wa state history curriculum for cr · 2018-04-02 · ... 4.1 manifest destiny and exploring art...

Northshore School District Washington State History Credit Retrieval Course

Northshore

School District

Created by Tony Olney, Secondary Academy for Success Edited June 2017 by Deirdre Duffy, Bothell High School/NSD Secondary Summer Academy Course Description: This course is designed for NSD students needing to complete the Washington State History graduation requirement. In order to fulfill the requirement, students need to complete the 45 hours of coursework for credit recovery. This is a Credit/No Credit course. Students will work independently to complete the required coursework using provided materials and research links. Students must complete all assignments in order to obtain credit. Course Outline:

• Unit 1—Introduction to Geography

• Unit 2—Native Americans in the Pacific Northwest (PNW)

• Unit 3—European Exploration and Early Settlement

• Unit 4—Territory to Statehood

• Unit 5—Growth

• Unit 6—Washington State and the World

• Unit 7—Government

• Unit 8—Economics and Trade


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Unit 1—Introduction to Geography 1.1 Landforms Assignment: Complete the chart on the next page to explain how each of the following landforms was created. Use these valid internet sources, as well as others, to assist you: https://www.sos.wa.gov/_assets/office/Simply-Washington-2014.pdf Olympic Mountains http://www.dnr.wa.gov/programs-and-services/geology/explore-popular-geology/geologic-provinces-washington/olympic#geologic-history Cascade Mountains http://www.burkemuseum.org/geo_history_wa/Cascade%20Episode.htm http://www.newworldencyclopedia.org/entry/Cascade_Range Cascade Eruptions During the Past 4000 Years vulcan.wr.usgs.gov/Volcanoes/Cascades/EruptiveHistory/cascades_eruptions_4000yrs.html Puget Sound www.ecy.wa.gov/programs/sea/pugetsound/tour/geology.html http://pugetsoundsealife.sseacenter.org/pugetsoundsealife.com/puget_sound_sea_life/Glaciation_and_Puget_Sound.html National Geographic Columbia River www.nationalgeographic.com/features/00/earthpulse/columbia/index_flash.html Washington State Volcanoes and Volcanics vulcan.wr.usgs.gov/Volcanoes/Washington/framework.html Palouse Hills http://www.sevenwondersofwashingtonstate.com/the-palouse.html

http://www.dnr.wa.gov/programs-and-services/geology/explore-popular-geology/geologic-provinces-washington/columbia-basin#.4


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Columbia Plateau https://www.nwcouncil.org/history/ColumbiaPlateau Dry Falls http://www.gonorthwest.com/Washington/northeast/Dry_Falls.htm Hells Canyon https://www.fs.usda.gov/detail/wallowa-whitman/specialplaces/?cid=stelprdb5239080 Fossils of Washington Landform

Origin Source URL

Olympic Mountains

Cascade Mountains

Puget Sound


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Mt. Rainier

Palouse Hills

Columbia Plateau

Dry Falls


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Lake Washington

Hell’s Canyon

Unit 1—Introduction to Geography 1.2 Geographical Information Webquest Assignment: Using one of provided online sources from 1.1, select one Washington State geographical topic or event that you find interesting. Choose five specific facts about this topic and paraphrase each in one sentence. Topic/Event

Facts and Paraphrase Source URL

1.


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2. 3. 4. 5.

Unit 2—Native Americans in the Pacific Northwest 2.1 Theories of Migration to the Americas For nearly a century, scientists and archeologists have been debating the route and method that the earliest humans used to come to the Americas. In this lesson, you will familiarize yourself with the theories of immigration to the Americas.


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Define the following terms using these valid internet sources, as well as others, for your research: https://www.britannica.com/topic/pre-Columbian-civilizations https://www.britannica.com/science/Wisconsin-Glacial-Stage https://www.britannica.com/science/Pleistocene-Epoch Term

Definition Source URL

Pre-Columbian

Clovis People

Mammoth

The New World

Wisconsin Glacial Advance


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Pleistocene Epoch

For the following theories about migration to America, complete each segment of the table. Use these valid internet sources, as well as others, to assist you: https://www.nps.gov/bela/learn/historyculture/other-migration-theories.htm https://www.thoughtco.com/pacific-coast-migration-model-prehistoric-highway-1720 Theory Theory Summary Source URL Bering Land Bridge Theory of Migration to the Americas:


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Pacific Coastat Theory of Migration to the Americas:

