KSD Technology-Integrated Unit Template
Date
August 2, 2004
Unit Overview
Title
Early 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 History
Economics 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?
o Who were the cultural groups who immigrated to Washington prior to 1889 and how and why did
they come, and where did they settle?
o Examine the challenges and the conflicts the settlers faced.
o Identify economic opportunities that encouraged settlers to relocate in Washington. Explain how all
regions specialize in different economic opportunities.
o 2.2.1 Observe and describe the human characteristics of the local area and Washington State
o 3.1.1a Identify choices individuals have in how they interact with the environment
KSD Technology-Integrated Unit Template
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)

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

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Why do people leave their home and find a new one?
How can people influence a place they’ve 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.
KSD Technology-Integrated Unit Template
Unit Implementation – Plan Learning Experiences and Instruction
Instructional Activities
Time
Grouping
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
independentl
y while
researching.
···
Class as a
whole
contributes
information to
complete the
timeline of
events from
1500’s to
1820’s.
Lecture &
Discussion.
Students
journal by
themselves
Students
have the
option to
organize their
notes in
Inspiration.
Scaffolds
Research
on web:
teacher
prepared
folders of web
sites with
appropriate
research.
Students
will keep
an ongoing
journal of
discovery
in
PowerPoint
Excelinteractive
map to plot
where
explorers &
settlers
established
(ongoing
throughout
each phase
of unit.)
Assessments
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.)
KSD Technology-Integrated Unit Template
Early Settlers: A melting Pot of
Cultures 1820’s-1890
A. (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 Hopkins
3. What resources attracted settlers?
4. Edging out Native Americans
5. The New economy of WA
6. Cause and effect of change on
Native Americans
Early Settlers: A Melting Pot of
Cultures 1820’s-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.
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
3 Days (1
hour/day)
Lecture/
Discussion
Documentation
Whole group,
pair
collaboration,
individual
- Journal
Geographic
map of
settlers.
Geographic Mapinformal
assessment-are
students keeping
the map up?.
TESA: EDRO
(equitable
distribution of
response
opportunities)
Clipboard sheet to keep
remarks
Inspiration:
Thinking
Maps to
describe
characteristics
of Nordic
Community.
Venn
DiagramCompare/cont
rast Nordic
Community to
Native
American
Excel:
Update
Interactive
Map
PowerPoint
: update
Journal
Inspiration: 2
thinking skills maps:
40 total
Informal
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.
KSD Technology-Integrated Unit Template
Early Settlers: A Melting Pot of
Cultures 1820’s-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
Venn Diagram:
20 points
- Update
Interactive
Map
- Journal
The State of Washington by 1890:
Lecture/Discussion, and Presentations
Final Discussion
Review; pulling all information together.
Complete Interactive geographical map
and
Journal
Allow students to share (optional for
each student) PowerPoint Journals
2 days (1 hour
each)
Entire Group
Individual
work.
Interactive
Geographic Map:
40 points
Journal: 100 points
Accommodation Options
ELL / IP Students
Heterogynous grouping, use of computer for all activities for students with
motor impairment, ELL may create drawings to add to writing prompts
Highly-Capable Students
Extra Credit to create diorama of a cultural community in WA, can create
additional journal entries in PowerPoint.
Prerequisite Skills
Students 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.
KSD Technology-Integrated Unit Template
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
Computer(s)
VCR
Printer
Digital Camera
X
Video Camera
X
Television
Projection System
Camera
Scanner
Video Conferencing
Laserdisc
Other
Technology – Software (Click boxes of all software needed.)
X
Word
X
Excel
FrontPage
X
PowerPoint
Publisher
Internet Explorer
X
KidPix
X
Inspiration
SchoolKiT
X
Encarta
Author
First and Last Name
Ruth Markert
Grade Level
4
Email
Ruth.Markert@kent.k12.wa.us
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Image Blender/Photo Editor