Social Studies 3rd

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
Page 2 of 92
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.
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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
Teaching, Learning, and Assessing: A Revision of Bloom’s Taxonomy (Anderson, et al.,
Constitution, and other fundamental documents.
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 How amendments to the Constitution have
referenced in the numbering system. sought to extend rights to new groups.
GLE tag: is a short name or descriptor for the numbered GLE that describes the content
How key ideals and constitutional principles set
forth in fundamental documents relate to public
Application of ideals & Principles

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
Assessment of Student Learning in social studies.
Suggested
U.S. - Development of the West, Industrialization, Immigration, and

Unit
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 (1870 – 1900)
grade,), but districts are not required to follow this exact sequence. Instead, districts have
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
CBA
essential concepts, content, and skills in the GLEs over the course of their Constitutional Issues
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
Description of the Learner
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
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.
Page 7 of 92
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.
Page 8 of 92
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
IDEALS & PRINCIPLES
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
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).
Suggested
Learning About Myself and My

Our Community Cultures in our Community WA—Being Citizens in Washington U.S.—Founding the Nation
Unit
Classroom Community
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
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
−
IDEALS & PRINCIPLES
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
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

Suggested
U.S.—Our Foundations
Labor Framing the Constitution
Unit
(1776—1791)
(1889—1930) (1776—1815)
CBA
Constitutional Issues Constitutional Issues
GLE K 1 2 3 4 5
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.
APPLICATION OF IDEALS & PRINCIPLES
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
promotes the right to life
[RCW 70.160.030].
Suggested
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

CBA
Whose Rules? You Decide
GLE 6 7 8 9/10 11 12
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. 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
APPLICATION OF IDEALS & PRINCIPLES
− Examines the relationship between 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-
− 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.
Suggested
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)
CBA
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
GLE K 1 2 3 4 5
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.
STRUCTURE OF GOVERNMENT
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.
− Explains that the
President and the Cabinet
are part of the federal
executive branch.
Suggested
Learning About Myself and My Classroom WA—Being Citizens in

U.S.—Founding the Nation
Unit
Community Our Community Washington

CBA
GLE 6 7 8 9/10 11 12
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.
− Explains the organization and powers of identifies the powers and responsibilities of the
STRUCTURE OF GOVERNMENT
the three branches of Washington State President and his cabinet.

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

Unit
(1980—present) (1801—1850)
CBA
Checks and Balances
GLE K 1 2 3 4 5
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
FUNCTION OF GOVERNMENT
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.
sidewalks.
− Identifies and explains how the
voters of Washington State
participated in making the law that
banned smoking in public places.
Suggested
Learning About Myself and My Classroom Our Community WA—Being Citizens in Washington U.S.—Founding the Nation
Unit
CBA
Whose Rules?
GLE 6 7 8 9/10 11 12
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. checks and balances during the Examples:
− Critiques the Patriot
FUNCTION OF GOVERNMENT
Georgia. administration of President Franklin

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
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

Suggested
U.S.—Slavery, Expansion, Removal, and Reform

the Great Depression CWP—Human Rights
Unit
(1801—1850)
(1918—1939)
CBA
Checks and Balances Checks and Balances
GLE 6 7 8 9/10 11 12
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:
FORMS OF GOVERNMENT
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
Dynasties. lives of people in medieval leaders and officials are elected as Hong Kong compared government with unlimited power.
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

Suggested
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)
CBA
GLE 6 7 8 9/10 11 12
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.
POLITICAL PARTIES
− 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.
− Explains how local tribal governments operate and interact within local, state,
and federal governments on issues of environmental and conservation initiatives.
Suggested
CWP—Civic Action and Responsibility

Unit
CBA
Government Revenue and Responsibility
Component 1.3: Understands the purposes and organization of international relationships and United States foreign policy.
GLE 6 7 8 9/10 11 12
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:
INTERNATIONAL RELATIONSHIPS
− 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
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
Suggested
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)
(1870—1900) (1945—1991)
CBA
International Relations U.S. Foreign Policy
Component 1.4: Understands civic involvement.
GLE K 1 2 3 4 5
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
CIVIC INVOLVEMENT
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
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.
Suggested
Participating in Our WA—Being Citizens in

U.S.—The Legacy for Us Today
Unit
Community Washington
CBA
You Decide
Component 1.4: Understands civic involvement.
GLE 6 7 8 9/10 11 12
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
CIVIC INVOLVEMENT
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
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
Suggested
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)
CBA
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
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
ECONOMIC CHOICES
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
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.
Suggested
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

