Pacific Northwest (PNW) History

Pacific Northwest (PNW) History

Mercer Island School District

POLICIES AND REQUIREMENTS

Establish a consistent schedule to work daily. This practice provides the student the opportunity for maximum revision, interaction with the teacher if/as necessary and successful completion of his/her work-study plan and completion of the course within the specified time allowed.

Academic integrity is essential to learning. Each student is expected to complete his/her own work. Copying, plagiarizing, cheating or other methods of intentional deception are prohibited and may result in no credit for the assignment or failing of the course.

Expectations for assignment and course completion: Students assume the major responsibility to be self-motivated, and to stay on target with the class requirements. All work for the course must be completed and must be completed within the specified time period. Use your online gradebook and checklist to monitor required assignments to ensure success. Don’t assume your assignment has been received unless the instructor has confirmed receipt.

Students will be given the feedback needed to revise assignments to meet standards. Students who wait until the end of the session to turn in the majority of their assignments lose this opportunity and risk successful completion of the course.

Email and software agreements: Students, in taking this online course, agree to maintain electronic integrity and face disciplinary measures if they do not abide by his/her promise.

Have the computer hardware and software necessary for the class work: Internet access, word processing program, and access to a scanner (optional) to create final project electronically. Some activities will require paper and pencil or art supplies such as colored pencils or paints to create maps, illustrations, timelines, charts, etc. Be prepared with the supplies you may need before you begin an assignment. It is possible to complete all assignments electronically depending on the types of graphic programs you have available to you. Videos can be viewed through a checkout process at the IMS library.

Contact Requirements: You are expected to submit work within the timeframes established for each section. You are also expected to communicate with your teacher when further clarification is needed regarding assignments. Ask for assistance when you need it, and respond to e-mails from your teacher. If you are having trouble keeping up with the checklist email your teacher immediately. Your teacher may be able to make adjustments to intermediate deadlines if there are extenuating circumstances that cause you to miss a deadline. Otherwise you will be penalized by 5% per each school day that an assignment is late. Don’t delay in your communications. If you’re unable to meet these expectations, you will be dropped from the class for lack of participation.

EXPECTATIONS--

Students taking this class are expected to:

1. Submit at least one assignment per week and NOT wait until the deadline to submit work.

2. Stay in contact with his/her instructor on an as-needed basis—to state progress being made or ask for clarification.

3. Have the computer hardware and software necessary for the class work.

4. Communicate in Standard English. “e-english,” the informal, lower-case, run-together communications used in chat rooms, is appropriate for the audiences and purposes of some e-mail. It is NOT, however, appropriate for communicating with an instructor in class.

5. Turn in original work. The consequences for intentional deception (copying, plagiarism, cheating, using someone else’s work) may result in:

a. No credit for the assignment.

b. Parent contact.

c. Failing the course.

6. Do your very best work at all times.

7. Proceed at a steady pace toward finishing the class.

8. Have fun writing, reading, and learning!!

Individual Work-Study Plan Checklist: Following course syllabus is essential to achieving success in this course. It is expected that you will begin following your Work-Study Plan following the first few days of communicating with your instructor—the first formal contact after signing up for the course.

To earn credit for Pacific Northwest (PNW) History, students taking this course will:

· Complete all course requirements.

· Complete the required assignments in each of the 8 areas of study.

· Visit the Washington State History Museum (WSHM) in Tacoma.

o Complete the WASHM Packet.

o 1911 Pacific Ave., Tacoma (253) 272-3500.

· Complete at least one local and one statewide Walkabout in addition to the Washington State History Museum.

· Keep a weekly assignment log.

· Complete a culminating project.

Keep all PNW History work in one binder (portfolio) divided into 10 labeled sections:

Labels will be ‘General’, ‘Journal’ and the 8 Areas of Study.

Put the WSH Log Sheet in the front of your binder.

· Cite all books, Internet sites, articles used to complete all work.

· An excellent guide to citing sources is available at the MIHS library website. Choose the MLA Bibliography Format link at the bottom of the page. http://www.misd.k12.wa.us/schools/hs/library/library.html

AREAS OF STUDY:

Keywords: In many of the units the student will be required to complete keywords. The intent is to practice the important skills of gathering information on the subject, making sense of it, and summarizing it in your own words. Here is a sample key word.

Governor Isaac Stevens became the first governor of Washington Territory in 1853. Part of his job description was to act as Superintendent of Indian Affairs for the region. He negotiated treaties with most of the Indian tribes in Washington Territory, moving most to reservations. The Indians “were never allowed to actually negotiate but were forced to accept conditions the whites laid upon them.” (Washington State, p. 120) When the Indians, who disliked the treaties, began to fight they were dealt with harshly. In the end, however, the Indians got more from Governor Stevens than originally thought. In 1974, the phrase ‘in common with’, which was included by Governor Stevens in the treaties, convinced Judge Boldt to award present-day Indians one-half of the entire salmon harvest. (Textbook – Washington State, pp. 116 – 124, 203-205)

Cite sources, take notes, turn in your notes, and make sure your end product reflects the research gathered in those notes.

Resources:

· ALL ASSIGNMENTS/WORKSHEETS ARE AVAILABLE ONLINE.

