor.

WA—Exploring the Pacific U.S.—Encounter, Colonization, Families in Our Community

Unit Northwest Prior to Statehood and Devastation Suggested Suggested

People on the Move CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 41 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.2: Understands human interaction with the environment.

GLE 6 7 8 9/10 11 12 3.2.3 Recommended Scope & Sequence Recommended Scope & Sequence

Understands the geographic Understands the role of Understands and analyzes Understands the causes and Analyzes the causes and Analyzes and evaluates current factors that influence the immigration in shaping migration as a catalyst for the effects of voluntary and effects of voluntary and opportunities and obstacles movement of groups of people societies in the past or growth of the United States in involuntary migration in the involuntary migration in the connected with international in the past or present. present. the past or present. world in the past or present. United States in the past or migration. present. Examples: Examples: Examples: Examples: Examples: − Compares the factors that − Draws conclusions about − Examines the impact of the − Explains the factors leading Examples: − Weighs the challenges a led to migration of the Han the role Norwegian forced migration of slaves on to the slave trade and its − Examines the factors present day migrant faces and the Goths into Europe. immigrants had on urban the growth of the United effects on societies in Africa leading to Italian when attempting to enter development in coastal States. and the Americas. immigration to the United the United States. − Compares how the physical communities. States and its effects on environments of island − Explains the role of European − Explains the factors leading U.S. society. − Examines how opportunities culture influenced Maori − Understands the role of immigrants in propelling to the movement of in the developed world and Polynesian migration. the Klondike Gold Rush on Thomas Jefferson to the prisoners to Van Diemen’s − Examines the factors stimulate international the development of presidency. Land and its effects on leading to Japanese migration. Seattle. native Australian immigration to the United HUMAN MIGRATION HUMAN MIGRATION populations. States and its effects on − Examines and compares U.S. society. U.S. policies toward − Explains the factors leading immigrants from Europe to the Jewish Diaspora. versus developing nations.

− Examines the impact of Iraqis, Afghans, and Kurds’ migration in times of conflict. U.S.—Industrialization and the WA—Railroads, Reform, U.S.—Fighting for Independence World—Global Expansion and World—Ancient Civilizations Emergence of the United Immigration, and Labor and Framing the Constitution Encounter CWP—Environmental Issues

Unit (8000 BCE—600 CE) States as a World Power (1889—1930) (1776—1815) (1450—1750)

Suggested Suggested (1890—1918)

People on the Move CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 42 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.3: Understands the geographic context of global issues and events.

GLE K 1 2 3 4 5 3.3.1 Recommended Scope & Sequence

Explains that learning about Explains that learning about the geography of North the geography of Washington America helps us understand State helps us understand cultures from around the global trade. world. Examples: Examples: − Explains how the climate − Explains that cultural and land in Eastern groups in North America Washington allow farmers have traditions, beliefs, and to grow apples for trade celebrations that have been to other countries. brought from countries all around the world. − Explains how the ports of Tacoma and Seattle enable Washington to be a gateway for products to and from Pacific Rim GEOGRAPHIC CONTEXT OF GLOBAL ISSUES CONTEXT OF GLOBAL ISSUES GEOGRAPHIC countries.

WA—Living in Washington: Its

Cultures of North America Geography, Resources, and Unit Economy Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 43 of 92 Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.3: Understands the geographic context of global issues.

GLE 6 7 8 9/10 11 12 3.3.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands that learning about Understands that learning Understands how the Analyzes and evaluates Analyzes how the geography of the geography of the world helps about the geography of the geography of expansion and elements of geography globalization affects local diversity. us understand the global issue of United States helps us encounter has shaped global to trace the emergence sustainability. understand the global politics and economics in the of the United States as a Examples: issue of diversity. past or present. global economic and − Examines how the diffusion of Examples: political force in the fast food chains from the United − Explains how studying the Examples: Examples: past or present. States has affected local deforestation of Easter Island − Explains how migration − Explains how political cultures worldwide. helps us understand the and immigration boundaries drawn by Examples: importance of environmental instigated by the colonial powers continue to − Examines how − Examines how internet access in conservation. California Gold Rush serve as sources of conflict. proximity between China reflects economic led to the the United States and disparity between coastal − Explains how irrigation establishment of − Explains how the natural Central America led regions and the interior. difficulties in Mesopotamia today’s multicultural resources of North, Central, to U.S. economic are similar to the challenges communities in the and South America affected dominance of the currently facing California’s West. the colonial aims of the region. agricultural industry. British and Spanish. − Explains how − Examines how the − Compares the Anasazis’ immigration caused by − Compares how places with passage of NAFTA struggle to find an adequate the transcontinental similar geographic affects the economic th railroad led to anti- geography of Canada, GEOGRAPHIC CONTEXT OF GLOBAL ISSUES CONTEXT OF GLOBAL ISSUES GEOGRAPHIC water supply in the 13 characteristics, such as century with that of many immigration sentiment Mozambique and South the United States, societies today. that continues today. Africa, have been and Mexico. differently influenced by colonial powers. U.S.—Development and Struggles in the West, World—Global Expansion and U.S.—Reform, Prosperity, World—Ancient Civilizations Industrialization, Encounter and the Great Depression CWP—Environmental Issues

Unit (8000 BCE—600 CE) Urbanization, and (1450—1750) (1918—1939)

Suggested Suggested Immigration (1870—1900)

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. In terms of the “Five Themes of Geography,” GLE 3.1.1 addresses “Location,” GLE 3.1.2 addresses “Place” and “Region,” GLE 3.2.1 and 3.2.2 address “Human-Environmental Interaction,” and 3.2.3 addresses “Movement.” Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 44 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.1: Understands historical chronology.

GLE K 1 2 3 4 5 4.1.1 Recommended Scope & Sequence

Understands and creates Understands and creates Understands and creates Understands and creates Understands and creates timelines to show personal family timelines to show timelines for events in a timelines to show how timelines to show how events in a sequential events in a sequential community to show how the historical events are historical events are caused by manner. manner. present is connected to the past. organized into time periods other important events. and eras. Examples: Examples: Examples: Examples: − Creates and explains an − Creates and explains a − Creates and explains a Examples: − Constructs and explains a individual timeline that timeline that describes community timeline that − Constructs a timeline timeline that shows the shows personal events family events over time. displays events that are still with events from pre- major eras in U.S. history over time. celebrated or remembered contact to the treaty- up to 1776. − Creates and explains a today. making era that are − Creates and explains a family timeline that related to artifacts − Constructs a timeline that classroom timeline to describes changes to the and/or primary sources. relates events involving CHRONOLOGY CHRONOLOGY show major events over a family. historical, economic, school day, school week, − Constructs a timeline geographic, and civic or school year. with events from the factors to the causes of the Lewis and Clark Revolutionary War. Expedition that are related to artifacts and/or primary sources.

WA—Exploring the Learning About Myself and My Families in Our Community Our Community Pacific Northwest prior U.S.—Independence

Unit Classroom Community to Statehood Suggested Suggested

Dig Deep Causes of Conflict CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 45 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.1: Understands historical chronology.

GLE 6 7 8 9/10 11 12 4.1.1 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes different cultural Analyzes a major historical Analyzes change and continuity within a historical time measurements of time. event and how it is period. represented on timelines Examples: from different cultural Examples: − Compares the different perspectives. − Examines how Spain under Ferdinand and Isabella ways calendars were used changed with the influx of trade while still preserving in ancient Egypt and the Examples: the monarchy. Mayan civilization to plan − Examines how the agriculture. Crusades are represented − Examines how the impact of guns caused some countries differently on Christian to form and others to maintain their power. and Muslim timelines.

CHRONOLOGY CHRONOLOGY − Examines how the Islamic Conquest of the Iberian Peninsula is represented differently on Christian and Muslim timelines.

World—Ancient Civilizations World—Major Societies World—Global Expansion and Encounter (1450—1750)

Unit (8000 BCE—600 CE) (600—1450) Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 46 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.1: Understands historical chronology.

GLE K 1 2 3 4 5 4.1.2 Recommended Scope & Sequence

Understands how the following themes and developments help to 4.1.2 Understands how the following themes and developments help to define eras in Washington State history from time immemorial to define eras in U.S. history from time immemorial to 1791: 1889: ƒ Development of indigenous societies in North America (time ƒ Growth of northwest coastal and plateau tribes prior to treaties immemorial to 1791). (time immemorial to 1854). ƒ Encounter, colonization, and devastation (1492—1763). ƒ Maritime and overland exploration, encounter, and trade (1774— ƒ Revolution and the Constitution (1763—1791). 1849). ƒ Immigration and settlement (1811—1889). Examples: ƒ Territory and treaty-making (1854—1889). − Explains how the rise of the Anasazi civilization helps to define the history of North America prior to European settlement as a time when Examples: indigenous societies were developing. − Explains how the interaction between the Puritans and the Wampanoag − Explains how the growth of major tribes helps to define the history define the history of the Americans between 1492 and 1763 as a time of of the Pacific Northwest prior to 1854. encounter. CHRONOLOGICAL ERAS CHRONOLOGICAL − Explains how the Lewis and Clark expedition helps to define the − Explains how the establishment of the colony of Virginia, the history of the Pacific Northwest from 1774 to 1849 as a time of Massachusetts Bay Colony, and the Pennsylvania Colony helps to define exploration and encounter. the history of the Americas between 1492 and 1763 as a time of − Explains how the Hudson's Bay Company’s establishment of Fort settlement and colonization. Vancouver in 1825 helps to define the history of the Pacific − Explains how the effects of disease on indigenous peoples in the Northwest from 1811 to 1889 as a time of immigration and Americas between 1492 and 1763 define this era as a time of settlement. devastation. − Explains how the Revolution and Constitution help to define U.S. history from 1763 to 1791.

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 47 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.1: Understands historical chronology.

GLE 6 7 4.1.2 Recommended Scope & Sequence

Understands how themes and developments have defined eras in Washington State and world history by: Understands how the rise of civilizations defines eras in ancient history by: ƒ Explaining and comparing the development of major societies from 600 to 1450 in two or more regions of the world. ƒ Explaining and comparing the rise of civilizations from 8000 BCE to 200 CE on two or more continents. Examples ƒ Explaining and comparing the rise of civilizations from 200 CE to 600 CE on − Explains and compares the development of Islam and Hinduism. two or more continents. − Explains and compares feudalism in Japan and Europe. − Explains and compares the development of the Aztec empire with that of the Mali kingdom. Examples: − Explains and compares the development of the Incan Empire with that of ancient Ghana.

− Explains and compares the basic cultural elements of early civilization in Mesopotamia and Egypt (8000 BCE to 200 CE). ƒ Explaining how the following themes and developments help to define eras in Washington State − Explains and compares the basic cultural elements of later civilization in Rome history from 1854 to the present: and Han China (200 CE to 600 CE). o Territory and treaty-making (1854—1889). o Railroads, reform, immigration, and labor (1889—1930). o The Great Depression and World War II (1930—1945). o New technologies and industries (1945—1980). o Contemporary Washington State (1980—present).

