Weekly Pacing Guide Overview

Grade: 7
Subject: Washington State History
Curriculum: Gibbs Smith Education’s Washington Journey, integrated with Since Time Immemorial (Walla Walla Treaty unit) and Boldt Decision CBA
Week Focus: Klondike Gold Rush and Early 20th-century Labor Practices
Class Duration: 45 minutes per lesson
Class Size: 25 Students
Standards Alignment: Common Core State Standards (CCSS) for English Language Arts & History/Social Studies

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Week 1: Washington State History Focus

Day/Date	Topic	Standards (CCSS)	Objectives	Activities	Assessment
Mon (Day 1)	Klondike Gold Rush: Background & Impact	CCSS.ELA-LITERACY.RH.6-8.2: Determine central ideas; RH.6-8.4: Vocabulary in context	Students will describe causes and effects of the Klondike Gold Rush on Washington State history.	1. Engage: Interactive timeline introduction (10 min) – students place key Gold Rush events. 2. Explore: Read & annotate excerpts from primary/secondary sources about the Gold Rush (15 min). 3. Elaborate: Class discussion on economic & cultural impacts in Washington (10 min). 4. Exit Ticket (write 3 key takeaways) (10 min)	Exit ticket responses; participation in discussion.
Wed (Day 2)	Labor Practices in Early 1900s Washington	CCSS.ELA-LITERACY.RH.6-8.3: Identify events & historical sources; SL.7.1: Engage in discussions	Understand struggles of workers, unions, and key labor events in Washington's history.	1. Warm-up: Map review of industrial labor centers in WA (5 min). 2. Mini-lecture: Labor conditions & union movements (10 min). 3. Group Activity: Role-play negotiation between workers and management (20 min). 4. Reflection: Discuss outcomes and modern connections (10 min).	Observation of role-play and reflection notes.
Fri (Day 3)	Walla Walla Treaty Understanding	CCSS.ELA-LITERACY.RH.6-8.1: Cite textual evidence; RH.6-8.9: Compare diverse accounts	Analyze the Walla Walla Treaty from Indigenous and settler perspectives.	1. Hook: Show treaty map & key points (5 min). 2. Read-Aloud: Since Time Immemorial unit excerpts (15 min). 3. Compare & Contrast: Students use Venn Diagram to note differences in perspectives (15 min). 4. Share: Pair-share findings (10 min).	Venn diagrams & paired presentations.
Mon (Next Week) (Day 4)	The Boldt Decision: Impact & Civic Engagement	CCSS.ELA-LITERACY.WHST.6-8.2: Write informative texts; SL.7.4: Present claims logically	Explain the Boldt Decision and its importance to tribal sovereignty and resource rights.	1. Recap: Quick quiz on previous lessons (5 min). 2. Video Clip: Boldt Decision summary (10 min). 3. CBA Prep: Students draft short essays answering “Why was the Boldt Decision a turning point?” (20 min). 4. Peer Review of drafts in small groups (10 min).	Formative assessment via essay draft and peer feedback.

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Detailed Lesson: Monday (Day 1) – Klondike Gold Rush

Standards Addressed

• CCSS.ELA-LITERACY.RH.6-8.2: Determine central ideas or information of a primary or secondary source; summarize supporting details.
• CCSS.ELA-LITERACY.RH.6-8.4: Determine meaning of words and phrases in a historical text.

Learning Objectives

• Describe the causes that led to the Klondike Gold Rush.
• Analyze the economic and cultural impacts on Washington State and local Indigenous communities.
• Use primary/secondary historical sources for evidence-based discussion.

Materials

• Primary source excerpts (letters, newspaper articles) about the Klondike Gold Rush.
• Timeline cards for student activity.
• Chart paper & markers.

Activities Breakdown

1. Engage (10 min): Timeline Activity

   • Students receive shuffled event cards. In groups of five, they sequence the Klondike Gold Rush events, from discovery to economic impacts.
   • Teacher facilitates and clarifies dates/events.

2. Explore (15 min): Source Reading & Annotation

   • Distribute two short primary/secondary excerpts.
   • Students annotate for causes, effects, and unfamiliar words.
   • Guided teacher questioning ensures understanding.

3. Elaborate (10 min): Class Discussion

   • Students share annotations and discuss how the Gold Rush influenced Washington’s economy and indigenous populations.
   • Teacher charts ideas on board, emphasizing varied perspectives.

4. Exit Ticket (10 min): 3 Key Takeaways

   • Students write individually about 3 important facts learned today, citing textual evidence.
   • Collect for formative assessment.

Differentiation

• Provide vocabulary support tickets for ELL or struggling readers.
• Higher-level students tasked with identifying bias or point-of-view in sources.

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Thoughtful Integration Tips

• Use Since Time Immemorial curriculum excerpts to deepen Indigenous viewpoints throughout lessons.
• Anchor all lessons in inquiry: “How does history influence life in Washington State today?”
• Embed SBA-style short answer and writing prompts weekly to build test readiness naturally.
• Incorporate visuals (maps, timelines, role cards) to engage various learning styles.

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If you want, I can also provide the next three detailed lesson plans similar to Day 1 or develop SBA practice questions specifically aligned with these topics!