· Students are encouraged to use a variety of resources. A student must demonstrate the knowledge gained, and connect the activity to Washington State history.

· Videos/DVD’s will be available for viewing through a check-out process at the IMS Library.

· Internet – Don’t rely exclusively on Internet sites. When you use the Internet, make notes to turn in with your assignments. Do not copy. Evaluate the information’s usefulness. Always cite sources.

· Individual experiences of experts, parents and self.

· Walkabouts (Attach a receipt, postcard, photo, or brochure.)

· Fill out a Historical Walkabout Sheet for each outing. Connect the site you visited to Washington State history.

GOALS—Grade Level Expectations (GLEs)—Washington State History and Geography:

Student grades will be based upon measurable products (i.e. videos, tests, writings, etc.) that challenge your ability to express your own understanding of the essential questions/enduring understandings. As much as possible, student scores will be deliberate in addressing grade level expectations (GLEs) within the enduring understandings established for each of the four components of Washington State History and Geography: geography, civics, economics and history. The primary GLEs along with the Culminating Project that is also expected to be completed prior to the end of the semester.

WALKABOUTS

Designed to help you investigate the area in which you live. Go with a friend or family member for more fun. Fill out the forms for each walkabout and take a picture or collect a souvenir. When possible, plan ahead by calling for a Tourist Brochure or use the Internet to research your destination.

It is mandatory to go on one (1) local Walkabout and one (1) Statewide Walkabout AND to go to the Washington HISTORICAL MUSEUM in Tacoma 1911 Pacific Ave., Tacoma (253)-272-3500

Walkabout Resources:

Seattle: The Pocket guide to Seattle by Duse McLean

The Pioneers of Lake View by Robert Ferguson

State: Exploring Washington’s Past by Ruth Kirk and Carmela Alexander

Natural Wonders of Washington by Archie Satterfield.

Statewide: Local:

Mt. St. Helens Volcanic Monument MI Pioneer Park

Mt. Rainier National Park MI Lid with Art Work

Olympic National Park MI Sculptures

Ginko Petrified Forest MI City Hall

Grand Coulee Dam area MI Community Center

Lake Ozette/Olympic Nat’l Park coast Wing Luke Museum

San Juan islands Seattle Art Museum

Olympia/state capital area Frye Art Museum

Snoqualmie Falls Children’s Museum

Boeing Everett tour Seattle Pioneer Square

Olympia capital area Seattle Klondike Museum

Gog-Le-Hi-Te Wetland in Tacoma Seattle Waterfall Park

Fort Nisqually at Point Defiance Park Seattle Fremont District

Leavenworth Seattle Wallingford District

Winthrop Seattle International District

Fort Clatsop Pike Place Market

End of the Trail Park in Baker, OR Safeco Field Tour

Whitman Mission near Walla Walla Pioneer Square Underground Tour

Nisqually National Wildlife Refuge University of WA

Arboretum/Japanese Gardens

(Seattle Center)

Local: Discovery Park

Bellevue Art Museum Daybreak Star Indian Center

Renton Coal Creek Trail (Hiram Chittenden Locks)

Bellevue Downtown Park Pacific Science Center

Mercer Slough Seattle Aquarium

Bellevue Doll Museum Boeing Museum of Flight

Seattle Wooden Boat Center

Lake View Cemetery

W. Seattle-Alki, Monument, Lighthouse

Woodland Park Zoo

Burke Gilman Trail

Bellevue Botanical Garden

Remember to take pictures or buy postcards. Bellevue Nature Trails

CULMINATING PROJECT—SELECTIONS & GUIDELINES

Now that you’ve completed your studies in PNW History, you are expected to complete a special project that demonstrates what you’ve learned—be creative, using graphs, charts, writing, power point, video or any other creative means—use one or more of the following activities as a guide:

NATIVE AMERICANS

Essential Question:

· What challenges face the Native Americans of Washington State today? How can citizens work to address these challenges?

· What impact did the development of Washington State have on the different cultural groups?

The following are Prompts to assist you in determining what information you will use to demonstrate your knowledge about the essential Question:

G 1.2.2b Analyze human spatial patterns emerge from natural processes

G 2.1.1 Use observation, maps, and other tools to identify, compare, and contrast the physical characteristics of places and regions.

G.2.1.2—Identify, compare, and contrast the physical characteristics of places and regions (e.g., wildlife, vegetation, climate, natural hazards, and water ways) (Location Region, Place).

G 3.1 Identify and examine people’s interaction with and impact on the environment.

G.3.2—Analyze how the environment & environmental changes affect people.

G.3.2.2a—Demonstrate how physical environment impacts how and where people live and work.

G 3.1.2a Analyze the different ways that people use the environment, identify the consequences of use, and consider possible alternatives (Human/Environment Interaction, Region)

G 3.1.2b Demonstrate how the actions and interactions of human societies affect and are affected by the environment with regard to air, water, and land issues.

EXPLORATION AND EXPLORERS

SETTLEMENTS & SETTLERS

Essential Question:

· How does the movement of ideas, goods, and people affect cultures (those of native Americans and/or as those representing the countries conducting trade?

· What are the key industries of Washington State, past and present?