CHRONOLOGICAL ERAS CHRONOLOGICAL Examples: − Explains how the exchange of land for continued fishing and hunting rights in the Point No Point Treaty helps to define the treaty-making period. − Explains how women gaining the right to vote in 1910 helps to define Washington State history from 1889 to 1930 as a period of reform. − Explains how the building of dams as part of the New Deal helps to define the 1930s and 1940s in Washington State. − Explains how the establishment of the civilian aerospace industry after World War II helps to define this era as a time of new technologies and industries. − Explains how international trade treaties affecting Washington State business and agriculture help to define contemporary Washington.

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 48 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.1: Understands historical chronology.

GLE 8 9/10 11 12 4.1.2 Recommended Scope & Sequence Recommended Scope & Sequence

Understands how the following themes and Understands how the following themes and Understands how the following themes and developments developments help to define eras in U.S. history developments help to define eras in world history: help to define eras in U.S. history: from 1776 to 1900: ƒ Global expansion and encounter (1450—1750). ƒ Our foundations (1776—1791). ƒ Fighting for independence and framing the ƒ Age of revolutions (1750—1917). ƒ Industrialization and the emergence of the United Constitution ƒ International conflicts States as a world power (1890—1918). (1776—1815). (1870—present). ƒ Reform, prosperity, and the Great Depression ƒ Slavery, expansion, removal, and reform ƒ Emergence and development of new nations (1918—1939). (1801—1850). (1900—present). ƒ World War II, the Cold War, and international relations ƒ Civil War and Reconstruction (1850—1877). ƒ Challenges to democracy and human rights (1939—1991). ƒ Development and struggles in the West, (1945—present). ƒ Movements and domestic Issues (1945—1991). industrialization, immigration, and ƒ Entering a new era (1991—present). urbanization (1870—1900). Examples: − Explains how the Atlantic slave system helps to Examples: Examples: define world history from 1450 to 1750 as an age of − Explains how the ratification of the Bill of Rights defines − Explains how the Revolutionary War and the War expansion and imperialism. the founding of the United States. of 1812 help to define early U.S. history as a − Explains how the French, Industrial, and Russian − Explains how the Roosevelt Corollary helps to define the time of struggle for independence. Revolutions help to define world history from 1750 early 20th century as a time when the United States was − Explains how the Monroe Doctrine helps to to 1917 as an age of revolutions. emerging as a world power. CHRONOLOGICAL ERAS CHRONOLOGICAL define U.S. history from 1801 to 1850 as a period − Explains how the causes and consequences of World − Explains how the 19th Amendment and the New Deal of expansion. War I and World War II define 1870 to the present as Policy define U.S. history following World War I as period − Explains how Reconstruction and the emergence a time of international conflict. of reform. of Jim Crow laws help to define U.S. history − Explains how nationalism in Asia and Africa helps to − Explains how atomic weapons help to define the decades following the Civil War. define the 20th century as an era of new nations. after World War II as the Cold War era. − Explains how the rise of prominent American − Explains how the experience of South African − Explains how the United Farm Workers, Civil Rights Indian leaders in resistance movements against apartheid helps to define world history as an era of Movement, and Feminist Movement help to define U.S. U.S. encroachment helps to define U.S. history challenges to human rights. history after World War II as a time of social movements. at the end of the 19th century. − Explains how the Oklahoma City bombing and 9/11 attacks have defined a new era in U.S. domestic and foreign policy.

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 49 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.2: Understands and analyzes causal factors that have shaped major events in history.

GLE K 1 2 3 4 5 4.2.1 Recommended Scope & Sequence

Understands individuals who Understands and analyzes how Understands and analyzes how have shaped history in the individuals caused change in individuals caused change in local community. Washington State history. U.S. history.

Examples: Examples: Examples: − Explains how Marcus and − Explains the contributions − Examines the impact Narcissa Whitman shaped Mother Joseph of the Crispus Attucks had on the the history of Walla Walla. Sisters of Providence made colonists’ desire to fight for to Eastern Washington, freedom from Great − Explains how Chief Sealth including building schools Britain. played a role in the and orphanages. development of Seattle as − Explains how George a city. − Examines how George Washington led troops to Washington Bush promoted victory over Great Britain the movement of in the Revolutionary War. African-American people to Washington State. INDIVIDUALS AND MOVEMENTS

− Examines how Chief Joseph helped shape the development of the Pacific Northwest.

WA—Exploring the Pacific Our Community U.S.—Independence

Unit Northwest Prior to Statehood Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 50 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.2: Understands and analyzes the causal factors that have shaped major events in history.

GLE 6 7 8 9/10 11 12 4.2.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands and analyzes Understands and analyzes Understands and analyzes how Analyzes how individuals and Evaluates how individuals and Evaluates how individuals and how individuals and how individuals and individuals and movements movements have shaped world movements have shaped the movements have shaped movements from ancient movements have shaped have shaped U.S. history history (1450—present). United States (1890—present). contemporary world issues. civilizations have shaped Washington State or world (1776—1900). world history. history. Examples: Examples: Examples: Examples: − Examines the impact − Weighs the costs and benefits − Evaluates the impact the Examples: Examples: − Examines the impact of Toussaint L’Ouverture had of immigrant labor on the founders and shapers of − Explains the impact of − Explains the impact of Harriet Beecher Stowe’s on revolutionary ideas in industrialization of the United Microsoft have had on Confucius and Buddha on Muhammad and the spread novel Uncle Tom’s Cabin on Latin America. States. international corporations Eastern belief systems. of Islam on world the abolitionist movement throughout the world. civilization. in the United States. − Examines the impact Lenin − Weighs the costs and benefits − Explains the impact of had on revolutionary ideas of the Progressive Movement − Evaluates the influence of Aristotle on scientific − Explains the impact of − Explains the impact of the in Russia. on the Labor Movement. Nelson Mandela on the investigation with Chapultepec on the Seneca Falls Convention on African National Congress’ human reasoning. development of Meso- the advancement of − Examines the significance of efforts to end apartheid in America. women’s rights. Raoul Wallenberg’s actions South Africa. during the Holocaust and INDIVIDUALS AND MOVEMENTS − Explains the impact the World War II. − Evaluates the efforts of Lowell strike had on future Russell Means and the labor movements. American Indian Movement regarding the honoring of treaty rights in the United States. U.S.—Industrialization and the U.S.—Civil War and World—Ancient Civilizations World—Major Societies World—Age of Revolutions Emergence of the United States as Reconstruction CWP—Human Rights

Unit (8000 BCE—600 CE) (600—1450) (1750—1917) a World Power (1850—1877)

Suggested Suggested (1890—1918)

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 51 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.2: Understands and analyzes the causal factors that have shaped major events in history.

GLE K 1 2 3 4 5 4.2.2 Recommended Scope & Sequence

Understands how contributions made by various Analyzes how people from cultural groups have shaped the history of the various cultural groups have community and world. shaped U.S. history.

Examples: Examples: − Explains the technology, art, and music contributions − Examines how African made by the Southwest native tribes and the Eastern slaves and free people of Woodland native tribes. color contributed to the establishment and growth − Compares the contributions to transportation made of agriculture in the by the Northern Plains native tribes with those of the thirteen colonies. Southeast native tribes. − Examines how Germans and − Compare the contributions that people from Mexico, Swiss contributed to the Canada, or other countries have made to art, food, development of music, literature, and sports in your community. Pennsylvania.

− Explains the contributions that Asian immigrants have − Examines how native

CULTURES AND CULTURAL GROUPS CULTURES AND CULTURAL made to strawberry farming in Bainbridge Island. peoples helped the colonists establish survival − Explains the contributions that Hispanic workers have skills in their new made to farming in the Yakima Valley. environment.

U.S.—Encounter, Colonization, Cultures in Our Community

Unit and Devastation Suggested Suggested

Cultural Contributions CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 52 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.2: Understands and analyzes the causal factors that have shaped major events in history.

GLE 6 7 8 9/10 11 12 4.2.2 Recommended Scope & Sequence Recommended Scope & Sequence

Understands and analyzes how Understands and analyzes Understands and analyzes how Analyzes how cultures and Analyzes how cultures and Analyzes how cultural cultures and cultural groups in how cultures and cultural cultures and cultural groups have cultural groups have shaped cultural groups have shaped the identity can promote ancient civilizations groups contributed to contributed to U.S. history world history (1450-present). United States (1890 – present). unity and division. contributed to world history. Washington State or world (1776—1900). history. Examples: Examples: Examples: Examples: − Examines the impact the − Examines how African − Examines how ethnic − Explains how Mesopotamia Examples: Examples: British Raj had on the Americans used the court and cultural groups and Egypt responded to − Explains how the − Explains how African cultural reshaping of Indian society. system to influence civil rights align themselves with environmental challenges. experiences of the and religious customs legislation. particular political Polynesians on Easter influenced the culture of the − Examines the impact that candidates and parties − Compares the experiences Island show the effect U.S. Machiavelli had on popular − Examines the way that migrant in the United States. of Jewish slaves in Egypt of exploitation of culture. workers impacted agricultural with those of Greek slaves limited natural − Explains how the Whitmans labor. − Examines how in the Roman Empire. resources. and other missionaries − Examines the impact that multicultural societies affected the religious and slave labor had on economic − Examines how diverse cultures have responded to the − Explains how the Mali social practices of indigenous growth in the Americas. have influenced current challenge of creating Empire shaped African people in the United States. popular culture as evidenced unified nations that history in the 11th by the popularity of hip-hop, recognize the century and beyond. rap, and salsa. diversity of their citizens and embrace − Examines how the use of a set of shared values boycotts and demonstrations and goals. CULTURES AND CULTURAL GROUPS CULTURES AND CULTURAL led by various ethnic groups has resulted in social change in the United States.

− Examines how local tribes used the court system to regain their sovereign rights.

U.S.—Slavery, Expansion, Removal, World—Ancient Civilizations World—Major Societies World—Age of Revolutions U.S.—Movements and Issues at and Reform CWP—Human Rights

Unit (8000 BCE—600 CE) (600—1450) (1750—1917) Home (1945—1991) (1801—1850) Suggested Suggested

Enduring Cultures CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 53 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.2: Understands and analyzes the causal factors that have shaped major events in history.

GLE K 1 2 3 4 5 4.2.3 Recommended Scope & Sequence

Understands how technology and ideas have affected the way people live and change their values, beliefs, and attitudes.

Examples: − Explains how the idea of individual rights led to the creation of the Bill of Rights.

− Explains how the printing press was used to print the Declaration of Independence in newspapers throughout the thirteen colonies, which led

IDEAS AND TECHNOLOGY IDEAS AND TECHNOLOGY to an interest in democratic movements.

− Explains how the idea of democracy led the colonists to seek change by fighting Great Britain in the Revolutionary War.

U.S.—Founding the Nation Unit Suggested Suggested

What’s the Big Idea? CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 54 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.2: Understands and analyzes the causal factors that have shaped major events in history.

