KSD Technology-Integrated Unit Plan

KSD Technology-Integrated Unit Template

DateAugust 2, 2004Unit Overview

TitleEarly Settlers of Washington State: Shaping a Culture.

Unit Summary Students will learn about the various cultural societies who contributed to making Washington the community it is today. They will apply inquiry skills, and communicate their learning through Inspiration, Excel, PowerPoint and Word to create a personal resource of information to revisit and share.

Standards

Essential Academic Learning Requirements:

Reading GLEs: The student reads different materials for a variety of purposes. 3.1 Read to learn new information. Reading 2.1 Demonstrate evidence of reading comprehension. State the main idea of an informational/expository text passage and provide 3 or more text based details that support it. Social Studies: History 1: Student Examines and understands main ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in Washington State History. H 1.2 Understand events, trends, individuals, and movements shaping Washington State History. 1.3: examine the influence of culture on Washington State HistoryEconomics 1: students understand the impact of scarcity on their personal lives and on the households, business, governments, and societies in which they are participants. E1.1 Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice. Geography: 3. The student observes and analyzes the interaction between people, the environment, and culture. 3.3 Examine cultural characteristics, transmission, diffusion and interaction.Writing: 2. The student writes in a variety of forms for different audiences and purposes. 2.3 write in a variety of forms including journals, essays, and research reports.

KSD Curriculum Frameworks (or SLOs):

Writing Focus: Writes clearly and effectively narrows topic and selects relevant details to elaborate. Synthesizes information from more than one resource, especially for informational writing or to respond to a question or prompt (3.1, 1.1)Social Studies Targets: Who were the first people of Washington and how did they use their environment to meet their basic needs? Who were the cultural groups who immigrated to Washington prior to 1889 and how and why did they come, and where did they settle? Examine the challenges and the conflicts the settlers faced.

Identify economic opportunities that encouraged settlers to relocate in Washington. Explain how all regions specialize in different economic opportunities. 2.2.1 Observe and describe the human characteristics of the local area and Washington State 3.1.1a Identify choices individuals have in how they interact with the environment

KSD Technology:

Student Tech Standards: I. Student as information navigator a.( Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Technology incorporated into the lesson plan would be: interactive map that shows where various cultural communities settled in Washington State

compare and contrast map illustrating a Native American tribe of WA State with another settler group such as the Finnish or Asian cultures

electronic document Journal created in PowerPoint with questions that encourage writing about cause and effect relationships pertaining to the settling of WA St

Research Folder with web links appropriate for their research assignment.

Learning Outcomes (Enduring Understandings) (relates UBD worksheet 5.1)

Students will learn that there are diverse communities that make up the culture of Washington State; the diverse immigrants who settled prior to 1890 and Native Americans. The rapid population growth between 1800-1890 witnessed cultures coming together and natural resources fostering a robust economy. The rapid coming together of different cultures impacted the Native Americans already thriving in Washington. As students learn about the development of Washington as a state and diverse culture, students will learn to apply the skills note taking, organizing data with thinking maps, reading from a variety of resources to collect information. Students will write essays in their journal about how the culture was impacted by rapid growth, thriving industries as an emerging multicultural society; cause and effect questions will touch on this theme. Students will work in cooperative groups, present information to their peers and use a variety of technology to gather and be assessed of their learning.Please note, a unit on Washington State Native Americans is pre-taught prior to the lesson.

Overarching Essential Question(s) (relates to UBD worksheet 5.5 and/or 6.3)

Why do people leave their home and find a new one?

How can people influence a place theyve settled?

What attracted immigrants to various regions of Washington State?

How can the state of the economy influence growth?

If you put many people of different cultures together in one place would you expect that they get along? Why or why not?

Evidence of Learning Students will be able to demonstrate an understanding of the impact of rapid growth in Washington State as it developed from a territory and rapidly grew to statehood. The Students will produce a journal on PowerPoint. Many of the entries will require the student to describe changes in Washington as it develops into a territory and state. Students will be asked to examine cause and effect relationships between events that occurred during the rapid growth of the area based on cultural changes, economic growth, historical and geographic significance. An interactive map will be updated by students that illustrates where growth developed, what motivated the growth, and which settlers came to build.

Management Strategies: Students will have access to computer lab for 45 minutes each day. Instructor will also schedule the computer carts for the class the during the American Expansionist portion of the unit.