Long and Short Chronology Theory of Migration to the Americas


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Unit 2—Native Americans in the Pacific Northwest 2.2 Comparison of Coastal vs. Plateau Indians Assignment: Complete the following table to compare the important elements for both Coastal and Plateau natives. Provide several details for each category. Use the following sources, as well as others if needed, to research: https://www.britannica.com/topic/Northwest-Coast-Indian https://www.britannica.com/topic/Plateau-Indian Element Coastal Source URL Housing


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Food Sources

Skills/ Visual Arts

Transport-ation

Religion


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Element Plateau Source URL Housing

Food Sources

Skills/ Visual Arts


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Transport-ation

Religion

Unit 3—European Exploration and Early Settlement 3.1 Four major European/Western powers laid claim to the PNW with disregard for native peoples: Spain, Britain, Russia, and America. All four powers had a legitimate claim to the PNW. Assignment: Complete the following chart by defining the following people and terms/events. Use these sources, as well as other valid internet sources, in your research:


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http://www.historylink.org/File/5449 http://www.historylink.org/File/7957 http://www.historylink.org/File/5690 http://www.historylink.org/File/5359 http://www.worldatlas.com/aatlas/infopage/juandefuca.htm Person/Event/Term

Definition Source URL

Vasco Nunez de Balboa

Bruno de Hezeta (Heceta)

Francis Drake

Vitus Bering

James Cook

George Vancouver


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Nootka Convention

Strait of Juan de Fuca

Unit 3—European Exploration and Early Settlement 3.2 The maritime fur trade was important to the PNW’s “discovery” by various European powers. In the article reference below, you’ll learn who was coming to the PNW and why. Assignment: Read the following article and answer the questions in complete sentences. http://www.nwcouncil.org/history/FurTrade.asp 1. What type of animals were the European explorers to the PNW looking for and what were the hides used for? 2. What motivated the Spanish to leave their outposts in Mexico and voyage north to the Alaska territory?


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3. At Nootka sound, members of Captain Cook’s British expedition to the PNW trade what for furs and eventually were able to sell those furs where and for how much? 4. What four countries were looking for furs in the PNW? 5. Why was David Thompson motivated to explore the Rocky Mountain areas of the PNW? 6. Who was responsible for Ft. Astoria and how did the employees of the Pacific Fur Company get to the mouth of the Columbia River? 7. How did the Hudson’s Bay Company discourage other trapping companies from establishing themselves in the PNW?


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8. Why did the Hudson’s Bay Company leave Vancouver and relocate North of 49 degree latitude? 9. Read the last paragraph closely and explain, in detail, the affect the fur trade had on the Indians of the PNW. Unit 4—Territory to Statehood 4.1 Manifest Destiny and Exploring Art The concept of Manifest Destiny drove the United State to claim the middle portion of the North American continent from the Atlantic Ocean to the Pacific Ocean over a short period during the first half of the 19th century. Manifest Destiny was first credited to newspaperman John O’Sullivan in 1845.

“And that claim is by the right of our manifest destiny to overspread and to possess the whole of the continent which Providence has given us for the development of the great experiment of liberty and federated self-government entrusted to us.”

In other words, Americans felt blessed by God to have founded a great democracy and it was their duty to spread this democracy across the continent. Removal of the Indians was justified by Manifest Destiny because it was ordained by Providence. The Indians were to either comply with the white man’s way or perish from the Earth. Manifest Destiny was used by President James Polk to claim Oregon Country for America. Because of this, Britain ceded its claim to what would become Washington State in 1846. Assignment: For this lesson, study the picture on the next page and answer the following 7 questions.


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You may find the following source helpful to study the painting in detail: http://www.american-historama.org/1841-1850-westward-expansion/manifest-destiny.htm

CREDIT: George A. Crofutt, artist. "American Progress," or "Manifest Destiny," ca. 1873. CALL NUMBER PGA - Crofutt--American progress; REPRODUCTION NUMBER LC-USZC4-668 DLC (color film copy transparency) LC-USZC2-1332 DLC (color film copy slide) LC-USZCN4-52 DLC (color film copy neg.) LC-USZ62-737 DLC (b&w film copy neg.)

1. In one paragraph, of at least four sentences, explain what you see in this painting.


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2. This is an allegorical painting (The representation of abstract ideas or principles by characters, figures, or events in narrative, dramatic, or pictorial form). In your own words, how does this painting represent Manifest Destiny? 3. The lady in the middle of the picture is Columbia. Who is Columbia? 4. Why is it important that she is facing West? 5. What is going on behind her? What is going on in front of her?