CBA
People on the Move
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
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.
ECONOMIC CHOICES
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.
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,
Suggested
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
(1870—1900)
CBA
People on the Move You and the Economy
GLE K 1 2 3 4 5
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
ECONOMIC SYSTEMS
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
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.
Suggested
Communities Meeting Their WA—Living in Washington: Its Geography,

First Nations of North America
Unit
Needs and Wants Resources, and the Economy
Meeting Needs and Wants

CBA
GLE 6 7 8 9/10 11 12
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
ECONOMIC SYSTEMS
− 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 − 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
Suggested
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)
(1939—1991)
Urbanization
(1870—1900)
Meeting Needs and
Cultural Interactions; You and the Economy
CBA
Wants
GLE K 1 2 3 4 5
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
TRADE
Ocean. trading with the French.
− 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

Suggested
U.S.—Encounter, Colonization, and

Geography, Resources, and the
Unit
Devastation
Economy
CBA
GLE 6 7 8 9/10 11 12
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
TRADE
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
− 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
Suggested
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)
International Relations
CBA
GLE K 1 2 3 4 5
Understands the impact of the

British government on the
economy of the thirteen
colonies.
GOVERNMENT AND THE ECONOMY
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.
− Examines the reasons why

colonists chose to dump tea
into the Boston Harbor on
December 16, 1773.
Suggested
U.S.—Independence
Unit
CBA
GLE 6 7 8 9/10 11 12
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
GOVERNMENT AND THE ECONOMY
− 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
− 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
Suggested
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
(1890—1918)
Government Revenue and
CBA
Responsibility
GLE K 1 2 3 4 5
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.
ECONOMIC ISSUES
− 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.
− 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.

Suggested
Geography, Resources, and the

Unit
Economy
CBA
GLE 6 7 8 9/10 11 12
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
ECONOMIC ISSUES
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
− 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
Suggested
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)
Humans and the Environment You and the Economy

CBA
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
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:
MAPS AND GEOGRAPHIC TOOLS
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
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

Suggested
Families in Other Places Our Community First Nations of North America Northwest Prior to U.S.—Independence
Unit
Statehood
Humans and the Environment People on the Move

CBA
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.”
GLE 6 7 8 9/10 11 12
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
MAPS AND GEOGRAPHIC TOOLS
− 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
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
Suggested
Emergence of the United

World Geography World War II CWP—Human Rights
Unit
States as a World Power

(1930—1945)
(1890—1918)
CBA
GLE K 1 2 3 4 5
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 AND SPATIAL ORGANIZATION
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
OF PLACES AND REGIONS
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
religion, stories, music, and distribution of population
art. and languages, of the
people in Washington
− Explains which states are State.
located in the southwest
region of the United States. − Explains the location of
Washington in relation to
other states and
countries.

Suggested
U.S.—Encounter, Colonization,
Our Community Cultures of North America Geography, Resources, and
Unit
and Devastation
the Economy
CBA
GLE 6 7 8 9/10 11 12
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:
CHARACTERISTICS AND SPATIAL ORGANIZATION
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,
human settlement in maps of the United States. and political factors colonial, religious, and
OF PLACES AND REGIONS
the world.
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. 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
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
Suggested
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)
(1870—1900)
People on the Move

CBA
Component 3.2: Understands human interaction with the environment.
GLE K 1 2 3 4 5
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.
HUMAN-ENVIRONMENTAL INTERACTION
− 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

as climate and vegetation
maps, to explain the
interaction between native
people and their
environment.
Suggested
Communities Meeting Their

Families in Other Places First Nations of North America
Unit
Needs and Wants
Humans and the Environment

CBA
GLE 6 7 8 9/10 11 12
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
HUMAN-ENVIRONMENTAL INTERACTION
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
Washington State’s Capitol. − Examines ways to − Examines the decision on the use of Yakama
modified their
suburban and rural address global climate conditions leading to reservation land.
environment to maximize
communities have − Examines how change that promote the passage of the
crop production.
impacted the communication environmental 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
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
Suggested
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)
(1776—1815)
Humans and the

Humans and the Environment
CBA
Environment
GLE K 1 2 3 4 5
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.
CULTURE
− Compares the forms of literature, music, art, dance, and games that belong to cultures in Mexico, Canada, and the United
States.
− 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.
Suggested
Cultures in Our Community

Unit
Cultural Contributions
CBA
GLE 6 7 8 9/10 11 12
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
the diffusion of French are elements of affects the public’s in Germany to Romani in
− Explains how the Sumerians
language into English. ethnocentrism in French perceptions of race and the United Kingdom.
CULTURE
developed a unique culture

perceptions of Muslim class.
based on the domestication
− Explains how the Islamic girls wearing hijabs in − Examines the role of
of grain.
culture influenced school. − Examines cultural ethnocentrism in
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

