In this Wonder of the DayR, learners will be introduced to the French Revolution. They will explore what the French Revolution was,What caused the French Revolution, and What the French Revolution accomplished. 

The WSCSS K-8 Conference was about culturally responsive teaching in Social Studies classrooms. Listen to recorded sessions from Washington educators.

These resources are available for free online viewing.

The Washington C3 Hub is designed to support teachers with high-quality instructional materials aligned to our state learning standards and reflective of the C3 Framework. Here you will find inquiries developed by teachers in districts around the state as well as other helpful materials to help embed proven social studies instructional practices into K-12 classes.

Individual resources from this site can be found in the grade band subfolders. You may also view other states' sites on the main C3 State Hub site located at: http://www.c3teachers.org/state-hubs/

Social studies is a vital component of education in Washington state. The Office of Superintend¬ent of Public Instruction (OSPI) envisions “all students prepared for post-secondary pathways, careers, and civic engagement.” Additionally, the National Council for the Social Studies states, “The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an inter¬dependent world.”

Students who receive quality instruction in social studies are engaged in learning that promotes inquiry and thoughtful civic participation. With this in mind, we are pleased to introduce OSPI’s updated Washington State K–12 Learning Standards for Social Studies. Our hope is that you will find these standards to be rigorous, thoughtful, inquiry-driven, and organized for easy accessibility.

Animal shelters euthanize animals when no one adopts them. According to Joyce, the narrator of this segment, 26,000 dogs a year are picked up by Albuquerque Animal Services. To help find homes for the unwanted pets, Joyce, who is also a photographer, takes pictures of the dogs and posts the pictures on the Internet. She hopes when people see the dogs on the Internet they have an added incentive to come to the shelter to take them home. In this video segment from WILD TV, learn more about Joyce and her efforts to find homes for unwanted pets in Albuquerque. For more about animal shelters, see video segment "Animal Shelter".

In this seminar you will learn about slavery in the 1800’s prior to the Civil War. You will also learn about one brave woman and her journey to freedom using the Underground Railroad. By the end of this seminar you will be able to explain the purpose of the Underground Railroad and the dangers that came along with being a slave.Standards5.1.5.CDescribe the principles and ideals shaping local, state and national government.

In this seminar you will learn about different types of communities. During the activities, you will get to explore the pros and cons of each type of community. You will use this knowledge to compare and contrast the three types of communities. Then you will be in charge of choosing a community type to build a new school in and try to persuade your audience to agree with you!Standards5.2.4.A - Identify individual rights and needs and the rights and needs of others in the classroom, school, and community.

In this lesson, students will define conflict as it relates to Native American land conflict during the early nineteenth century. Students will compare Native Americans' and settlers' perspectives on land. Students will write a narrative writing as a Creek Chief watching the settlers move into their territory, focusing on how this makes them feel and how these events will change the lives of his/her people. This lesson was created in partnership with the Alabama Department of Archives and History.

This article provides links to interactive web sites and lesson plans for teaching about paleontology, dinosaurs, and archaeology in the elementary classroom.

William Weatherford was a Creek leader during the Creek War of 1813-1814. This lesson explores who William Weatherford was as a person, as a Creek leader, and his role in the Creek War of 1813-1814. Students will view a PowerPoint, read an excerpt from an article about William Weatherford from the Encyclopedia of Alabama, share information with peers, and view the engraving of William Weatherford surrendering to Andrew Jackson. At the end of the lesson, the students will draw a conclusion about William Weatherford and support it with evidence from the lesson. This lesson should be done in conjunction with studying the Creek War of 1813-1814 so that his role in this historical event can be better understood. This lesson was created as a part of the Alabama Bicentennial Commission's Curriculum Development Project.

This is a problem-based learning (PBL) for first grade social studies about the importance of rules. Through this project students will learn about rules in the classroom, school, and community. Then to create a list of rules for the classroom, the students will work in groups to create a video or a poster about rules they think should be in place in our classroom.

The Wyoming Student Atlas helps Wyoming's students learn about the human, physical, cultural, and historical geography of their state, while increasing critical thinking skills and spatial awareness. The Wyoming Student Atlas was produced by the Wyoming Geographic Information Science Center (WyGISC) in partnership with the Wyoming Geographic Alliance. The Wyoming Student Atlas is available as a soft cover book, as a digital flipbook, and as a series of science or social studies Web-based interactive story maps which can be used in lesson plans either as self-guided or instructor-guided activities.

Most activities are aligned with Wyoming Social Studies standards (2018) or Wyoming Science Standards (2016).

This lesson will provide students with two primary documents, a drawing of a postal stagecoach and a newspaper article outlining the difficulties of mail delivery. Students will complete a graphic organizer to provide evidence that details a specific perspective described in the documents. Students will examine the cultural and economic aspects of the early nineteenth century and will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences. Students will be able to explain how an author uses reasons and evidence to support particular points of view. This lesson was created in partnership with the Alabama Department of Archives and History.

In this seminar you will learn about some of the rights of a citizen in the United States. You will think about the rights that you have as a citizen and rank their importance according to your beliefs. You will have to use the “remaining open to continuous learning” habit of mind in this seminar. Additionally, you will get to create your own Classroom Bill of Rights!StandardsSS5CG2 Explain the process by which amendments to the U.S. Constitution are made.SS5CG1 Explain how a citizen's rights are protected under the U.S. Constitution.SS5CG1.a. Explain the responsibilities of a citizen.

In this lesson you will learn about some of the rights of a citizen in the United States. You will think about the rights that you have as a citizen and rank their importance according to your beliefs.  Additionally, you will get to create your own Classroom Bill of Rights!Objectives Students will be able to use historical documents and secondary sources to determine the origin and purpose of the United States government.I can make observations about historical documents and connect my observations to secondary source material to draw conclusions about the purpose of government. StandardsColorado Overarching Social Studies Strand: SS.5.4.2: The origins, structures, and functions of the United States government. 

In this seminar you will learn about some of the rights of a citizen in the United States. You will think about the rights that you have as a citizen and rank their importance according to your beliefs. You will have to use the “remaining open to continuous learning” habit of mind in this seminar. Additionally, you will get to create your own Classroom Bill of Rights!Standards5.2.4.A - Identify individual rights and needs and the rights and needs of others in the classroom, school, and community.

Students will analyze a primary document that details items purchased to celebrate the Marquis de Lafayette's tour of Alabama in April 1825. Students will create an invitation to the celebration, including the What, Where, When, Why, What to Bring, and R.S.V.P. Students will include details from the secondary source, as well as the primary document, to include on the invitation. The event will be explained utilizing the format of the invitation. This lesson is part of the SSC3 A+ College Ready training. This lesson was created in partnership with the Alabama Department of Archives and History.

In this video segment from Religion and Ethics Newsweekly, Imam Bashar Arafat, a scholar and interfaith leader in Baltimore, Maryland, describes __Œ‹í‹__zakaat,__Œ‹í‹Œ‹Ű_ an almsgiving tax that Muslims pay annually.