GLE 6 7 8 9/10 11 12 4.2.3 Recommended Scope & Sequence Recommended Scope & Sequence

Understands and analyzes Understands and analyzes Understands and analyzes Analyzes and evaluates how Analyzes and evaluates how Evaluates the ethics of current how technology and ideas how technology and ideas how technology and ideas technology and ideas have technology and ideas have shaped and future uses of technology from ancient civilizations have impacted Washington have impacted U.S. history shaped world history U.S. history (1890—present). based on how technology has have impacted world history. State or world history. (1776—1900). (1450—present). shaped history. Examples: Examples: Examples: Examples: Examples: − Analyzes the costs, benefits, Examples: − Examines the impact of the − Examines how the − Examines the effect of − Analyzes the costs, and long-term significance of − Critiques an environmental Phoenician alphabet on invention of algebra by the cotton gin on benefits, and long-term the Green Revolution on U.S. policy based on the effects improved communication Muhammad ibn Musa al- propagating the consequences of Adam foreign policy in Southeast of human energy amongst societies. Khwarizmi to expansion of slavery in Smith’s ideas in the Wealth Asia. consumption on the global advancements in the Southern U.S. of Nations. climate. − Examines the impact of mathematics, astronomy, − Analyzes the costs, benefits, irrigation on the astrology, geography, and − Examines how Robert − Analyzes the costs, and long-term significance of − Critiques the actions of the establishment of river cartography. Fulton’s steam ship benefits, and long-term “fair trade” and “free trade” World Trade Organization societies. accelerated trade and consequences of access to on workers, consumers, and based on the effects of − Examines the effects of westward movement in weapons for Sub-Saharan investors in the United States. globalization on developing the moveable type on the United States. Africa. economies.

IDEAS AND TECHNOLOGY IDEAS AND TECHNOLOGY literacy in Song China. − Analyzes the costs, benefits, and long-term significance of nuclear weapons on the political systems in India and Pakistan.

U.S.—Civil War and U.S.—World War II, the Cold War, World—Ancient Civilizations World—Major Societies World—Age of Revolutions Reconstruction and International Relations CWP—Environmental Issues

Unit (8000 BCE—600 CE) (600—1450) (1750—1917) (1850—1877) (1939—1991) Suggested Suggested

Technology Through the Ages CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 55 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.

GLE K 1 2 3 4 5 4.3.1 Recommended Scope & Sequence

Understands that there are multiple Analyzes the multiple perspectives and perspectives regarding the interpretation of interpretations of historical events in U.S. historical events and creates an historical history. account using multiple sources. Examples: Examples: − Examines different accounts of the − Compares the account of the Whitman colonization era, including colonists’ Massacre from the perspective of the perspective of settlement and indigenous missionaries and the perspective of the people’s perspective of genocide. Cayuse native people. − Examines different accounts of colonists and − Constructs an historical account of Lewis indentured servants. and Clark’s exploration of the Pacific Northwest using evidence from artifacts and − Differentiates between historical facts, primary sources, such as journal entries. evidence, and historical interpretations of the Boston Massacre as a turning point − Constructs an historical account of how igniting the Revolutionary War. treaties affected changes in land ownership HISTORICAL INTERPRETATION INTERPRETATION HISTORICAL for the native tribes in the Pacific Northwest using evidence from multiple sources.

− Constructs an historical account of the Pig War using evidence from artifacts and primary sources.

WA—Exploring the Pacific Northwest Prior to U.S.—Encounter, Colonization, and Devastation

Unit Statehood Suggested Suggested

Dig Deep CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 56 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.

GLE 6 7 8 9/10 11 12 4.3.1 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes and interprets Analyzes and interprets Analyzes and interprets Analyzes and interprets Analyzes differing interpretations of events in Analyzes the motives and historical materials from historical materials from a historical materials from historical materials from U.S. history (1890—present). interests behind an a variety of perspectives variety of perspectives in a variety of perspectives a variety of perspectives interpretation of a recent in ancient history. Washington State or world in U.S. history in world history Examples: event. history. (1776—1900). (1450—present). − Develops a position after examining competing Examples: historical interpretations of the effect Examples: − Describes the impact Examples: Examples: Examples: Malcolm X had on the Civil Rights Movement. − Examines the motives and of the Code of − Constructs an − Distinguishes − Distinguishes interests behind different Hammurabi on interpretation of why between conflicting between conflicting − Develops a position after examining competing interpretations of the ancient the U.S. government views of the reasons views of the causes historical interpretations of the long-term Makah’s right to hunt Mesopotamia. incarcerated Japanese for Southern of Rwandan effects of the Feminist Movement. whales. Americans, as well as secession. genocide. the effects of the − Develops a position after examining competing − Examines the motives and incarceration, using − Examines artifacts − Distinguishes historical interpretations of the causes of the interests behind different historical materials documenting the between conflicting Great Depression. interpretations of the from Washington State. various ways views of the causes distribution of AIDS African Americans of the Russian − Develops a position after examining competing treatment drugs in Africa. − Examines conflicting communicated on the Revolution. historical interpretations of the failed social HISTORICAL INTERPRETATION INTERPRETATION HISTORICAL accounts of the effects Underground and legislative attempt of Prohibition. − Examines the motives and of dams in the Pacific Railroad. − Distinguishes interests behind different Northwest. between conflicting − Develops a position after examining competing interpretations of the views of the causes historical interpretations of the cultural effects of NAFTA on the of the Holocaust. contributions of the Harlem Renaissance. North American economies.

World—Ancient WA—The Great Depression U.S.—Civil War and World—International U.S. – Movements and Issues at Home CWP—Globalization and the Civilizations and World War II Reconstruction

Unit Conflicts (1870—present) (1945—1991) Economy (8000 BCE—600 CE) (1930—1945) (1850—1877) Suggested Suggested

Dig Deep—Analyzing Sources Causes of Conflict Dig Deep—Analyzing Sources CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 57 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.

GLE K 1 2 3 4 5 4.3.2 Recommended Scope & Sequence

Analyzes the multiple causes of change and conflict in U.S. history.

Examples: − Analyzes the historical, economic, civic, and geographical causes of the Revolution.

− Analyzes the historical, economic, civic, and geographical causes of the Boston Tea Party. MULTIPLE CAUSATION MULTIPLE CAUSATION − Explains how the distance between England and the thirteen colonies was a factor in the Revolutionary War.

U.S.—Independence Unit Suggested Suggested

Causes of Conflict CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 58 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.

GLE 6 7 8 9/10 11 12 4.3.2 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes multiple causal Analyzes multiple causal Analyzes multiple causal factors Analyzes the multiple causal Analyzes multiple causes of Evaluates the ramifications of factors that shape major factors that shape major to create positions on major factors of conflicts in world events in U.S. history, mono-causal explanations of events in ancient history. events in Washington State events in U.S. history (1776— history (1450—present). distinguishing between contemporary events in the or world history. 1900). proximate and long-term world. Examples: Examples: causal factors − Presents a position on the Examples: Examples: − Examines the causes of (1890—present). Examples: causes and outcomes of − Presents a position on the − Presents a position on the World War I from political, − Weighs the validity of the the Peloponnesian wars, causes and outcomes of causes and outcomes of the economic, military, social, Examples: attacks on 9/11 being the demonstrating the Indian Wars in Civil War demonstrating and religious perspectives − Examines multiple sole cause of the War on understanding of varying Washington Territory understanding of varying to develop a position on the interpretations of the Terror. viewpoints of the demonstrating viewpoints of the conflict. primary cause of the war. causal factors of the conflict. understanding of varying Vietnam War. − Weighs the validity of oil as viewpoints of the − Presents a position on the − Examines Palestinians’ and the sole cause of conflicts in conflict. causes and outcomes of the Israelis’ perspectives on the − Examines multiple the Middle East. Mexican War demonstrating causes of conflict in the interpretations of the understanding of varying Middle East to develop a causal factors of the Bay − Evaluates arguments viewpoints of the conflict. position on the primary of Pigs Invasion. attributing the responsibility cause of the conflict. of the economic recession in the early 1990s solely to MULTIPLE CAUSATION MULTIPLE CAUSATION George H. W. Bush.

− Evaluates the acceptance of diversity as the sole solution to bigotry and racism.

WA—Territory and Treaty U.S.—World War II, the Cold World—Ancient Civilizations U.S.—Civil War and Reconstruction World—International conflicts CWP—Globalization and the Making War, and International

Unit (8000 BCE—600 CE) (1850—1877) (1870—present) Economy (1854—1889) Relations, (1939—1991) Suggested Suggested

Causes of Conflict Causes of Conflict CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 59 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.4: Uses history to understand the present and plan for the future.

GLE K 1 2 3 4 5 4.4.1 Recommended Scope & Sequence

Understands how knowledge Understands that significant Understands that significant of family history can be used historical events in historical events in the United to make current choices. Washington State have States have implications for implications for current current decisions and Examples: decisions. influence the future. − Explains how a family marks celebrations using Examples: Examples: traditions and customs − Explains how the Stevens − Explains how the slogan of from the past. treaties with native tribes “no taxation without led to the Boldt decision representation” has and current tribal fishing influenced initiative rights. processes in states across the United States.

− Explains how the principles

HISTORICAL ANTECENDENTS ANTECENDENTS HISTORICAL and ideals set forth in the Constitution affect current government and citizen decisions.

WA—Being Citizens in Families in Our Community U.S.—Legacy for Us Today

Unit Washington State Suggested Suggested

CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 60 of 92 Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.4: Uses history to understand the present and plan for the future.

GLE 6 7 8 9/10 11 12 4.4.1 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes how an event in Analyzes how an event in Analyzes how a historical Analyzes how an Analyzes how an Evaluates positions on a current issue ancient history helps us to Washington State or world event in U.S. history helps us understanding of world understanding of United based on an analysis of history. understand a current issue. history helps us to understand to understand a current issue. history can help us States history can help us a current issue. prevent problems today. prevent problems today. Examples: Examples: Examples: − Critiques different positions on the − Examines how studying Examples: − Examines how past Examples: Examples: Patriot Act based on an analysis of the effects of lead on − Examines how the history immigration patterns to the − Examines the United − Examines the United the effects of the Alien and Sedition people living in ancient of damming the Snake and United States have shaped Nations’ ability to States’ ability to meet Acts. Rome helps us to Columbia Rivers helps us modern immigration policy fight the spread of the challenge of understand the dangers of understand tension and public opinion. AIDS worldwide based global climate change − Critiques different positions on the lead today. between the agricultural, on the success of based on responses to Israeli-Palestinian conflict based on environmental, and tribal − Examines how the Sherman international public environmental an analysis of the effects of the − Examines how the history communities. Anti-Trust Act helps us to health campaigns in challenges in the past. mandates from World War I. of “Tse-whit-zen,” an understand corporate the past. ancient burial ground and − Examines how the history regulations today. − Examines how − Critiques different positions on the native village in Port of the Islamic Empire helps − Examines how study of understanding the Boldt decision based on an analysis of Angeles, helps us us understand issues in the the Holocaust has lead history of immigration the Stevens treaties. understand the current Middle East today. to efforts to prevent laws in the United conflict over use of the genocide across the States can help us land. world. decide how to

HISTORICAL ANTECENDENTS ANTECENDENTS HISTORICAL regulate immigration today.