Suggested
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)
Cultural Interactions
CBA
GLE K 1 2 3 4 5
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:
HUMAN MIGRATION
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.
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.
Suggested
WA—Exploring the Pacific U.S.—Encounter, Colonization,

Families in Our Community
Unit
Northwest Prior to Statehood and Devastation
People on the Move

CBA
GLE 6 7 8 9/10 11 12
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
HUMAN MIGRATION
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
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.
WA—Railroads, Reform, U.S.—Fighting for Independence World—Global Expansion and
Suggested
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)
(1890—1918)
People on the Move

CBA
Component 3.3: Understands the geographic context of global issues and events.
GLE K 1 2 3 4 5
Explains that learning about Explains that learning about

GEOGRAPHIC CONTEXT OF GLOBAL ISSUES
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
countries.

Suggested
Cultures of North America Geography, Resources, and

Unit
Economy
CBA
Component 3.3: Understands the geographic context of global issues.
GLE 6 7 8 9/10 11 12
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
GEOGRAPHIC CONTEXT OF GLOBAL ISSUES
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
water supply in the 13th railroad led to anti- characteristics, such as geography of Canada,
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.
Struggles in the West,
World—Global Expansion and U.S.—Reform, Prosperity,
Suggested
World—Ancient Civilizations Industrialization,

Encounter and the Great Depression CWP—Environmental Issues
Unit
(8000 BCE—600 CE) Urbanization, and

(1450—1750) (1918—1939)
Immigration
(1870—1900)
CBA
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.
GLE K 1 2 3 4 5
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
CHRONOLOGY
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
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
Suggested

Families in Our Community Our Community Pacific Northwest prior U.S.—Independence
Unit
Classroom Community
to Statehood
Dig Deep Causes of Conflict

CBA
GLE 6 7 8 9/10 11 12
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.
CHRONOLOGY
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.
− Examines how the Islamic

Conquest of the Iberian
Peninsula is represented
differently on Christian
and Muslim timelines.
Suggested
World—Ancient Civilizations World—Major Societies

World—Global Expansion and Encounter (1450—1750)
Unit
(8000 BCE—600 CE) (600—1450)

CBA
GLE K 1 2 3 4 5
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:
Development of indigenous societies in North America (time
Growth of northwest coastal and plateau tribes prior to treaties immemorial to 1791).
(time immemorial to 1854). Encounter, colonization, and devastation (1492—1763).
Maritime and overland exploration, encounter, and trade (1774— Revolution and the Constitution (1763—1791).
1849).
CHRONOLOGICAL ERAS
Immigration and settlement (1811—1889). Examples:

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.
− 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.
GLE 6 7
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:
Explaining and comparing the development of major societies from 600 to 1450 in two or more
regions of the world.
Explaining and comparing the rise of civilizations from 8000 BCE to 200 CE
on two or more continents. Examples
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). Explaining how the following themes and developments help to define eras in Washington State
CHRONOLOGICAL ERAS
− 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).
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.
GLE 8 9/10 11 12
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:
Global expansion and encounter (1450—1750). Our foundations (1776—1791).
Fighting for independence and framing the Age of revolutions (1750—1917). Industrialization and the emergence of the United
Constitution International conflicts States as a world power (1890—1918).
(1776—1815). (1870—present). Reform, prosperity, and the Great Depression
Slavery, expansion, removal, and reform Emergence and development of new nations (1918—1939).
(1801—1850). (1900—present). World War II, the Cold War, and international relations
Civil War and Reconstruction (1850—1877). Challenges to democracy and human rights (1939—1991).
Development and struggles in the West, (1945—present). Movements and domestic Issues (1945—1991).
CHRONOLOGICAL ERAS
industrialization, immigration, and 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.
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.
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
GLE K 1 2 3 4 5
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
INDIVIDUALS AND MOVEMENTS
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.
− Examines how Chief Joseph

helped shape the
development of the Pacific
Northwest.
Suggested

Our Community U.S.—Independence
Unit
Northwest Prior to Statehood

CBA
Component 4.2: Understands and analyzes the causal factors that have shaped major events in history.
GLE 6 7 8 9/10 11 12
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
INDIVIDUALS AND MOVEMENTS
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
− 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.—Civil War and
Suggested
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)
(1890—1918)
CBA
GLE K 1 2 3 4 5
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:
CULTURES AND CULTURAL GROUPS
− 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
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.
Suggested
U.S.—Encounter, Colonization,
Cultures in Our Community
Unit
and Devastation
CBA
GLE 6 7 8 9/10 11 12
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
CULTURES AND CULTURAL GROUPS
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.
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,

Suggested
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)
Enduring Cultures
CBA
GLE K 1 2 3 4 5
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
IDEAS AND TECHNOLOGY
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
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.
Suggested
U.S.—Founding the Nation

Unit
What’s the Big Idea?