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6. What is she carrying in her left hand and what do you think the artist was trying to depict? 7. What does this painting have to do with Washington State? Unit 4—Territory to Statehood


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4.2 The Medicine Creek Treaty Shortly after the US Congress passed the Donation Land Act in 1850, white settlers began pouring into Washington Territory. These were a different kind of white person than the natives were used to. They were not interested in trading, but settling, claiming and farming the land. Within four years, Isaac Steven was charged with negotiating treaties with the Indians to buy their land and place them on reservations in what would become Washington State. Assignment: Please research using valid internet sources to answer the questions below in order to get an understanding of how the Indians of our region were treated during the time of treaties. http://www.historylink.org/File/5253 1. When was the Medicine Creek Treaty signed? 2. What were some of the details of the Donation Land Act of 1850? 3. What were the Indian tribes forced to give up by signing the treaty? 4. What did the Indian tribes get in return for signing the treaty? 5. All the Indians signed with an X except for Chief Leschi. Why didn’t he sign?


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Unit 4—Territory to Statehood 4.3 – American Treaties with European Powers Assignment: Several Treaties with European Powers led to the eventual creation of Oregon Territory that became Washington Territory and eventually Washington State on November 11, 1889. Use these sources, along with other valid internet sources, to complete the information for each treaty: http://www.historylink.org/File/5103 http://www.american-historama.org/1801-1828-evolution/adams-onis-treaty.htm http://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press-releases/oregon-treaty-1846 Treaty Date of

Treaty Countries Involved in Treaty

Treaty’s effect on Washington State

Source URL

Treaty of 1818 – also know as the Joint Occupation Treaty or Convention of 1818

Adams-Onis Treaty of 1819


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Oregon Treaty of 1846

Once Oregon Territory was part of the United States, the process began for Washington Territory to be formed from the Oregon Territory. Using valid internet sources, complete the following information for Washington’s journey to statehood:

Washington Territory Dates territory existed: Who was involved in creating the territory? Source URL:

Washington State Date state entered the Union (became one of the United States)


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What did Washington Territory need to do to become a state? Source URL: Unit 5—Growth 5.1 The Klondike Gold Rush In 1897, gold was discovered in the Yukon region of Canada and had a profound effect on the growth of Seattle and Washington State. Read the following article and answer the questions: Read - http://content.lib.washington.edu/extras/goldrush.html 1. Who were the first men who discovered gold in the Yukon region of Canada? 2. Why did it take almost a year for people to find out about the gold find? 3. What does the Steamship Portland have to do with the Klondike Gold Rush?


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4. By 1898 how many gold seekers were off to the Yukon? 5. List the SEVERAL reasons why so many gold seekers quit or never even make it to the gold fields? 6. What was Jefferson “Soapy” Smith known for? 7. What were the challenges of the Chilkoot Trail? 8. Who were the Klondike Kings? 9. Who were some of the people who made money off the Klondike Gold Rush, yet never went into the gold fields or left Seattle?


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10. Why does Seattle consider Alaska its own and where did this belief originate? Unit 5—Growth 5.2 The Great Seattle Fire Assignment: Research the Great Seattle Fire. Select ten facts that you find interesting and provide a short summary for each in the chart. Use the following internet sources for your research: https://content.lib.washington.edu/extras/seattle-fire.html https://www.seattle.gov/cityarchives/exhibits-and-education/digital-document-libraries/the-great-seattle-fire-of-1889 https://seattle.curbed.com/2014/6/10/10089370/seattle-great-fire-1889-125-anniversary-photos http://www.historylink.org/File/715

The Great Seattle Fire Fact Summary Source URL

1.


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2.

3.

4.

5.

6.

7.

8.


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9.

10.

Unit 5—Growth 5.3 Railroads, Immigrants, and Industries Research and answer the questions in complete sentences. Use these valid internet sources to complete your answers: https://oregonencyclopedia.org/articles/villard_henry_1835_1900_/#.WYH6FD_qcnI http://www.historylink.org/File/3476 http://depts.washington.edu/heritage/Immigration/immigration.htm http://www.historylink.org/File/9621 http://www.historylink.org/File/5055 https://www.britannica.com/topic/Dawes-General-Allotment-Act http://www.washington.edu/uwired/outreach/cspn/Website/Classroom%20Materials/Pacific%20Northwest%20History/Lessons/Lesson%2015/15.html http://www.historylink.org/File/5210

1. Who was Henry Villard? List three of his contributions to railroad development. Source URL:


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2. List the three largest groups of immigrants brought to Washington by the railroad development.