− Examines how studying peoples’ experiences at Indian boarding schools helps us understand the current efforts of tribal schools. U.S.—Development and Struggles WA—New Technologies and in the West, Immigration, World—Challenges to World—Ancient Civilizations U.S.—Entering a New Era Industries Industrialization, and Democracy and Human CWP—Civic Responsibility and Action

Unit (8000 BCE—600 CE) (1991—present) (1945—1980) Urbanization Rights (1945—present) Suggested Suggested (1870—present)

Why History? CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 61 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.

GLE K 1 2 3 4 5 5.1.1 Recommended Scope & Sequence

Understands one’s point of Understands Understands the concepts used in Understands the purpose of documents and the view. multiple points of documents and sources. concepts used in them. view on issues in the Examples: community. Examples: Examples: − Explains one’s point of − Explains how the state law − Explains the purposes of the Declaration of view on a playground Examples: limiting cell phone usage in cars Independence and how Thomas Jefferson used rule. − Explains points relates to the concepts of the concept of rights in this document. of view on how individual liberty and public to stop littering. safety. − Explains how the concept of rights outlined in the Declaration of Independence relates to a − Explains how a school rule particular public issue.

prohibiting running in the hallways relates to the concepts − Explains the purposes of the Constitution and of rule of law and freedom. how the framers of the Constitution expressed the concept of government responsibilities.

UNDERSTANDS REASONING REASONING UNDERSTANDS − Explains how the concept of government responsibilities in the Constitution relates to a particular public issue.

− Explains how the founders expressed the concept of individual rights in the Bill of Rights.

Learning About Myself and Participating in Our WA—Being Citizens in Washington U.S.—Founding the Nation

Unit My Classroom Community Community Suggested Suggested

Whose Rules? You Decide CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 62 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.

GLE 6 7 8 9/10 11 12 5.1.1 Recommended Scope & Sequence Recommended Scope & Sequence

Understands positions on an Understands evidence Understands reasons based Analyzes consequences of Analyzes the underlying Analyzes the short-term and issue or event. supporting a position on an on evidence for a position on positions on an issue or event. assumptions of positions on an long-term implications of issue or event. an issue or event. issue or event. decisions affecting the global Examples: Examples: community. − Explains positions historians Examples: Examples: − Examines the consequences of Examples: take on Mesopotamia’s and − Explains the evidence − Explains the reasons for positions taken in the Treaty − Examines underlying Examples: Egypt’s responses to supporting a position on one’s own position about of Versailles. assumptions of U.S. − Examines the short-term and challenges. how the World Trade the effectiveness of the involvement in Vietnam long-term implications that Organization has system of checks and − Examines the consequences of between 1950 and 1975. consumers’ choices of cars − Explains one’s own position affected trade between balances when Jackson the positions in favor of the can have on automobile on how history helps us Washington State and ignored the Supreme establishment of the state of − Examines underlying designs. understand current events. Japan. Court Ruling in Cherokee Israel in 1948. assumptions of U.S. Nation v. Georgia. involvement in the 1977 − Examines the short-term and

− Explains one’s own position − Explains the evidence Egypt—Israel Peace long-term implications that on the factors that caused supporting a position on − Explains the reasons for Accords. individual’s career choices the Punic Wars. how the North one’s own position about have for their local American Free Trade the effectiveness of the − Examines the underlying community and the world.

UNDERSTANDS REASONING REASONING UNDERSTANDS Agreement has affected system of checks and assumptions of President trade between balances when Congress Franklin D. Roosevelt’s Washington State and impeached Andrew decision to incarcerate Canada. Johnson. Japanese Americans during World War II.

WA—Contemporary U.S.—Slavery, Expansion, U.S.—World War II, the Cold World—Ancient Civilizations World—International Conflicts CWP—Globalization and the Washington State Removal, and Reform War, and International Relations

Unit (8000 BCE—600 CE) (1870—Present) Economy (1980—present) (1801—1850) (1939—1991) Suggested Suggested

Enduring Cultures International Relations Checks and Balances Causes of Conflict U.S. Foreign Policy You and the Economy CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 63 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.

GLE K 1 2 3 4 5 5.1.2 Recommended Scope & Sequence

Evaluates the fairness of one’s Evaluates if information is clear, specific, and Evaluates the accuracy of primary Evaluates the relevance of facts used in point of view. detailed. and secondary sources. forming a position on an issue or event.

Examples: Examples: Examples: Examples: − Determines one’s point of view − Determines whether there are details to − Determines the accuracy of − Determines which facts are relevant in about a playground rule based support a conclusion about tools as a cultural resources by comparing supporting a position on whether there on how fair it is to oneself and contribution of the Eastern Woodlands tribe. multiple versions of the should be a ban on smoking in public others. Whitman Massacre. places. − Determines whether there are details to − Determines how to share support a conclusion about apple farming as a − Determines which facts are relevant in playground equipment fairly. contribution of Japanese Americans in your supporting a position on whether community. students should say the Pledge of Allegiance. − Determines whether a conclusion on the cultural contribution of the Eastern Woodlands tribes is clearly stated. EVALUATES REASONING

Learning About Myself and My WA—Exploring the Pacific Cultures in Our Community U.S.—The Legacy for Us Today

Unit Classroom Community Northwest Prior to Statehood Suggested Suggested

Cultural Contributions Whose Rules?; Dig Deep You Decide CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 64 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.

GLE 6 7 8 9/10 11 12 5.1.2 Recommended Scope & Sequence Recommended Scope & Sequence

Evaluates the significance of Evaluates the breadth of Evaluates the logic of reasons Evaluates the precision of Evaluates the depth of a Evaluates the plausibility of information used to support evidence supporting positions for a position on an issue or a position on an issue or position on an issue or event. an analysis of decisions positions on an issue or event. on an issue or event. event. event. affecting the global Examples: community. Examples: Examples: Examples: Examples: − Critiques how well a position − Selects the most significant − Critiques how one accounts − Critiques the order and − Critiques the on U.S. involvement in Examples: information to support positions for a range of perspectives coherence of reasons when specificity of details Vietnam addresses the − Critiques whether on Mesopotamia’s and Egypt’s when developing a position evaluating the that support a position complexities of this conflict. realistic an analysis of responses to challenges. on the trade relationship effectiveness of the on the consequences the long-term between Washington State federal system of checks of the Treaty of − Critiques how well a position implications of − Selects the most significant and Japan. and balances during Versailles. on U.S. involvement in the consumers’ choices for information to support positions Andrew Jackson’s 1977 Egypt—Israel Peace automobile design is on how history helps us − Critiques how one accounts presidency. − Critiques the Accords addresses the realistic. understand current events. for a range of perspectives specificity of details complexities of relations in when developing a position − Critiques the organization that support a position the Middle East. − Critiques whether

EVALUATES REASONING − Selects the most significant on the effects of the North of reasons when evaluating on the consequences realistic an analysis of information to support positions American Free Trade the effectiveness of the of the establishment the long-term on what caused the Punic Wars. Agreement on the federal system of checks of the state of Israel in implications of Washington State economy. and balances during the 1948. individual’s career impeachment of Andrew choices for their local Johnson. community is realistic.

U.S.—Slavery, Expansion, World—International U.S.—World War II, the Cold War, World—Ancient Civilizations WA—Contemporary Washington CWP—Globalization and the Removal, and Reform Conflicts and International Relations

Unit (8000 BCE—600 CE) State (1980—present) Economy (1801—1850) (1870—present) (1939—1991) Suggested Suggested

Enduring Cultures International Relations Checks and Balances Causes of Conflict U.S. Foreign Policy You and the Economy CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 65 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.2: Uses inquiry-based research.

GLE K 1 2 3 4 5 5.2.1 Recommended Scope & Sequence

Understands how to ask Understands how questions are used Creates and uses a research Understands how essential questions about the classroom to find out information. question to conduct questions define the and school community. research on an issue or significance of researching Examples: event. an issue or event. Examples: − Explains how questions can be used − Brainstorms questions about to find out how families celebrate Examples: Examples: playground rules. holidays. − Develops a research − Explains how the essential question to study the question “Why do people − Brainstorms questions about − Explains how questions can be used Lewis and Clark want to be free?” reminds people who work at the school. to find out how families live in Expedition. us why we study the different countries. American Revolution. − Develops a research question on people’s − Explains how the essential experiences traveling on question “How can we be FORMS QUESTIONS QUESTIONS FORMS the Oregon Trail. heard by our government?” reminds us why we study the writing of the Declaration of Independence.

Learning About Myself and My WA—Exploring the Pacific Families in Other Places U.S.—Independence

Unit Classroom Community Northwest prior Statehood Suggested Suggested

Dig Deep Causes of Conflict CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 66 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.2: Uses inquiry-based research.

GLE 6 7 8 9/10 11 12 5.2.1 Recommended Scope & Sequence Recommended Scope & Sequence

Creates and uses research questions Creates and uses research Creates and uses research Creates and uses research Evaluates and revises research to guide inquiry on an historical questions to guide inquiry on an questions that are tied to an questions that are tied to an questions to refine inquiry on an event. issue or event. essential question to focus essential question to focus issue or event. inquiry on an issue. inquiry on an idea, issue, or Examples: Examples: event. Examples: − Develops a research question to − Develops a research question Examples: − After completing initial research guide inquiry on the challenges to guide inquiry on how the − Develops research questions Examples: on the role of the Supreme that early civilizations faced. demand for lumber in Japan that are tied to an essential − Develops research Court during the Civil Rights and the supply of lumber in question to focus inquiry on questions tied to an Movement, critiques and revises − Develops a research question to Washington State led to a how the need for national essential question to focus a research question on the guide inquiry to determine how trade relationship between the security can be balanced inquiry on the costs, importance of the judicial physical geography contributed to two countries. with the right to individual benefits, and long-term branch. the political, economic, and privacy. significance of nationalism. cultural development of a − Develops a research question − After completing initial research

FORMS QUESTIONS QUESTIONS FORMS particular civilization. to guide inquiry on how the − Develops research questions − Develops research on the Bay of Pigs Invasion, Pacific Salmon Treaty has that are tied to an essential questions tied to an critiques and revises a research affected the harvesting and question to focus inquiry on essential question to focus question on the power of the exporting of salmon. how amendments to the inquiry on the causes of United States in Latin America. Constitution have sought to World War I. extend rights to disenfranchised individuals.

World—Emergence and World—Ancient Civilizations WA—Contemporary Washington U.S.—Movements and Issues at Home U.S.—Looking Forward Development of New Nations

Unit (8000 BCE—600 CE) State (1980—present) (1945—1991) (1900—present) Suggested Suggested

International Relations; Dig Deep Causes of Conflict; Technology Checks and Balances; Dig Deep – Enduring Cultures – Analyzing Sources; Causes of Constitutional Issues Through the Ages Analyzing Sources Conflict CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 67 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.2: Uses inquiry-based research.