Unit Implementation Plan Learning Experiences and Instruction

Instructional ActivitiesTimeGrouping ScaffoldsAssessments

Early Explorers of WA. State. Delivery: Lecture & Group Collaboration, Pair Collaboration, Class Discussion Students will use inquiry skills in pair collaboration to research the series of events in which Washington State was discovered and claimed by European Explorers. Students may use Encarta or the internet files gathered by the teacher.A guide of inquiry questions is generated by the teacher. The teacher provides a folder of internet files for the students to research on the computer, and books in the classroom to find their answers. The class will meet together for interactive writing to create a timeline of events and discuss the motivations of explorers and the effect of explorers arrival on the Native Americans.

Independent writing: Students will write in a journal after most lessons to document their learning. Writing will be for a variety of purposes.

(Instructor will pre-teach inquiry skills prior; they will be reinforced.) Total of 5 days ( 1hour block each day)

1.5 2 days:

Students research

2 days:

Class collaboration to complete the timeline of events and 2 days: class discussion

1 day:

Q&A and Assessment piece. Students can work in groups up to 3 students or independently while researching.

Class as a whole contributes information to complete the timeline of events from 1500s to 1820s. Lecture &

Discussion.

Students journal by themselves

(Students have the option to organize their notes in Inspiration.(Research on web: teacher prepared folders of web sites with appropriate research.

Students will keep an ongoing journal of discovery in PowerPoint

(Excel-interactive map to plot where explorers & settlers established (ongoing throughout each phase of unit.)Teacher will conduct informal assessment of students as they work collaboratively.

Teacher also checks to be sure all students are updating their journal and map regularly.

(The PowerPoint will be assessed at the end of the unit as the entries accumulate throughout the unit.)

Early Settlers: A melting Pot of Cultures 1820s-1890A. (American Expansionists)Missionaries, westward movement Delivery: Lecture/Discussion

Students Pair Share review 1. reasons for expansion: manifest destiny, scarcity

read trade book: The Children of the Westward Trail (pgs 43-50)

pair collaboration, note taking (in graphic organizers) pair A/B checking, class discussion

2. Cost of Moving: Selling everything you own, buy what you need for the next year.

Students will read: A Packet Of Seeds, by Deborah Hopkins3. What resources attracted settlers?

4. Edging out Native Americans5. The New economy of WA

6. Cause and effect of change on Native Americans

7 Days (1 hour each day)

Day1 & 2: Lecture 1. Day 3:

Lecture 2.

Day 4: Lecture 3.

Day 5: Lecture 4.

Day 6:

Lecture 5

Day 7:

Lecture 6

Whole group, pair collaboration, individual work

Inspiration: note taking - optional electronically

- Journal

- Geographic map of settlers.Geographic Map- informal assessment-are students keeping the map up?.

TESA: EDRO (equitable distribution of response opportunities)

Clipboard sheet to keep remarks

Early Settlers: A Melting Pot of Cultures 1820s-1890. Europeans (Finnish, Swedish and Norwegian Settlers)

Delivery: Lecture, Reading a trade book: Our One and Only Amelia May, Discussion

Note taking and compare/contrast with graphic organizers.

3 Days (1 hour/day)

Lecture/ Discussion

DocumentationWhole group, pair collaboration, individualInspiration:

Thinking Maps to describe characteristics of Nordic Community.

Venn Diagram- Compare/contrast Nordic Community to Native AmericanExcel: Update Interactive Map

PowerPoint: update JournalInspiration: 2 thinking skills maps: 40 totalInformal assessment to ascertain if students are cooperating in pair groups and if they are updating their interactive map and journal.

Student Reflection: Teacher Conference for continuing assessment of journal writing.

Early Settlers: A Melting Pot of Cultures 1820s-1890. Asian Delivery: Lecture, Discussion Asian citizens came to the area with great hopes fed by the Gold Rush and railroad expansion. Asians came to make a better living; they saw their destiny in a place of rich natural resources and a prospering economy. Yet Asians were treated no better than the Native Americans who were on the bottom of the social scale. 2 days (1 hour each)Whole group, pair/share- Venn diagram comparing Asian Culture to Native American Culture- Update Interactive Map- Journal

Venn Diagram:

20 points

The State of Washington by 1890:

Lecture/Discussion, and PresentationsFinal DiscussionReview; pulling all information together. Complete Interactive geographical map and

Journal

Allow students to share (optional for each student) PowerPoint Journals2 days (1 hour each) Entire Group

Individual work.