Source URL:

3. Which three Washington cities had the highest population growth between 1880 and 1890? Source URL:

4. How did Tacoma get its start as a city? Cite three important details. Source URL:


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5. What did the Dawes Act attempt to do? Was it successful? Why or why not? Source URL:

6. How did Chinese immigrants contribute to the development of Washington in the late 19th century? Cite three specific details.

Source URL:

7. What was the Chinese Exclusion Act and what were the effects? Source URL:


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8. What year was Washingon made a state? What city was chosen as the new capital? Source URL:

Unit 6—Washington State and the World 6.1 The Boldt Decision


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Assignment: Read the following article from The Seattle Times and answer the corresponding questions: http://community.seattletimes.nwsource.com/archive/?date=19990207&slug=2943039

Questions for “25 Years after the Boldt Decision” 1. Billy Frank is a __________ Indian, which is to say, a _______________. 2. How many times was Billy Frank arrested? 4. When was Billy Frank first arrested and for what? 5. Why did Billy Frank and other Indian people feel they had a right to fish anywhere and anytime? 6. Who represented the government in 1854 during the treaties with Northwest Indians? 7. How many treaties were signed and what was the first treaty called? 8. What language was the treaty written in and what language was it explained in?


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9. What did the treaty guarantee the Indians concerning fishing? 10. What did the salmon provide for the river Indians? 11. Who was blamed for the diminishing runs of salmon? 12. What percentage of fish were the Indians catching? 13. What was the real reason for the decline in salmon runs? 14. Who was the judge in charge of hearing the Indians’ case? 16. What did Judge Boldt use to interpret “in common with” and what did it mean?


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17. What did the Boldt decision do for Indian tribes over the last 25 years? 18. What is Billy Franks’s most prized possession? Unit 6—Washington State and the World 6.2 Makah Whaling Assignment: Complete the chart with information about the arguments for and against Makah Whaling. List four pros and four cons. Then, write one paragraph that explains the Treaty of Neah Bay and several effects. Use authentic internet sources, including the following, for your research: http://www.makah.com/whalingtradition.html http://www.historylink.org/File/5301 http://abcnews.go.com/US/story?id=90125&page=1

Makah Whaling Debate Pros: Cons: Source URL 1.


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2.

3.

4.

Write one paragraph that explains the Treaty of Neah Bay. Cite three effects of the treaty. Source URL: Unit 6—Washington State and the World 6.3 Japanese Interment On December 7th, 1941 the Empire of Japan attacked the United States Naval Base at Pearl Harbor Hawaii. This event brought the US into WWII in the Pacific. As a result of this attack, all Japanese,


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whether they were US citizens or not, were forced to report to internment camps for the remainder of the war. Assignment: Read the following articles and respond to the questions in complete sentences. http://historymatters.gmu.edu/d/5166/ http://time.com/4593483/pearl-harbor-franklin-roosevelt-infamy-speech-attack/

1. Read the transcript and/or listen to the audio of President Roosevelt’s speech. Cite one comment, word, or declaration that you find profound, troubling, or confusing and discuss why.

2. What specifically did Japan do to the United States? 3. What did President Roosevelt declare in response to the attack? http://historymatters.gmu.edu/d/5154 1. What did Executive Order 9066 allow the military to do?


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2. Why do you think Executive Order 9066 affected people of Japanese ancestry worse than others? 3. Read the Executive Order – where does it mention the Japanese Americans? http://www.infoplease.com/us/supreme-court/cases/ar18.html 1. What got Fred Korematsu arrested? 2. Summarize Justice Hugo Black’s Supreme Court opinion against Korematsu: 3. Summarize Justice Owen Roberts’s dissenting opinion for Korematsu:


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4. What did Korematsu do after the war? 5. How much money in reparation did the interned Japanese get in 1989? 6. What award did Korematsu receive? Use another valid online source to answer this question: 7. What was Camp Harmony and what is it today? What do you think about this now that you know the role this location had in the Japanese Internment? Unit 7 – Government 7.1 Washington State Government


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Assignment: As a citizen of Washington State, it is important that you know who represents you both at the state level (Olympia) and the national level (Washington D.C.) To help you with this, research and complete the following information. 1. Go to the Washington State Legislature page and find your Legislative and Congressional representative: http://app.leg.wa.gov/DistrictFinder/ My Representative: 2. The Governor of Washington State __________________________ 3. Congressional (These people go to Washington, D.C. and serve in the Federal Government)