GLE K 1 2 3 4 5 5.2.2 Recommended Scope & Sequence

Uses texts and visuals to identify Uses a graphic organizer to Understands the main ideas the main ideas or key details to organize main ideas and from an artifact, primary study family life. supporting details from visuals source, or secondary source and literary, narrative, describing an issue or Examples: informational, and expository event. − Uses photos to describe how texts. different families live. Examples: Examples: − Makes a list of the main − Uses a graphic organizer to ideas from an artifact on organize main ideas and the Lewis and Clark supporting details from Expedition. sources on the cultural contributions of Eastern − Summarizes the main Woodland tribes. ideas from a secondary ANALYZES SOURCES source on the Oregon − Uses a graphic organizer to Trail by creating a web organize main ideas and of information. supporting details from sources on the cultural contributions of Northern Plains tribes and Southeast tribes.

WA—Exploring the Pacific Families in Our Community First Nations of North America

Unit Northwest prior to Statehood Suggested Suggested

Meeting Needs and Wants; Dig Deep; People on the Humans and the Environment; Move; Whose Rules? Cultural Contributions CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 68 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.2: Uses inquiry-based research.

GLE 6 7 8 9/10 11 12 5.2.2 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes the validity, Evaluates the breadth of Evaluates the logic of positions in Evaluates the validity, Evaluates the validity, Evaluates the breadth of reliability, and credibility of primary and secondary primary and secondary sources to reliability, and credibility of reliability, and credibility of research to determine the information from a variety of sources and analyzes notes interpret an issue or event. sources when researching an sources when researching an need for new or additional primary and secondary sources to determine the need for issue or event. issue or event. investigation when while researching an issue or additional information Examples: researching an issue or event. while researching an issue − Critiques the order and Examples: Examples: event. or event. coherence of newscasts and − Critiques the validity, − Critiques the validity, Examples: newspaper articles on the reliability, and credibility of reliability, and credibility of Examples:

− Uses Cornell Notes to Examples: contributions of migrant workers research on the rise and documents from the Franklin − Upon concluding a examine the validity, − Critiques the range of when interpreting various break-up of Soviet Union to D. Roosevelt Administration research paper on the reliability, and credibility of perspectives reflected in perspectives on federal determine the implications when researching the fairness of welfare reform, secondary sources on ancient sources related to immigration policy. and consequences of justification of New Deal critiques the ways in Egypt and Mesopotamia while feudalism in Japan and nuclear proliferation. programs. which the research could researching why people Europe during the − Critiques the coherence of be enhanced with relocated to the Middle East Middle Ages. positions taken by slaves, − Critiques the validity, − Critiques the validity, additional investigation. during ancient times. slaveholders, and abolitionists. reliability, and credibility of reliability, and credibility of ANALYZES SOURCES − Critiques the range of research on the successes documents from the Franklin − Upon concluding a − Uses a Venn diagram to perspectives reflected in and failures of new nations D. Roosevelt Administration research paper on the examine the validity, sources related to the in Sub-Saharan Africa. when researching the fairness of the reliability, and credibility of Crusades. justification of the Good government’s farm primary sources on the causes Neighbor Policy. subsidies, critiques the of the Peloponnesian Wars. ways in which the research could be enhanced with additional investigation.

U.S.—Development and Struggles in World—Emergence and U.S.—Reform, Prosperity, and World—Ancient Civilizations World—Major Societies the West, Industrialization, CWP—Civic Responsibility Development of New Nations the Great Depression

Unit (8000 BCE—600 CE) (600—1450) Immigration, and Urbanization and Action (1900—present) (1918—1939)

Suggested Suggested (1870—1900) Dig Deep – Analyzing U.S. Foreign Policy; Cultural Interactions; People on the Move; Why Sources; International Causes of Conflict; Technology Constitutional Issues; Checks and Constitutional Issues; Checks and Government Revenue and History; Enduring Cultures; Relations; Causes of Through the Ages; Humans and Balances Balances; Dig Deep – Analyzing Responsibility; You and the Meeting Needs and Wants Conflict; Humans and the the Environment CBA Sources Economy Environment

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 69 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.3: Deliberates public issues.

GLE K 1 2 3 4 5 5.3.1 Recommended Scope & Sequence

States own viewpoints and listens Engages in discussions to learn Engages in discussions to learn Engages in discussions that Engages others in to viewpoints of others. about how families live around about different points of view attempt to answer questions discussions that attempt to the world. on issues. about cultural similarities clarify and address multiple Examples: and differences. viewpoints on public issues − States own viewpoint on following Examples: Examples: based on key ideals. classroom rules and listens to the − Engages in discussions to learn − Engages in discussions to Examples: viewpoints of classmates and how families from around the learn about different points − Engages in discussion on Examples: teacher. world celebrate birthdays. of view on neighborhood creation legends to learn − Engages classmates in a recycling. about the differences in discussion to clarify the − States own viewpoint on fairness − Engages in discussions to learn tribes’ beliefs. multiple viewpoints and listens to the viewpoints of about the clothing worn by − Engages in discussions to surrounding censorship classmates and the teacher. families from around the learn about different points − Engages in discussion to based on the key ideal of world. of view on where to build learn about the different individual rights.

DELIBERATION parks in the community. ways tribes affected their environments as they met − Engages classmates in a their needs. discussion to clarify the multiple viewpoints surrounding the inclusion of “under God” in the Pledge of Allegiance based on the key ideal of freedom.

Learning About Myself and My Families in Other Places Participating in Our Community First Nations of North America U.S.—Legacy for Us Today

Unit Community Suggested Suggested

Humans and the Environment You Decide CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 70 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.3: Deliberates public issues.

GLE 6 7 8 9/10 11 12 5.3.1 Recommended Scope & Sequence Recommended Scope & Sequence

Engages in discussions that clarify Analyzes and responds to Applies key ideals outlined in Evaluates one’s own Creates and articulates possible Evaluates how the and address multiple viewpoints on multiple viewpoints on public fundamental documents to viewpoint and the alternative resolutions to public discussion and the proposed public issues. issues brought forth in the clarify and address public viewpoints of others in issues and evaluates these alternative resolutions context of a discussion. issues in the context of a the context of a resolutions using criteria that changed or solidified one’s Examples: discussion. discussion. have been identified in the own position on public − Engages in a debate to clarify Examples: context of a discussion. issues. multiple viewpoints on how the − Engages in a Socratic seminar Examples: Examples: Phoenicians could have conserved to analyze and respond to the − Applies key ideals outlined in − Contributes to a Examples: Examples: resources. multiple viewpoints on how the the Constitution to clarify discussion board or − Engages in a small-group − Evaluates how classroom World Trade Organization has and address positions on blog to evaluate one’s dialogue where each student discussions and possible − Engages in a discussion to address affected environmental federal immigration policy own and others’ presents two or more possible alternative resolutions multiple viewpoints on how regulations and employment that attempt to balance viewpoints about the resolutions to the United States have changed or solidified studying the history of opportunities in Washington human rights with national primary cause of the use of the atomic bomb in World one’s own position on Mesopotamia helps one State. security. Middle East conflict. War II and evaluates others’ whether the events in understand current issues in the alternative resolutions. Darfur should be classified

DELIBERATION Middle East region. − Engages in a discussion to − Applies key ideals outlined in − Engages in a panel as genocide. analyze and respond to the the Constitution to clarify discussion to evaluate − Engages in a small-group multiple viewpoints on how and address the one’s own and others’ dialogue where each student − Evaluates how classroom treaty fishing rights have government’s position on viewpoints about the presents two or more possible discussions and proposed affected the return of the surveillance that attempts to costs, benefits, and resolutions to the threat of alternative resolutions Chinook salmon to the preserve individual privacy long-term significance climate change and evaluates have changed or solidified Columbia River. while maintaining national of nationalism for Sub- others’ alternative resolutions. one’s own position on the security. Saharan Africa. constitutionality of the − Evaluates in a Socratic Seminar Patriot Act. possible alternatives to U.S. involvement in Vietnam.

U.S.—Development and World—Emergence and Struggles in the West, World—Ancient Civilizations WA—Contemporary Washington Development of New U.S.—Entering a New Era CWP—Globalization and the Industrialization, Immigration,

Unit (8000 BCE—600 CE) State (1980—present) Nations (1991—present) Economy and Urbanization

Suggested Suggested (1900—present) (1870—1900)

U.S. Foreign Policy; Government Revenue and Enduring Cultures; Why History? International Relations Constitutional Issues Causes of Conflict Constitutional Issues Responsibility CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 71 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

GLE K 1 2 3 4 5 5.4.1 Recommended Scope & Sequence

Retells and explains personal Describes how different Draws conclusions using at least Draws clear, well-reasoned Researches multiple perspectives to history. people live using a graphic two clear, specific, and accurate conclusions and provides take a position on a public or historical organizer. examples in a paper or explanations that are issue in a paper or presentation. Examples: presentation. supported by artifacts and/or − Retells a sequence of Examples: primary sources in a paper or Examples: events that have happened − Describes similarities and Examples: presentation. − Researches multiple perspectives on over time. differences in the ways − Draws a conclusion using at the public issue of mandating school families celebrate least two clear, specific, and Examples: uniforms. − Explains physical changes holidays using a T-chart. accurate examples in a paper − Writes a clear, well-reasoned − Researches multiple perspectives on over time. about the trading systems of conclusion about the the public issue of banning cell − Describes similarities and different tribes. challenges pioneers faced phones in school. differences in the ways in when moving west, supported − Researches multiple perspectives on which families live using − Draws a conclusion using at by diaries, letters, and the public issue of removing dams to a table. least two clear, specific, and journals. save salmon. accurate examples in a − Researches multiple perspectives on presentation about how − Presents a clear, well- the public issue of mandating different tribes met their reasoned explanation of the recycling.

CREATES POSITION AND PRODUCT CREATES POSITION needs. causes of the Pig War supported by maps and other artifacts.

Learning About Myself and My WA—Exploring the Pacific Families in Our Community First Nations of North America U.S.—The Legacy for Us Today

Unit Classroom Community Northwest prior to Statehood Suggested Suggested

Meeting Needs and Wants; Humans Dig Deep; People on the Move; You Decide; Causes of Conflict; What’s and the Environment; Cultural Whose Rules? the Big Idea? Contributions CBA

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 72 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

GLE 6 7 8 9/10 11 12 5.4.1 Recommended Scope & Sequence Recommended Scope & Sequence

Analyzes multiple factors, compares two Analyzes multiple factors, Uses sources within the Evaluates multiple reasons or Evaluates and interprets Evaluates positions and groups, generalizes, and connects past to makes generalizations, and body of the work to support factors to develop a position other points of view on an evidence to make one’s present to formulate a thesis in a paper or interprets primary sources to positions in a paper or paper or presentation. issue within a paper or own decisions in a paper presentation. formulate a thesis in a paper presentation. presentation. or presentation.

or presentation. Examples: Examples: Examples: − Evaluates multiple factors Examples: Examples: − Examines multiple factors, generalizes, Examples: − Uses sources within the to determine the primary − Evaluates and interprets − Weighs positions and and connects the past to the present to − Examines the lasting impact body of the work to cause of revolutions in other points of view on evidence to determine formulate a thesis on the significance of of the incarceration of support one’s position on Latin America. America’s role in how the Kurdish people the fall of Rome in a paper. Japanese Americans using the Indian Removal Act. developing the Panama have fared in different newspapers, governmental − Evaluates multiple factors Canal. parts of the world. − Examines multiple factors, generalizes, records, and journals of − Uses sources within the to determine the primary and connects past to present to formulate those who were body of the work to cause of the creation of − Evaluates and interprets − Weighs positions and a thesis on the significance of the incarcerated. support one’s position on North Atlantic Treaty other points of view on evidence to determine Peloponnesian War in a presentation. the framing of the Organization. why the women’s one’s own political − Examines the impact of Constitution. suffrage movement affiliation. feudalism in medieval Europe succeeded. and Japan using art and − Weighs positions and CREATES POSITION AND PRODUCT CREATES POSITION artifacts. evidence to determine one’s own stance on the war in Iraq.