Interactive Geographic Map: 40 points

Journal: 100 points

Accommodation Options

ELL / IP StudentsHeterogynous grouping, use of computer for all activities for students with motor impairment, ELL may create drawings to add to writing prompts

Highly-Capable StudentsExtra Credit to create diorama of a cultural community in WA, can create additional journal entries in PowerPoint.

Prerequisite SkillsStudents will be able to inquire by internet research using Encarta. They will be able to access research folders prepared by the instructor, they will be able to create graphic organizers, and use the following software: Inspiration, Excel, PowerPoint and Word. They will be able to read expository text, write for a variety of purposed, including explaining a cause and effect relationship, letter, poster making.

Materials and Resources Required for Unit

Adopted Print Materials:

Adopted and other Audio/Visual:

Supplemental Resources (including Internet resources): See research folder for electronic files (scaffold). The Children of the Westward Trail By: Rebecca Stefoff Our One and Only Amelia May, by Jennifer L. Holm,

Washington, The Early Years by Carol L. Sanderson and Charlotte A. Williams

A Packet Of Seeds, by Deborah Hopkins

Supplies:

Technology Hardware (Click boxes of all equipment needed.)

X FORMCHECKBOX Computer(s) FORMCHECKBOX VCRX FORMCHECKBOX Projection System

FORMCHECKBOX Printer FORMCHECKBOX Video Camera FORMCHECKBOX Camera

FORMCHECKBOX Digital CameraX FORMCHECKBOX Scanner FORMCHECKBOX Video Conferencing

FORMCHECKBOX Television FORMCHECKBOX Laserdisc FORMCHECKBOX Other

Technology Software (Click boxes of all software needed.)

X FORMCHECKBOX Word FORMCHECKBOX FrontPageX FORMCHECKBOX KidPix

X FORMCHECKBOX ExcelX FORMCHECKBOX Internet ExplorerX FORMCHECKBOX Inspiration

FORMCHECKBOX PowerPoint FORMCHECKBOX SchoolKiT FORMCHECKBOX Clicker 4

FORMCHECKBOX Publisher X FORMCHECKBOX Encarta FORMCHECKBOX Image Blender/Photo Editor

Author

First and Last NameRuth Markert

Grade Level4

EmailRuth.Markert@kent.k12.wa.us

EMBED Word.Document.8 \s

_1152877917.xlsSheet1

Directions Here: Click right on each of the arrows to update your answers to the geographic map. Your teacher will tell you which of the 7 flags to answer by denoting the letter from the top and the cell row on the left. Save your answers on the school hard drive in my folder that is labeled. Geography test. When saving name the file by your first name, plus last name initial.

(18-F) European settlers from the Baltic Sea arrived here in the 1800's. What natural resources encouraged these settlers to this area?

(26-E) Finnish Settlers like Amelia May's family settled here. How did these settlers make a living here? How did this contribute to rapid growth of this area?

(24-L) Some early settlers were motivated by a Christian calling. Describe what their misssion was in this portion of the Oregon Territory. How were they received by the Native Americans.

(15-O) One of the earliest forts was established in this area in the early 1800's. What was its function.

(11-E) Who was one of the first european explorers to claim this land for their mother country? What was his mission here?

(19-F) What were two of the largest influences to encourage Asians to settle in Washington in the 1800's?

(16-G) Describe what influence the early european settlers had in this northern western Washington area?

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_1152879509.ppt

My Journal of Washington State

By Mrs. MarkertMaple Valley, WAFairwood Elementary

Create a cover slide for your journal.

Be sure to put your name, school and where you live on the front cover. Add appropriate picture(s). See previous page for a sample

You may use up to 3 colors for background for your journal. 3 different fonts (up to 3 font colors) font must be easy to read! Use pictures and clip art files Be creative. Follow the writing prompts as directed by your teacher.

General Guidelines

Create a short Personal autobiography

Imagine you are a young 10 year old who just arrived in the Oregon Territory in the mid 1800s- Create a fictional autobiography of yourself. Be sure to include:

- where your family settled in WA State. - your familys heritage - how long your family has lived in Washington State - what you like best about Washington State. (Note: you may use your own nationality or select one of your choice.) See Sample on next page.

I am a 10 year old girl who lives in Washington state

I lived here my whole life. My grandfather came here when he was 23 from Sweden. He became a fisherman in Ballard Washington. I am a second generation American. One of my favorite things I like so much is to take a ferry to the San Juan Islands and watch the whales jump out of the sound.

Create your autobiography on the next page.

Early Explorers of Washington State

The following pages contain entries of information Ive learned this year about Washington State:

There are diverse cultures who migrated to area known as the Oregon Territory. Washington State came from this territory.

