Early Washington Industries

Unit: Exploring Washington's Geography

Lesson 2 of 2: Understanding Washington's Early Industries
Grade: 7th Grade
Duration: 45 minutes
Class Size: 30 students
Curriculum Alignment: Gibbs Smith Education's Washington Journey & Since Time Immemorial (Walla Walla Treaty unit)
Standards: Common Core State Standards (CCSS) for Literacy in History/Social Studies

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Learning Objectives

By the end of this lesson, students will be able to:

• Analyze how Washington’s geography influenced the emergence of early industries such as fishing, logging, and agriculture.
• Explain the relationship between natural resources and economic development in early Washington state history.
• Collaborate effectively in a jigsaw reading activity to comprehend and teach peers about specific industries.
• Discuss the impact of these industries on migration and settlement patterns.

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Common Core State Standards Alignment

Reading Standards for Literacy in History/Social Studies (Grades 6-8)

• CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
• CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information with other information in print and digital texts.

Speaking and Listening Standards (Grades 6-8)

• CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details.

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Materials Needed

• Printed or digital text packets on early Washington industries (Fishing, Logging, Agriculture) – 6 pages total, 2 pages per industry with visuals, facts, and quotes
• Map of Washington State highlighting resource-rich areas
• Chart paper and markers for each industry group
• Whiteboard or projector for class discussion
• Student notebooks/journals
• Timer/clock

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Lesson Procedure

1. Anticipatory Set (5 minutes)

• Begin by projecting or showing a large map of Washington State’s geography highlighting rivers, forests, and fertile lands.
• Ask students: “How might these natural features influence where people settle and what kinds of jobs they do?”
• Record a few student ideas on the board to activate prior knowledge from Lesson 1 on Washington’s geography.

2. Introduction to Early Industries (5 minutes)

• Briefly introduce the reading packets assigning three key early industries: Fishing, Logging, and Agriculture.
• Explain the objective of the jigsaw activity: each student will become an expert on one industry and then teach their peers.

3. Jigsaw Reading Activity (20 minutes)

• Step 1: Divide students into 9 expert groups of 3-4 students, each group reads one of the three industry texts.
• Step 2: Within expert groups, students read and discuss key takeaways; identify 3 major facts about how geography influenced that industry and its impact on settlement and migration.
• Step 3: Rearrange students into 10 mixed “teacher” groups with one expert from each industry in every group.
• Step 4: Expert students each present their industry’s information using their notes and chart paper.
• Circulate to support and prompt deeper connections such as:
  • How did access to rivers affect fishing industries?
  • What natural resources made logging thrive?
  • Why were certain areas better suited for agriculture?

4. Class Discussion: Natural Resources & Growth (10 minutes)

• Bring the class back together.
• Facilitate a discussion with questions:
  • “What natural resources encouraged people to move to Washington?”
  • “How did these industries shape the communities and population patterns?”
  • “Can you connect these early industries to any today?”
• Use student responses to craft a brief, coherent summary on the board connecting geography, economy, migration, and settlement.

5. Exit Ticket (5 minutes)

• Students respond independently in their notebooks/journals to prompt:
  • “Explain in 2-3 sentences how Washington’s geography influenced one early industry and why that was important to the state’s growth.”
• Collect or review for formative assessment.

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Assessment

• Formative: Participation during the jigsaw, quality of group presentations, and exit tickets demonstrating understanding of geography’s influence on industry.
• Summative: Use this lesson’s knowledge alongside other unit lessons for a cumulative project or test aligned with the Washington Journey curriculum and CBA for Boldt Decision.

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Differentiation Strategies

• Provide audio versions or read-aloud for reading packets to ELL or struggling readers.
• Offer sentence starters for exit ticket (e.g., “Washington’s rivers helped the fishing industry because…”) to scaffold writing.
• Challenge advanced learners to connect early industries to current environmental concerns in Washington and present briefly in discussion.

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Reflection & Next Steps

• Reflect on student engagement and understanding from exit tickets.
• Next lesson can focus on Walla Walla Treaty and tribal interaction with these industries, aligning with Since Time Immemorial curriculum.
• Begin building pacing guide including this lesson as Week 4 in semester plan with links to CBA preparation on Boldt Decision.

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This lesson engages seventh graders using active collaboration, critical thinking around geography and economics, and literacy skills aligned with Common Core standards. The jigsaw format empowers students to become teachers and learners, ensuring deeper content mastery in an interactive and age-appropriate manner.