U.S.—Industrialization and World—Emergence and the Emergence of the World—Ancient Civilizations World—Major Societies CWP—Civic Action and U.S.—Looking Forward Development of New Nations United States as a World

Unit (8000 BCE—600 CE) (600—1450) Responsibility (1900—present) Power Suggested Suggested (1890—1918) Dig Deep – Analyzing Sources; U.S. Foreign Policy; Cultural Interactions; Causes of Conflict; Technology People on the Move; Why History; Enduring International Relations; Causes Constitutional Issues; Checks Constitutional Issues; Government Revenue and Through the Ages; Humans and Cultures; Meeting Needs and Wants of Conflict; Humans and the and Balances Checks and Balances; Dig Responsibility; You and the the Environment CBA Environment Deep – Analyzing Sources Economy

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 73 of 92 Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

GLE K 1 2 3 4 5 5.4.2 Recommended Scope & Sequence

Prepares a list of resources, Prepares a list of resources, Prepares a list of resources, including the title and author including the title, author, including the title, author, for each source. and type of source, date type of source, date published, and publisher for published, and publisher for Examples: each source. each source, and arranges − Completes a graphic the sources alphabetically. organizer listing resources Examples: on various cultures, − Completes a list of Examples: including the title and resources on the Pig War − Using an electronic tool, author for each source. including the title, completes an alphabetical author, and type of list of resources on the CITING SOURCES CITING SOURCES source, date published, American Revolution, and publisher for each including the title, source. author, and type of source, date published, and publisher for each source.

GLE 6 7 8 9/10 11 12 5.4.2 Recommended Scope & Sequence Recommended Scope & Sequence

Understands and demonstrates the Creates annotated bibliography Uses appropriate format to Creates strategies to avoid ethical responsibility one has in or works cited page using an cite sources within an essay plagiarism and respects using and citing sources and the appropriate format. or presentation. intellectual property when rules related to plagiarism and developing a paper or copyrighting. Examples: Examples: presentation. − Develops a bibliography − Demonstrates proper Examples: annotated with a summary of citation by citing others’ Examples: − Demonstrates ethical the resources used, non text ideas within an essay (e.g., − Demonstrates a note- responsibility while writing a features of the resources, MLA, APA). taking strategy to keep paper by using one’s own words and the questions the track of one’s own ideas

CITING SOURCES CITING SOURCES and giving credit to ideas from resources answer. and the ideas of others others. when conducting research.

− Explains the legal and ethical consequences of plagiarism.

Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Although there is a suggested unit for each of the Social Studies Skills GLEs, these GLEs should be addressed in an ongoing way over the course of the school year. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 74 of 92 APPENDIX A

Appendix A: Cognitive Demand Adapted from A Taxonomy for Learning, Teaching, and Assessment by Anderson, L.W., et. al. (2001).

Cognitive Demand Evidence of Learning Terms Cognitive Demand Evidence of Learning Terms

Remembers: recognizes/recalls— • identifies Analyzes: examines—Breaks • examines Retrieves relevant knowledge from • describes material into its constituent parts and • distinguishes long-term memory. determines how the parts relate to • differentiates one another and to an overall • discriminates structure or purpose. • explains relationship • selects • attributes Example GLE: Remembers the Example: Identifies the teacher, principal, people who make and carry out rules vice principal, counselor, and others who in the classroom and school. make and carry out rules at the school. Example GLE: Analyzes the causes Example: Examines why the United and effects of U.S. foreign policy on States policy of the Truman Doctrine people in the United States and the was implemented. world in the past or present.

Understands: comprehends— • explains Evaluates: critiques—Makes • critiques Constructs meaning from instructional • compares judgments based on criteria and • judges messages, including oral, written, and • interprets standards. • justifies graphic. • paraphrases • weighs • summarizes • infers • draws conclusion Example GLE: Evaluates how Example: Critiques how the Soviet • defines people across the world have Union’s distribution of resources • clarifies addressed issues involved with the affected the standard of living. distribution of resources and Example GLE: Understands the Example: Explains how British taxes on sustainability in the past or present. impact of the British government on tea and sugar affected the distribution of the economy of the U.S. colonies. goods in the colonies.

Applies: uses—Uses conceptual, • uses Creates: generates/produces— • generates procedural, or strategic knowledge in • implements Puts elements together to form a • plans an unfamiliar task. • expresses coherent or functional whole; • produces • role plays reorganizes elements into a new • constructs • contributes pattern or structure. • responds • develops

Example GLE: Applies how maps Example: Uses maps to identify physical Example GLE: Creates an historical Example: Constructs an historical and globes are used to display features of the regions where the Plains account using multiple sources. account of Lewis and Clark’s physical characteristics of the regions and Eastern Woodland Indians lived. exploration of the Pacific Northwest in which indigenous peoples have using evidence from artifacts and lived and continue to live in the primary sources, such as journal Americas. entries.

Page 75 of 92 APPENDIX B Classroom-Based Assessments (CBAs) and the Grade Level Expectations (GLEs) RCW 28A.230.095 requires districts to have assessments or other strategies in their elementary, middle, and high schools, including civics classroom-based assessments at each of these levels. In response, OSPI has developed 29 classroom-based assessment models, which are multi-stepped tasks or projects aligned to specific state standards (social studies EALRs), which target skills and knowledge necessary for engaged, informed citizenship. The CBAs can be found on the OSPI website (www.k12.wa.us/assessment/WASL/SocialStudies). OSPI recommends that districts implement one CBA per grade level or per social studies course from third through twelfth grade. (A Civics CBA will need to be included at the following grade levels: fourth or fifth, seventh or eighth, and eleventh or twelfth). The CBAs are referenced throughout the GLE document to help districts decide where to place these assessments. The chart below suggests grade-level placements for the 29 CBAs. Please note, however, that these placements are merely suggestions and districts have the flexibility to place them at any grade level within a particular grade band (3—5, 6—8, 9—12).

Page 76 of 92 APPENDIX C Glossary (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini), which are used in some social studies instructional materials. Note: The following terms and definitions are not meant to be a Colonies—Countries or areas controlled politically by a more powerful comprehensive list of essential concepts and ideas in social studies, but country. The GLE document refers on several occasions to the 13 British rather they are words stated in the GLEs that require further explanation. colonies in North America. Common good—Benefit or interest of a politically organized society as a Accuracy—The quality of being free from errors, mistakes, or distortion; whole. consistent with fact or truth. Comparative advantage—Country’s ability to produce a given product Agriculture—The practice or work of farming. relatively more efficiently than another country; production at a lower Analyze—To break material into its constituent parts and determine how the opportunity cost. parts relate to one another and to an overall structure or purpose. Compare—Show how things are similar or different. Assumptions—A statement accepted or supposed as true without proof or Computer-based mapping system—Technological tools used to analyze demonstration; an unstated premise or belief. geographic data in a variety of ways. Geographic Information Systems Apply—The skill of selecting and using information in other situations or (G.I.S.) is one example. problems. Concept—An idea generalized from particular instances. B.C.E.—A chronological designation meaning “before the common era.” This Consequences—The events that happen as a result of a particular action or document uses the chronological designations B.C.E. (before the common event. era) and C.E. (common era). These labels correspond to B.C. (before Christ) Consumer—Someone who buys and uses a good or service. and A.D. (anno Domini), which are used in some social studies instructional Copyrighting—Obtaining the exclusive legal right to reproduce, publish, sell, materials. or distribute the matter and form of something (as a literary, musical, or Benefits—Monetary or non monetary gain received because of an action artistic work). taken or a decision made. Costs—An amount that must be paid or spent to buy or obtain something; the Bill of Rights—The first ten amendments to the Constitution. Ratified in effort, loss, or sacrifice necessary to achieve or obtain something. 1791, these amendments limit governmental power and protect basic rights Credibility—The ability to be believed or trusted. and liberties of individuals. Cultural diffusion—The spreading of ideas, customs, and values from one Breadth—The quality of addressing a range of perspectives. culture to another Checks and balances—Constitutional mechanisms that authorize each Cultural group—People who share a common history, set of values and branch of government to share powers with the other branches and thereby beliefs, or ways of living. check their activities. Cultural universal—An aspect of social life that is common to all human Citizenship—A concern for the rights, responsibilities, and tasks associated cultures. with governing; the status of being a citizen as well as membership in a Culture—The knowledge, values, and perceptions that are learned and are community and the quality of an individual’s response to membership in a shared by members of a community or society, which includes their belief community. systems and languages, their social relationships, their institutions and Clarity—The quality of making something easier to understand; freeing from organizations, and their material goods (food, clothing, buildings, tools, and confusion or ambiguity, to remove obscurities. machines). C.E.—A chronological designation meaning “common era.” This document Currency—The money in circulation in any country. uses the chronological designations B.C.E. (before the common era) and C.E. Customs—Ways of behaving or beliefs that have been established for a long time among a group of people. Page 77 of 92 APPENDIX C Democracy—Form of government in which political control is exercised by all Fundamental documents—These are documents that have helped to define the people, either directly or through their elected representatives. the core beliefs, ideals, and goals of a particular nation or society. For Depth—The quality or state of being complete or thorough in addressing the students in Washington, these documents would include but are not limited to the Declaration of Independence, the U.S. Constitution, The Federalist complexities of a topic, issue, or event. Papers, landmark decisions of the U.S. Supreme Court, the Washington State Describe—To provide characteristics and features. Constitution, Martin Luther King, Jr.’s “A Letter from a Birmingham Jail,” the Detailed—Marked by thoroughness in addressing small aspects of topics, Declaration of Sentiments and Resolutions in Seneca Falls, key treaties with issues, or events; including specific examples. Washington State’s tribes, and other significant writings and speeches. Diversity—The presence of a wide range of qualities, attributes, cultures, Fundamental rights—Powers or privileges to which everyone is justly entitled and that cannot be taken away without due process. For example, the opinions, or groups in one population. Fifth and Fourteenth Amendments to the U.S. Constitution protect the Due process—The right of every citizen to be protected against arbitrary fundamental rights to life, liberty, and property. action by government. Global issues - Matters that have far-reaching impacts on large numbers of Economic choices—Decisions made or course of action taken when faced people across nations and borders. with a set of alternatives to meet needs and/or wants. Globalization—The increase of trade and other exchanges around the world, Economic system—The institutional framework of formal and informal rules especially by large companies producing and trading goods in many different that a society uses to determine what to produce, how to produce, and how to countries. distribute goods and services. Government—Institutions and procedures through which a territory and its Essential questions—Questions that seek to connect a specific topic, issue, people are ruled. event, or era with a larger theme or purpose. Human rights—Basic rights that all humans have regardless of who they are Ethics—A set of moral issues or aspects. or where they come from. They are so much a part of human nature that they Ethnocentrism—A tendency to see one’s own group as central and often cannot be taken away or given up, as opposed to rights conferred by law. characterized by an inability to see perspectives other than that of one’s own Ideals—The fundamental values of society, a nation, or humanity. The group. fundamental values of American democracy are considered to include, but Evaluate—To make a judgment based on criteria; to determine the value of. are not limited to individual rights to life, liberty, property, and the pursuit of Evidence—Items or information, which supports a conclusion or argument. happiness; the public or common good; justice; equality of opportunity; Examine—To inquire into the parts that make up the whole and to determine how the parts are related to one another. diversity; truth; and patriotism. Explain—To make the reasons for something plain and comprehensible, Implication—A possible significance. including supporting details. Incentives—Promises of rewards or punishments that encourage people to Fairness—Marked by impartiality and honesty; free from self-interest, act. prejudice, or favoritism; conforming with established rules. Industrialization—A period when economic activity shifts away from small- Federalism—Form of political organization in which governmental power is divided between a central government and territorial subdivisions; e.g., in the scale agriculture and manufacturing toward large-scale commerce, United States, among the national, state, and local governments. manufacturing, technological innovation, and investment in industry. Financial literacy—The achievement of skills and knowledge necessary to Inquiry—A systematic investigation and analysis of information to address a make informed judgments and effective decisions regarding earning, question, often of a matter of public interest. spending, and the management of money and credit. Interpretation—Giving one's own conception of; to place in the context of Fiscal policy—Changes in the expenditures or tax revenues of the federal government undertaken to promote full employment, price stability, and one's own experience, perspective, point of view, or philosophy. reasonable rates of economic growth. Justice—Fair distribution of benefits and burdens, fair correction of wrongs Foreign policy—Policies of the federal government directed to matters and injuries, or use of fair procedures in gathering information and making beyond U.S. borders, especially relations with other countries. decisions. Freedom of expression—Refers to the freedoms of speech, press, Labor—The quantity and quality of human effort available to produce goods assembly, and petition that are protected by the First Amendment. and services.