The first explorers of Washington State

Who were the first explorers (when did they arrive?)What were they looking for?

Why did they come?

Answer these questions on the next page. Include this title on the page.

Extension to Lesson 1

Open the following link and test your facts knowledge on the early explorers.

Save your answers in class folder with your last name.explorersfacts

Crossword Puzzle

Extension to Lesson 2

Sheet1

Use the following clues to fill in the

crossword puzzle. Then save your file with your

last nameexplorers i.e.: markertexplorers. This will be

saved in our classroom folder on the ___ drive.

1. (2, U -down) American Fur Trader who

claimed the Puget sound for England

2. (6, Q -down) Fertile waterway that provided food for the

coastal native Americans.

3. (9, L -down) Missionary who came to convert

WA Native Americans to Christianity.

4. (12, S -down) A celebration held by a Native American

tribe from the Coastal Region whereby the host

gives all of his riches away.)

5. (12, F - down) A special horse bred in Palouse, WA

by the Nez Perce tribe.

6. (16, H -down) First African American to settle in WA

state. He helped people find food and survive.

7. (9, P -across) They are a native American tribe from

the Washington plateau.

8. (10, D -across) The 1st trading post in Washington St.

9. (12, D- across) He claimed the NW for Spain.

10. (15, J -across) They were commissioned by

President Jefferson to find a route to the Pacific Ocean

& establish honorable relations with the native tribes.

11. (17, B - across) Men from various countries were

looking for trade routes, land and gold.

12. (2, G -across) Claimed the Puget Sound for England.

Red arrows at the beginning of each word provide the questions; the same as those above.

KEY WORDS TO USE: Explorers, Juan de Fuca, George Vancouver, Robert Gray, Lewis and Clark, Ft. Okanogan, Marcus Whitman, George W. Bush, Puget Sound, Potlach, Appaloosa, Nez Perce

# 12 (2, G)This man calimed the Puget Sound for England.

# 1 (2, U)He was an American fur trader who claimed the Columbia River for the U.S.

# 4 (12, S)This is a Native American celebration. The host gives most of their riches away.

# 2 (6, Q) This is a fertile waterway that provids food for the coastal Native Americans.

# 3 (9, L) He was a missionary who came to convert Washington Native Americans to Christianity.

# 5 (12, F)Name the special horse bred in Palouse, WA by the Nez Perce tribe.

# 6 ( 16, H)He was among the first African Americans to settle in WA state. He helped settlers find food.

# 7 (9, P)They are a native American tribe from the Washington plateau.

#8 (10, D)This was the first trading post in Washington State.

# 9 (12, D)He claimed the NW for Spain.

# 11 (17, B)Men from various countries were looking for trade routes, land and gold.

# 10 (15, J)They were comissioned by Pres. Jefferson to find a route to the Pacific Ocean & establish honorable relations with the native tribes.

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On the next slide: Explain what the Native Americans had that was of interest to the new explorers.

What in turn did early settlers such as Juan De Fuca and George Vancouver have to offer the Native Americans? Did one party benefit more than another from their relationship? Support your answers with examples. (You may use graphic organizers to do a compare and contrast map.) Title this page European Explorers and the Native Americans

Early Explorers In Washington State

Extension to Lesson 5

American Expansionists

Create a poster to persuade expansionists to join the Oregon Trail to claim a homestead in Washington State (Oregon Territory). Remember to answer the who, what, when, where, why and how questions in your poster. Be Expressive Be Creative Complete this on the next slide.

Extension to Lesson 1: American Expansionists

create a journal entry as if you were a child during the mid 1800s. Your family is traveling the Oregon Trail to the northwest. You came from Missouri with hundreds of other expansionist. Your entry should explain the following:why your family chose to move?How your family financed the move?Who came in the family? Who was left behind?How did your family and you feel about being separated from family?Each entry should have a title page.Complete this on the next slide.

Journal ENTRY ONEexpansionists

Extension to Lesson 2: American Expansionists

. What the family packedHow they traveledHow it felt to walk for 0ver 1,000 miles What were some of the dangersWhat were some of the wonderful surprisesWhat were some of the hardships on the trailHow do you and your family feel about the trip.

