Free Washington State History Lesson Plan for 8th Grade Students

Topic: Washington State History

Title: History of Washington State

Objectives & Outcomes

• Understand the unique geologic and environmental setting of Washington State.
• Be able to identify the key figures, events, and documents in the development of Washington State.
• Be able to explain the unique relationship between indigenous and non-native peoples in Washington State and their impact on the environment.

Materials

• Textbook or e-book
• Lecture notes or powerpoint slides
• Guest speakers
• Handouts
• Projects and activities
• Maps and images
• Internet access for research projects
• Writing materials

WEEK 1: INTRODUCTION TO WASHINGTON STATE HISTORY

• Begin the lesson by asking the students to talk about their experiences in Washington State. What is the state like? What do they like or dislike about it? What are some of their favorite places and events to visit?
• Next, show the students a map of Washington State and ask them to point out the different regions and geographical features. Discuss the importance of these regions and features in the state's history.
• Finally, introduce the students to the topic of Washington State history and the course outline. Explain that over the next few weeks they will be exploring the history of Washington State from the perspectives of both indigenous and non-native peoples.

WEEK 2: INDIGENOUS PEOPLES AND SETTLEMENT IN WASHINGTON STATE

• Begin the lesson by asking the students to brainstorm a list of questions related to indigenous peoples and settlement in Washington State. Examples might include: What are some of the earliest Native American cultures in Washington State? How did they live? What happened to them when Europeans came to the area?
• Next, show the students a map of Washington State and point out the different regions and geographical features. Discuss the importance of these regions and features in the state's history.
• Finally, introduce the students to the topic of indigenous peoples and settlement in Washington State and the course outline. Explain that over the next few weeks they will be exploring the unique evolution of Washington State from the perspectives of both indigenous and non-native peoples.

Lecture: Indigenous Peoples and Settlement in Washington State

• Begin the lecture by discussing the characteristics and lifestyle of indigenous peoples in Washington State. Focus on the diverse array of cultures present in the area before European settlement, including Salish, Chinook, Klickitat, Lummi, Quinault, and Chehalis, among others.
• Next, introduce the students to the early history of Washington State, beginning with the arrival of Europeans and the devastating impacts of colonization on indigenous peoples. Discuss the often-violent clashes between European settlers and native peoples, as well as the forced displacement and marginalization of indigenous peoples as their lands and resources were taken by the settlers.
• Finally, discuss the ongoing impact of colonization on indigenous peoples in Washington State, including the continued loss of land and culture, as well as the growing efforts of Native Americans to reclaim their history and culture.
• Ask the students to think about the connections between the history of European colonization and the current situation and experiences of indigenous peoples in Washington State. How have the actions and policies of European settlers and governments in the past continued to impact and shape the lives of Native Americans in Washington State?

Guided Practice: A Case Study of an Indigenous People in Washington State

• Divide the students into small groups and give each group a case study on a specific indigenous people in Washington State (a large list of case studies can be found in the course handouts).
• Have each group read their case study and discuss the following questions: What is the history and current situation of the indigenous people in their case study? How have their experiences been shaped by colonization? What can we learn from their history?
• Next, have the students share their answers with the class and discuss as a group. How are the experiences of the different indigenous peoples in Washington State similar? How are they different? What can we learn from the history of indigenous peoples in Washington State?
• Finally, discuss the role of the students as citizens and stewards of their community. How can they apply what they have learned about the history and experience of indigenous peoples in their own community or region? What steps can they take to work toward a more just and inclusive society for all?
• Independent Practice: Research Project on an Indigenous People in Washington State
• For independent practice, have the students choose a specific indigenous people in Washington State and research their history and current situation.
• Have the students present their findings to the class in the form of a presentation, poster, or report. Focus on topics such as the history of the indigenous people, their cultural beliefs and traditions, the impact of colonization on their culture and way of life, and their current situation and efforts to reclaim their culture and traditions.
• Allow the students to choose their own format and topic, as long as they follow the guidelines set by the teacher. This allows for a more personalized and engaging learning experience, and allows students to choose a topic they are passionate about and have a vested interest in.

Closure

• Review the key concepts and main events discussed in the course.
• Ask the students to reflect on what they have learned and how it impacts their view of Washington State and their understanding of its history and development.
• Ask the students to share any insights or new understandings they gained during the course.
• Encourage the students to ask questions and discuss any topics that they found particularly interesting or important.

Assessment

• Written exams (1-2)
• Participation in class discussions and group activities
• Research project (e.g. presentation, article, video, etc.)
• Written reflection on the course and its impact on their understanding of Washington State history and their view of the state's present and future.