Page 78 of 92 APPENDIX C

Laws—A rule, usually made by a government, that is used to order the way in Popular sovereignty—The doctrine that the people have the power and which a society behaves or the whole system of such rules. authority and a government is subject to the will of the people; The policy of Local diversity—The presence of a wide range of qualities, attributes, allowing voters in a region to decide an issue. cultures, opinions, and ethnic groups within a particular region or place. Position—A thesis, conclusion, or interpretation developed and supported by Location—Where something is. It can be either absolute or relative. Absolute reasons and evidence. location is the specific location of a point on Earth that is determined by an Precision—The quality of being accurate, definite, and exact. imaginary grid of lines denoting latitude and longitude. Relative location is Producer—People and firms that use resources to make goods and services. how a place is related to other places. Location is considered to be one of the Proximate causal factor—A reason for why something happens that takes five themes of geography. place soon before the resulting event or phenomenon. Logic—The order and coherence of reasons supporting a position, thesis or Principles—The guiding rules a community, society, or nation follows to argument; the reasoning that establishes the truth or justification of any belief achieve its larger goals and ideals. The fundamental principles of American or set of beliefs. democracy include, but are not limited to, the following: the people are Market economy—An economy that relies on a system of interdependent sovereign; the power of government is limited by law; people exercise their market prices to allocate goods, services, and productive resources and to authority directly by voting; people exercise their authority indirectly through coordinate the diverse plans of consumers and producers, all of them representatives; and decisions are based on majority rule, but minority rights pursuing their own self-interest. are protected. Monetary policy—Changes in the supply of money and the availability of Profit—Income received for entrepreneurial skills and risk taking, calculated credit initiated by a nation’s central bank to promote price stability, full by subtracting all of a firm’s explicit and implicit costs from its total revenues. employment, and reasonable rates of economic growth. Purpose—Something set up as an object or end to be attained. Movement—The travel of people, goods, or ideas from one location to Pursuit of happiness—One of the “unalienable rights” stated in the another. It is considered to be one of the five themes of geography. Declaration of Independence. It is considered a right defined individually by Movements—People working together towards a common purpose. citizens and not the government. Natural resources—Materials supplied by nature that can be used to Reasons—Statements that support a conclusion or position. produce goods and services; for example, oceans, air, mineral deposits, virgin Reform—An attempt to improve a situation, condition, or system. forests, and actual fields of land. Region—Any group of places that share at least one similar characteristic. Patriotism—Love for or devotion to one's country. Relevance—The quality of having a close logical relationship with and Place—A description of the characteristics that make a certain location importance to the matter under consideration. distinct. It is considered to be one of the five themes of geography. Reliability—The quality of being trusted or believed. Plagiarism—The act of using the ideas or words of another without crediting Representative government—A government in which citizens take part the source. through elected officials who act on their behalf. Planned economy—An economic system where the questions of what to Republic—System of government in which power is held by the voters and is produce, how to produce, and for whom to produce are answered by means exercised by elected representatives responsible for promoting the common of a central plan rather than by markets. welfare. The United States government is considered to be a Constitution- Plausibility—The quality of being worthy of belief. based federal republic. Point of view—A particular position from which something is considered or Research question—A question that helps guide inquiry on a particular topic evaluated; a way looking at things. and directs efforts to collect, critically read, and evaluate sources.

Page 79 of 92 APPENDIX C Tribal Sovereignty—The authority that tribes in the United States have to self-govern as nations within a nation. This authority predates treaties with the Revolution—A sudden, complete, or marked change in something; a United States government. complete or drastic change of government and the rules by which government Validity—The quality of being well-grounded or justifiable is conducted. Rights—Something to which a person has a lawful claim: civil rights are freedoms guaranteed to citizens; human rights are basic rights to which all people are entitled; individual rights are those belonging to each person; Note: Terms used in the examples are not defined in the glossary since these property rights are legal claims to land or other possessions; states’ rights are examples are suggestions. the powers the U.S. Constitution grants to the states. Rule of law—The principle that every member of society, even a ruler, must follow the law. For additional definitions of social studies terms, please review the Separation of powers—The division of government authority among the following sources: executive, legislative, and judicial branches. 1. Center for Civic Education: Significance—The quality of being important. http://www.civiced.org/index.php?page=stds_glossary Specialization—A situation in which people produce a narrower range of 2. National Council for Economic Education: goods and services than they consume. Specialization usually increases http://ushistory.ncee.net/glossary.php productivity; it also requires trade and increases interdependence. 3. National Council for Geographic Education: Specific—Something that is mentioned, described, or defined in detail. http://www.ncge.org/publications/tutorial/standards Supply and demand—Supply refers to the availability of a specific good or 4. Exploring Your World. National Geographic Society, 1993 service; demand refers to the level of desired consumption for a specific good or service. The relationship of supply and demand influences the prices and quantity of goods and services sold in competitive markets. Sustainability—The ability of the current generation to meet its needs without jeopardizing the ability of future generations to meet their needs. In the field of ecology, it refers to the capacity of an ecosystem to sustain interdependent forms of life by balancing the rate of resource removal with the rate of resource regeneration. Tariff—A tax on an imported good or service. Taxes—Compulsory payments to governments by households and businesses. Trade—The exchange of goods and services for money or other goods and services. Tribe—A group and government with rights and responsibilities toward its citizens. In the GLE document, unless otherwise noted, the word “tribe” or “tribal” refers to sovereign tribal entities recognized by the U.S. federal government.

Page 80 of 92 APPENDIX D Recommended Grade-by-Grade Sequence

Districts and schools can use the recommended grade-by-grade sequence Since the scope and sequence is not required, a district that offers documents on the following pages to track when students are first expected to Washington State History and Government at the ninth grade rather gain proficiency for any GLE. It is consistent with the recommended scope- than at the seventh where it is placed in the GLEs, will not have to and-sequence included in the social studies frameworks. This grade-by-grade rearrange its sequence of courses. WAC 392-410-120 clearly states sequence was first developed in consultation and study with numerous that districts can provide the course designed to meet the state’s schools and districts and represents one of several possible paths students Washington State History and Government requirement anywhere might take in learning the Washington State social studies standards. between the seventh and twelfth grades. Consequently, all districts will need to ensure that the concepts, skills, and content related to A district’s plans should include when concepts and skills are introduced and Washington State history stated in the GLEs are included in their when, after students reach a level of proficiency, the concepts will be extended scope and sequence for social studies at some point between the and deepened by connecting those to other concepts in the GLE document. seventh and twelfth grade. The order of the required concepts, skills, This is much more than a mere review of previously learned material – it is an and content is still a local decision. ongoing process of creating connections that expand and deeper understanding. Learning is not a one time experience. Nevertheless, the scope and sequence is recommended, rather than merely suggested, because it is important to consider the The GLEs also include suggestions for units largely derived from the social challenge that high student mobility across districts and the state studies frameworks. The GLEs will eventually be supplemented online with presents to districts. Over time, as districts across the state adopt suggested yearly plans for each grade level that will be organized using the the recommended scope and sequence, students will be less units referenced above. These yearly plans will include essential and guiding impacted by mobility and school transfers. questions to introduce and frame each of the suggested units and examples. As with the social studies frameworks, it is hoped that these plans will be seen

as a helpful tool for those districts looking for additional guidance, but not as

the one prescribed way to organize a local district’s social studies curriculum.

Page 81 of 92

RECOMMENDED GRADE-BY-GRADE SEQUENCE – K-5

= The boxes under the Social Studies Skills GLEs are partially shaded indicating the expectation that these GLEs can be included in nearly any unit and will be addressed in an ongoing way over the course of each school year. Page 82 of 92

RECOMMENDED GRADE-BY-GRADE SEQUENCE – 6-8

= The boxes under the Social Studies Skills GLEs are partially shaded indicating the expectation that these GLEs can be included in nearly any unit and will be addressed in an ongoing way over the course of each school year.

Page 83 of 92

RECOMMENDED GRADE-BY-GRADE SEQUENCE – 9-12

= The boxes under the Social Studies Skills GLEs are partially shaded indicating the expectation that these GLEs can be included in nearly any unit and will be addressed in an ongoing way over the course of each school year.

Page 84 of 92 BIBLIOGRAPHY

The following bibliography contains many of the references that guided the drafting team for the Social Studies GLEs.