A title page: Expansionist move WestwardCreate on next page. Extension to Lesson 3: American Expansionists

journal ENTRY TWOExpansionists Move Westward

write an entry in your diary retelling what it took for your family to move.

describe an encounter on the trail. Your family just broke camp with missionaries on the trail compare and contrast the following:

The missionaries reason for the trip.How their goods were different than your familys goods.Where you were heading, where they are heading.Be sure to create a title for your page.Create on the next page.

journal ENTRY THREEMeet Missionaries

Extension to Lesson 4: American Expansionists

Write a journal entry describing the town that you moved into and your new way of life:

Where did your family settle in Washington State?What kind of work did your dad find?Is it the same work he did before or did he have to start a new career? Are there any hazards to the job?Compare how your new town, the people and your home are different than you are used to.

A title page: Expansionist move Westward

Complete on the next page.Extension to Lesson 5: American Expansionists

journal ENTRY FOUR Different world

Native Americans live outside of town in your area. Most of your neighbors are skeptical about them. Write a letter to your old best friend you left in Missouri, and tell them what you know about Native Americans: Describe your new friends tribes custom and habits . (In terms of home, food, work, and social standing in the community, values and customs.)

Compare these with customs and habits of your culture as westward expansionist from Missouri.

how do you think Native Americans feel about your people. Title this page Complete on the next page.Extension to Lesson 6: American Expansionists

Journal ENTRY FIVENative Americans

European Influence In Washington State

Journal ENTRY SIX:Your friend from school is Amelia May, a Finnish settler in Western Washington. Write a journal entry about her culture. Describe what her Finnish community is like; where did they settle,and why did they move there? What work did her family find? Was the work similar or different that what they did before? Did they thrive or suffer? Support your answers. Remember a title pageCreate on the following page.

Extension to Lesson 1: European Influence

European Influence

Journal ENTRY SEVEN:Amelia May, a Finnish settler, told you of many times the Native American tribes helped the Finnish Homesteaders. Describe how Native Americans helped her community. How did the Finnish feel about the Native Americans?Support your answers with text evidence.

Remember a title page Create on the following page.

Extension to Lesson 2: European Influence

Asian Influence

Journal ENTRY EIGHT:When your family visits town, you often visit your Chinese friend, Pang. Write a letter to your cousin. Describe Pangs people, and life style. What attracted his culture to Washington State?describe an Asian cultural experience and compare and contrast it to one of your own family's custom. Remember a title page Create on the following page.

Extension to Lesson 1: Asian Influence

Asian Influence

Journal ENTRY NINE:Pang often finds his people treated poorly as the Native Americans in the area.Compare how Asians and Native Americans are treated by the White cultures in the late 1800s.You may use a Venn Diagram to compare and contrast.

Remember a title page Create on the following page.

Extension to Lesson 3: European Influence

Resources

Our One and Only Amelia May , by Jennifer L. Holm

The Children of the Westward Trail By: Rebecca Stefoff

Washington, the Early Years, by Carol L. Sanderson and Charlotte A. Williams

WA explorers

Indian Images Altered

Seattle - Boomtown!

Asian Immigrants

WA Settler- gold rush

Native Americans and smallpoxs

Coastal Tribes

Seattle in mid 1800's

White men edge out Native Americans

Puget Sound Settlement

George Vancouver

Ft. Nisqually 1st fort in Puget Sound

Early Explorers

$100 a drink

Oregon Trail: N.C. Wyeth Illustrations

_1162639144.docRubric Your Name________________

Journal: Early Settlers of Washington

CATEGORY

4

3

2

1

your score

Content - Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Effectiveness

Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. All required questions are answered in journal entries.

Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. Most questions were adequately answered in journal entries..

Project is missing more than two key elements. It would make an incomplete study guide. More than 4 questions were not answered in journal entries.

Project is lacking several key elements and has inaccuracies that make it a poor study guide. Many questions were not answered in journal entries.

Use of Graphics

All graphics are attractive (size and colors) and support the theme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the presentation.

All graphics are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics are unattractive AND detract from the content of the presentation.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings, but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

Text - Font Choice & Formatting

Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement the content. It may be a little hard to read. More than three fonts/colors are used.

Font formatting makes it very difficult to read the material.

Originality

Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on 1-2 cards.

Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

Total Points:______

_1152036183.docEXPLORERS RESEARCH FILE

The following sites provide you with internet research articles for the early explorers of the Oregon Territory that is now known as Washington State. You may work with up to 2 students to research the questions for the EXPLORERS document. Read the questions, and then find your answers in these articles or the books on the units table.

Explorers

WA history to 1850

Washington State history

The Oregon-Trail

Whitman Mission on the Oregon-Trail

Ft Vancouver on the Oregon-Trail