• US Senator ________________________________________

• US Senator ________________________________________

• US Representative ___________________________________________ 4. Legislative (These people go to Olympia, WA and serve in the Washington State Government)

• Senator _________________________________________

• Representative __________________________________________

• Representative __________________________________________ 5. President of the USA ____________________________________________ 6. Vice-President of the USA _____________________________________________


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7. Speaker of the US House of Representatives ____________________________________ 8. The 9 members of the US House of Representative from Washington State: https://www.govtrack.us/congress/members/WA#representatives 1. 2. 3. 4. 5. 6. 7. 8. 9. For questions 9-10, use the following link: http://leg.wa.gov/LawsAndAgencyRules/Pages/constitution.aspx 9. Read Article IX of the Washington State Constitution Education. What is the paramount duty of the state? 10. Read Amendment X to the US Constitution. What rights to states have? Unit 7 – Government 7.2 Referendum and Initiative


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The citizens of Washington State have significant legislative (law making) power through the Referendum and Initiative process. This process allows the citizens of Washington (and also the Legislature), through the petition process, to propose laws that can be put to the people for a vote. This process bypasses the state legislature and goes directly to the people through the voting process. Assignment: Use these valid internet resources, as well as others, to answer the following questions. Make sure your answers reflect the process as it pertains to Washington State. https://www.sos.wa.gov/elections/initiatives/statistics.aspx 1. Explain the two types of Initiatives: Source URL: 2. Explain the two types of Referendum Source URL: 3. How many signatures (valid signatures from registered Washington voters) must an initiative or referendum have to be placed on the ballot? Source URL:


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Unit 8 – Economics and Trade 8.1 Fortune 500 companies in Washington State In this lesson, you will choose one of Washington’s Fortune 500 companies to research. Complete the chart below with the corresponding information for your chosen company. Use valid internet sources, which may include the company’s home page, for your research. Washington Fortune 500 Companies (as of 2017)

• Amazon

• Starbucks

• Alaska Air Group

• Expeditors International of Washington

• Expedia

• Boeing

• Costco

• Microsoft

• Paccar


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Chosen Company:

Pre-Reserach Question:

1. What do you know about this company? Have you ever used their products/services? If so, how?

Topic Information Source URL Company Name

Founding Date and Location

Current Location

Current President

Original Business Product/Service

Current Business Product/Service

Current Value (in dollars)


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Number of Employees

Post-Research Question:

1. What did your research reveal about this company that you either did not know or were surpised by?

Unit 8 – Economics and Trade 8.2 Top Export Goods and Countries Washington State depends on exports to foreign countries for a large portion of its revenue and jobs. Our position on the Pacific Rim makes us a top Port of Call for shipping and receiving goods to Asia. Seattle is the second busiest port on the west coast. Complete the following charts about Washington’s current data in export. Use valid internet sources to complete your research.


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Washington’s Top Ten Export Goods

Rank (1-10)

Good/Product Source URL (can use “ to indicate repeated source)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Washington’s Top Ten Export Countries Rank (1-10)

Country Source URL (can use “ to indicate repeated source)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.


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NSD WASHINGTON STATE HISTORY COURSE COMPLETION FORM

Student Name: Instructor: Student Agreement: I hereby submit my own authentic work for completion of this course. Student Signature: Date:

For Instructor:

Assignment Submission Checklist: Unit Assignment Complete

(x) Unit Assignment Complete

(x) 1.1 Landforms 5.1 Klondike Gold Rush 1.2 Geographical Info Webquest 5.2 The Great Seattle Fire 2.1 Theories of Migration 5.3 Railroads, Immigrants, Industries 2.2 Coastal vs. Plateua Indians 6.1 The Boldt Decision 3.1 European Settlement 6.2 Makah Whaling 3.2 Fur Trade 6.3 Japanese Internment 4.1 Manifest Destiny 7.1 Washington State Government 4.2 Medicine Creek Treaty 7.2 Rerferndum and Initiative 4.3 American Treaties/Europe 8.1 Fortune 500 Company Research 8.2 Top Exports/Countries

Credit/No Credit: Submission/Completion Date: Instructor Signature: Date:


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wa state history curriculum for cr · 2018-04-02 · ... 4.1 manifest destiny and exploring art...

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