Anderson, L., et al. (2001). A Taxonomy for Crabtree, C., Nash, G. B., Gagnon, P., & Curriculum. Retrieved December 2, 2007 from Teaching, Learning, and Assessing: A Revision Waugh, S. (Eds.). (1992). Lessons from www.mdk12.org/instruction/curriculum/social_st of Bloom’s Taxonomy. New York: Addison history: Essential understandings and historical udies/index.html Wesley Longman, Inc.. perspectives students should acquire. Los Angeles: National Center for History in the Merriam-Webster Online Dictionary. Retrieved Barton, K. C., and Levstik, L. S. (2003). Why Schools. on October 22, 2007 from Don't More History Teachers Engage Students http://www.merriam-webster.com/ in Interpretation? Social Education, 67. Economics America: National Council on Economic Education. (1997). Voluntary Michigan Department of Education. California Department of Education. (2005). National Content Standards. New York, NY: (n.d.).Michigan’s Content Expectations for K-12 History-Social Science framework for Author. Social Studies. Retrieved on December 2, 2007 California public schools: Kindergarten through from grade 12. Sacramento, CA: Author. Fouts, Jeffrey T. (2003). A Decade of Reform: http://www.michigan.gov/documents/Social_Stu A Summary of Research Findings on dies_Standards_122084_7.pdf. Cambridge Online Dictionary. Retrieved on Classroom, School, and District Effectiveness October 22, 2007 from in Washington State. Seattle, WA. The Marzano, R.J., Kendall, J.S. & Gaddy, B.B. http://dictionary.cambridge.org Washington School Research Center. (1999). Essential Knowledge: The Debate Over What American Students Should Know. Aurora, Center for Civic Education. (1994). National Geography Education Standards Project. CO: Mid-continent Research for Education and standards for civics and government. (1994). Geography for Life: The National Learning. Calabasas, CA: Author. Geography Standards. Washington D.C.: National Geographic Society Committee on Mid-Continent Research for Education and Center for Educational Policy Research. (n.d.). Research and Exploration. Learning. List of Benchmarks for Civics, Knowledge and Skills for University Success – Economics, Geography, History, and Thinking Social Sciences. Retrieved on December 2, International Baccalaureate. (1995c). Middle Skills. Retrieved on December 2, 2007 from 2007 from Years programme: Humanities (Edition 1.1). http://www.mcrel.org/compendium. http://www.s4s.org/6_UUS_Social_Sciences.pdf. Geneva, Switzerland: Author. National Assessment of Educational Progress. Council for Basic Education, (1998). Standards Kendall, J., Schock-Roberts, L., & Young- (n.d.). Framework for the 1994 National for Excellence in Education. Council for Basic Reynolds, S. (2000). A Distillation of Subject- Assessment of Educational Progress U.S. Education. Matter Content for the Subject-Areas of History assessment. Washington, DC: Author. Geography and History. Mid-continent Research Council of Chief State School Officers. (2001). for Education and Learning National Assessment of Educational Progress The Comprehensive Social Studies Civics Consensus Project. (1996). Civics Assessment Project: Consensus Framework Maine Department of Education. (1997). Maine’s Framework for the 1998 National Assessment of Themes for Assessment. State Social Studies Standards. Retrieved on Educational Progress. Washington, DC: National December 2, 2007 from Assessment Governing Board. http://www.maine.gov/education/lres/ss.htm.

Maryland Department of Education. (2006). Maryland’s Voluntary State Social Studies Page 85 of 92 BIBLIOGRAPHY

National Center for History in the Schools. Parker, W. C. (1990). Trends: Social Studies. (1994a). National standards for history for Educational Leadership. 48, 4; Research Grades K-4: Expanding children's world in time Library, p. 85. and space. (Expanded ed.). Los Angeles: Author. Paul, R. (1995). Critical Thinking: How to Prepare Students for a Rapidly Changing World. National Center for History in the Schools. Dillon Beach, CA.: Foundation For Critical (1994b). National standards for United States Thinking. Retrieved on October 22, 2007 from history: Exploring the American experience. http://www.criticalthinking.org/page.cfm?PageID (Expanded ed.). Los Angeles: Author. =496&CategoryID=68

National Center for History in the Schools. Quigley, C. N., and Bahmmeller, C. F. (Eds.). (1994c). National standards for world history: (1991). Civitas: A framework for civic education. Exploring paths to the present. (Expanded ed.). (National council for social studies, bulletin no. Los Angeles: Author. 86). Calabasas, CA: Center for Civic Education.

National Center for History in the Schools. Taylor, C. S., and Nolen, S. B. (2005). (1996). National standards for history. (Basic Classroom assessment: Supporting teaching ed.). Los Angeles: Author and learning in real classrooms. Columbus, OH: Pearson Merrill Prentice Hall. National Council for the Social Studies. (1994). Expectations of excellence: Curriculum The College Board. Advanced Placement: World standards for social studies. Washington, DC: History Course Description. (2007). Retrieved on Author. December 2, 2007 from http://apcentral.collegeboard.com/apc/public/rep National Council on Economic Education. ository/ap07_worldhist_coursedesc.pdf (1997). Voluntary national content standards in economics. New York: Author. Zimmerman, J. (2002). Whose America? Culture Wars in the Public Schools. Massachusetts: New South Wales Board of Studies – Harvard University Press. Education. (n.d.). A Glossary of Key Words (High School Certificate). Retrieved on October 22, 2007 from http://www.boardofstudies.nsw.edu.au/syllabus _hsc/glossary_keywords.html.

Newmann, F.M, and Associates. (1996). Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco: Jossey- Bass.

Page 86 of 92 ACKNOWLEDGEMENTS Below is a brief list of the people who played the largest role in coordinating the shaping of this document. It should also be noted that many of the examples, ideas, and structure contained in this document were generated by the state’s original EALRs and frameworks committees. Mike Papritz, along with the elementary team leader, Margit McGuire, and middle school team leader, Diane Wilson, coordinated and completed the first versions of the social studies frameworks. Larry Strickland, Mike Papritz, and numerous others also participated in the writing and revising of the social studies EALRs over the past ten years. Their work is impressive and many across the state have been very grateful for their efforts.

Sincere appreciation is extended to the members of the Social Studies Grade Level Expectations Drafting Team for their time, expertise, and commitment to ensuring that all students in Washington achieve the state standards in social studies.

Social Studies Drafting Team Shana Brown Paula Fraser Benjamin-Jose Garza Tonya Rogers Shoreline School District Bellevue School District Granger School District Pasco School District

Anjene Bryant Lara Gregorich-Bennett Stacey Marten Kristina Wilkinson Vancouver School District Richland School District South Kitsap School District North Thurston School District

Becky Downey Ronald Hailey Jennie Mong North Thurston School District Seattle Public Schools Anacortes School District

Geri Flett Cheryl Henjum Jerry Price Wellpinit School District Deer Park School District Yelm School District

Sincere appreciation is also extended to the following social studies experts for their contribution and guidance in the development of this publication.

Consultants Dr. Yoram Bauman Janet Hayakawa Dr. Zeus Leonardo Dr. Walter Parker University of Washington Center for Improvement of University of Washington University of Washington Student Learning Rob Denning Dr. Jennifer Nelson Dr. Tim Schultz North Thurston School District Dr. Thelma Jackson Gonzaga University Green River Community College Foresight Consultants Debbi Hardy Olympia School District

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Curriculum Advisory and Review Committee Patti Anderson Carolyn Lint Dr. Sharon Mowry Kimberlee Spaetig Franklin Pierce School District Othello School District Whitworth College Snohomish School District

Dan Bishop Dr. Jim Longin Dr. Janell Newman Chris Stark Seattle Pacific University Cape Flattery School District Office of Superintendent of Public North Central ESD Instruction Todd Carper Matt McCauley Dr. Carolyn Stella Ocean Beach School District Olympia School District Ola Rambo-King Yakima Valley Technical Skills Pasco School District Center Dr. Cathy Davidson Rosalynn McKenna Office of Superintendent of Public University Place School District Dolorita Reandeau Brian Talbott Instruction South Kitsap School District White Pass School District Dr. Johnnie McKinley Kathy Everidge Puyallup School District Dr. Judy Reault Carolyn Treleven Vancouver School District ESD 123 Tacoma School District Mike Messenger Jane Goetz East Valley School District Dr. Yvonne Ryans Gary Vegar Seattle Public Schools (Yakima County) Heritage High School Sunnyside School District

Barbara Gray Dr. Fran Mester Mary Schrouder Dr. Kurt Wagner Federal Way School District Monroe School District School Improvement Facilitator South Kitsap School District

Ralph Headlee Jan Mezich Eleanor Sellers Medical Lake School District Sedro-Woolley School District Wenatchee School District

Vickie Kennedy Stephen Miller Sandra Sheldon Cheney School District Bellevue Education Association Ellensburg School District

Tanis Knight Madalyn Mincks Karin Short Camas School District NCESD 171 Spokane School District

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Bias and Fairness Committee Willard Bill, Jr. Denny Hurtado Bertha Ortega Robin Wilson Seattle Public Schools Office of Superintendent of Public Heritage University Seattle Public Schools Instruction Pam Bridges Dr. James Smith Dorothy Woods Office of Superintendent of Public Khodi Kaviani Auburn School District Office of Superintendent of Public Instruction University of Washington Instruction Marcy Smith Barbara Gray Shahida Khan Seattle Public Schools Federal Way School District Seattle Public Schools Patsy Whitefoot Sharon Green Lisa Love Toppenish School District Association of Washington School Seattle Public Schools Principals

GLE Review Committee Ron Baltazar Tracey Drum Steve Perez Jamie Valadez Puyallup School District Highline School District Richland School District Port Angeles School District

Katherine Berten Jolene Grimes Debbie Rotchford Trenia Walker Lake Washington School District Seattle Public Schools Spokane School District Washington State University, Vancouver Brent Conklin Matt Karlsen Rebecca Shepherd Shelton School District ESD 112 Issaquah School District Dennis Webber Longview School District Trisha Dotts Ervanna Little Eagle Frieda Takamura Deer Park School District Marysville School District Washington Education Jeni Zapatka Association Central Kitsap School District

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EALR Review Panel Michael Albrecht Sharon Huck David Layton Bill Moore Kent School District Office of Superintendent of Public Bainbridge School District State Board of Community and Instruction Technical Colleges Scott Allen Margit McGuire Washington State PTA Khodi Kaviani Seattle University Warren Smith Washington State Council for State Board of Education Mary Bernson Social Studies Johnnie McKinley University of Washington Puyallup School District George Thornton Martharrose Laffey Oroville School District John Gonzalez Washington State School Fran Mester Yakima School District Directors Association Monroe School District Patsy Whitefoot Toppenish School District

Office of Superintendent of Public Instruction Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200 www.k12.wa.us

Dr. Terry Bergeson Dr. Cathy Davidson Jessica Vavrus Anne Banks State Superintendent Chief of Staff Operations and Programs Learning and Teaching Technology of Public Instruction Administrator for Teaching and Coordinator Learning

Dr. Corrine McGuigan Caleb Perkins Assistant Superintendent of Program Supervisor for Research and Educator Social Studies and International Education Development

Office of Superintendent of Public Instruction Old Capitol Building P.O. Box 47200 Olympia, WA 98504-7200