CBA
GLE 6 7 8 9/10 11 12
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
IDEAS AND TECHNOLOGY
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.
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,

Suggested
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)
Technology Through the Ages

CBA
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
GLE K 1 2 3 4 5
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’
HISTORICAL INTERPRETATION
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
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.
Suggested
WA—Exploring the Pacific Northwest Prior to

U.S.—Encounter, Colonization, and Devastation
Unit
Statehood
Dig Deep
CBA
GLE 6 7 8 9/10 11 12
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
HISTORICAL INTERPRETATION
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
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

Suggested
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)
Dig Deep—Analyzing Sources Causes of Conflict Dig Deep—Analyzing Sources

CBA
GLE K 1 2 3 4 5
Analyzes the multiple causes

of change and conflict in U.S.
history.
Examples:
− Analyzes the historical,
MULTIPLE CAUSATION
economic, civic, and

geographical causes of the
Revolution.
− Analyzes the historical,

economic, civic, and
geographical causes of the
Boston Tea Party.
− Explains how the distance

between England and the
thirteen colonies was a
factor in the Revolutionary
War.
Suggested
U.S.—Independence
Unit
Causes of Conflict
CBA
GLE 6 7 8 9/10 11 12
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
MULTIPLE CAUSATION
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
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

Suggested
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)
Causes of Conflict Causes of Conflict

CBA
Component 4.4: Uses history to understand the present and plan for the future.
GLE K 1 2 3 4 5
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.
HISTORICAL ANTECENDENTS
− 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

and ideals set forth in the
Constitution affect current
government and citizen
decisions.
Suggested
WA—Being Citizens in
Families in Our Community U.S.—Legacy for Us Today
Unit
Washington State
CBA
Component 4.4: Uses history to understand the present and plan for the future.
GLE 6 7 8 9/10 11 12
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
HISTORICAL ANTECENDENTS
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
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
Suggested
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)
(1870—present)
Why History?
CBA
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
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
UNDERSTANDS REASONING
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.
− 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.
Suggested
Learning About Myself and Participating in Our

WA—Being Citizens in Washington U.S.—Founding the Nation
Unit
My Classroom Community Community
Whose Rules? You Decide

CBA
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.
GLE 6 7 8 9/10 11 12
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
UNDERSTANDS REASONING
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.
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

Suggested
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)
Enduring Cultures International Relations Checks and Balances Causes of Conflict U.S. Foreign Policy You and the Economy
CBA
GLE K 1 2 3 4 5
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
EVALUATES REASONING
− 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.
Suggested
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
Cultural Contributions Whose Rules?; Dig Deep You Decide

CBA
GLE 6 7 8 9/10 11 12
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
EVALUATES REASONING
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
− 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,

Suggested
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)
Enduring Cultures International Relations Checks and Balances Causes of Conflict U.S. Foreign Policy You and the Economy
CBA
Component 5.2: Uses inquiry-based research.
GLE K 1 2 3 4 5
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
FORMS QUESTIONS
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
the Oregon Trail. heard by our
government?” reminds us
why we study the writing
of the Declaration of
Independence.
Suggested

Families in Other Places U.S.—Independence
Unit
Classroom Community Northwest prior Statehood
Dig Deep Causes of Conflict

CBA
GLE 6 7 8 9/10 11 12
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
FORMS QUESTIONS
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
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
Suggested
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)
International Relations; Dig Deep

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

Conflict
GLE K 1 2 3 4 5
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:
ANALYZES SOURCES
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
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.
Suggested

Families in Our Community First Nations of North America
Unit
Northwest prior to Statehood
Meeting Needs and Wants;

Dig Deep; People on the
Humans and the Environment;
CBA
Move; Whose Rules?

