Washington Statehood Journey

Lesson 3 of 3: Washington Becomes a State

Duration: 45 minutes

Grade: 7

Unit: From Treaties to Statehood

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OVERVIEW

In this culminating lesson, students will explore how Washington transitioned from a territory to the 42nd state of the United States. Emphasis will be placed on the role of treaties between Native American tribes and the U.S. government, particularly focusing on the Walla Walla Treaty, and how these agreements influenced statehood. Students will connect historical events to broader themes of negotiation, sovereignty, and state formation.

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LEARNING OBJECTIVES

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

• Explain the process and significant events that led to Washington’s admission as a state in 1889.
• Analyze the impact of Native American treaties on Washington’s path to statehood, with specific reference to the Walla Walla Treaty (1855).
• Evaluate multiple perspectives in historical events, including those of Native Americans and settlers.
• Use evidence from primary and secondary sources to support responses to the guiding question: How did Washington become a state?

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STANDARDS ALIGNMENT

Common Core State Standards (CCSS) – Social Studies and Literacy

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.6-8.3

• Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how Washington became a state).

CCSS.ELA-LITERACY.WHST.6-8.9

• Draw evidence from informational texts to support analysis, reflection, and research.

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MATERIALS

• Printed excerpts of the Walla Walla Treaty (simplified summary for 7th grade)
• Timeline handout of Washington territorial milestones leading to statehood
• Primary source visuals: photographs of key figures, treaty documents, and Washington’s first statehood celebration
• Whiteboard or chart paper for group work
• Student notebooks/journals

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LESSON PROCEDURE

1. Warm-Up (5 minutes)

• Prompt: “Think about why a group of people might want to create a new state. What challenges might they face?”
• Students write a quick journal response (2-3 sentences).
• Share 2-3 student ideas aloud to build context.

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2. Direct Instruction: Historical Context (10 minutes)

• Teacher introduces the timeline from Washington Territory (est. 1853) to statehood (1889), emphasizing key events: treaty negotiations, population growth, political changes.
• Use visuals to show maps before and after statehood.
• Briefly explain treaties with Native tribes, focusing on the Walla Walla Treaty, highlighting terms and impacts.
• Connect to broader themes: land negotiation, sovereignty, and American expansion.

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3. Source Analysis Activity (15 minutes)

• Divide students into small groups of 4-5.
• Each group receives:
  • A simplified summary of the Walla Walla Treaty.
  • Timeline handout with statehood milestones.
  • Primary source images.
• Task: Analyze the documents and discuss:
  • What promises or agreements were made in the treaty?
  • How might this treaty have affected relations between tribes and settlers?
  • How do these events contribute to the path toward statehood?
• Groups prepare 2-3 bullet points to share.
• Teacher circulates, prompting deeper thinking (ex: “How do you think Native Americans felt about these agreements?”).

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4. Group Sharing and Whole-Class Discussion (10 minutes)

• Each group shares their key points.
• Teacher facilitates a guided discussion centered around the question: How did Washington become a state?
• Chart class responses emphasizing treaty roles, negotiations, population growth, and political organizing.

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5. Closing Reflection and Assessment (5 minutes)

• Students individually write a brief paragraph answering:
  How did Native American treaties influence Washington’s journey to statehood? Include one specific example from today’s lesson.
• Collect responses for formative assessment of understanding.

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EXTENSION / HOMEWORK (Optional)

• Research the Boldt Decision and write 3 facts about how it affected Native fishing rights in Washington—a preview for upcoming unit content related to tribal sovereignty and state law.

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TEACHER NOTES

• Adjust primary source complexity based on student reading levels.
• Use visuals heavily—maps and photos—to support diverse learners.
• Emphasize multiple perspectives to deepen empathy and critical thinking.
• Connect this lesson back to previous lessons in the unit on treaties and territorial changes to synthesize learning.

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This lesson is designed to conclude your unit effectively, reinforcing key content while aligning squarely with Common Core standards, advancing both historical understanding and literacy skills in critical analysis of sources.