GLE 6 7 8 9/10 11 12
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
ANALYZES SOURCES
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
− 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
Suggested
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)
(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
CBA
Balances Balances; Dig Deep – Analyzing Responsibility; You and the

Meeting Needs and Wants Conflict; Humans and the the Environment
Sources Economy
Environment
Component 5.3: Deliberates public issues.
GLE K 1 2 3 4 5
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
DELIBERATION
− 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.
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.
Suggested

Families in Other Places Participating in Our Community First Nations of North America U.S.—Legacy for Us Today
Unit
Community
Humans and the Environment You Decide

CBA
Component 5.3: Deliberates public issues.
GLE 6 7 8 9/10 11 12
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
DELIBERATION
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
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.
World—Emergence and
Struggles in the West,
Suggested
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
(1900—present)
(1870—1900)
U.S. Foreign Policy; Government Revenue and

Enduring Cultures; Why History? International Relations Constitutional Issues Causes of Conflict
CBA
Constitutional Issues Responsibility
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
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:
CREATES POSITION AND PRODUCT
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.
needs. causes of the Pig War
supported by maps and other
artifacts.
Suggested

Families in Our Community First Nations of North America U.S.—The Legacy for Us Today
Unit
Classroom Community Northwest prior to Statehood
Meeting Needs and Wants; Humans

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

Contributions
GLE 6 7 8 9/10 11 12
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:
CREATES POSITION AND PRODUCT
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
artifacts. evidence to determine
one’s own stance on the
war in Iraq.
U.S.—Industrialization and
World—Emergence and the Emergence of the
Suggested
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
(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
CBA
Cultures; Meeting Needs and Wants of Conflict; Humans and the and Balances Checks and Balances; Dig Responsibility; You and the
the Environment
Environment Deep – Analyzing Sources Economy
GLE K 1 2 3 4 5
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
CITING SOURCES
− 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
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
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.
CITING SOURCES
− 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
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.
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
Page 83 of 92
RECOMMENDED GRADE-BY-GRADE SEQUENCE – 9-12
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
Page 87 of 92
ACKNOWLEDGEMENTS
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
Page 88 of 92
ACKNOWLEDGEMENTS
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
Page 89 of 92
ACKNOWLEDGEMENTS
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

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Social Studies

Essential Academic Learning Requirements:

For each EALR, there are a handful of more specific statements,

Application of ideals & Principles

U.S. - Development of the West, Industrialization, Immigration, and

Learning About Myself and My

Explains how justice is defined in the powers.

− Examines how the Twenty-sixth Amendment sought to extend

WA—Railroads, Reform, Immigration, and U.S.—Fighting for Independence and

Constitutional Issues Constitutional Issues

playground. responsibilities within the of the community. ideals.

Learning About Myself and My Classroom Participating in Our WA—Being Citizens in

Community Community Washington

Whose Rules? You Decide

WA—The Great Depression and World War II U.S.—Entering a New Era

Constitutional Issues Constitutional Issues

Examples: Examples: Examples:

Learning About Myself and My Classroom WA—Being Citizens in

Community Our Community Washington

the three branches of Washington State President and his cabinet.

− Examines how Congress exercised powers outlined

− Examines how President Jefferson used

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

Checks and Balances

Georgia. administration of President Franklin

− Critiques the effectiveness of

U.S.—Reform, Prosperity, and

U.S.—Slavery, Expansion, Removal, and Reform

Checks and Balances Checks and Balances

U.S.—Fighting for Independence and Framing World—International

World—Ancient Civilizations World—Major Societies

(8000 BCE—600 CE) (600—1450)

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

− Evaluates the effectiveness of current campaign finance laws.

CWP—Civic Action and Responsibility

Government Revenue and Responsibility

(8000 BCE—600 CE) Immigration, and Urbanization Relations the Economy

International Relations U.S. Foreign Policy

Component 1.4: Understands civic involvement.

Understands that citizenship Understands that civic Understands that civic

Participating in Our WA—Being Citizens in

Component 1.4: Understands civic involvement.

World—Ancient Civilizations U.S.—Entering a New Era

(8000 BCE—600 CE) (1991—present)

Constitutional Issues Constitutional Issues

Needs and Wants to Statehood Devastation

People on the Move

World—Age of Revolutions U.S.—Reform, Prosperity, and the

(1750—1917) Great Depression (1918—1939)

People on the Move You and the Economy

by people living in the agricultural industry, including the natural

Communities Meeting Their WA—Living in Washington: Its Geography,

Needs and Wants Resources, and the Economy

Meeting Needs and Wants

Component 2.2: Understands how economic systems function.

World—Major Societies Cold War, and CWP—Globalization and the Economy

(600—1450) International Relations

Component 2.2: Understands how economic systems function.

Understands that the economy Understands how trade affected the

Ocean. trading with the French.

− Explains why clothing, toys, − Explains how and why the

− Explains the fur trade system

WA—Living in Washington: Its