All Hands on Deck

All Hands on Deck: Learning Adventures Aboard "Old Ironsides" and Washington State EALRs

History

K-5
1.1.1a : Group personal, local, state and national events in terms of past, present, and future, and place in proper sequence on a timeline.

First, Second, Third…, making a time line (18)
Wheel of Change, observing detail and understanding a process (103)

US1.2.1: Describe and compare patterns of life over time in the following historical periods: U.S. Expansion (1776-1850)

Let’s Decide, a role-playing activity (10)

1.3.1 Describe the contributions of people from various cultural groups to the development of local, Washington State, and U.S. History

World Exploring, understanding other places, other cultures (97)

2.1.1 Explain how an idea has affected the way people live

Let’s Decide, a role-playing activity (10)

2.2.1 Describe instances in which new technology has led to changes in values, beliefs, and attitudes

What Floats, What Sails? learning by experimentation, trial and error (25)
Constitution Collage, making a collage (31)
Cannon Ball Competition, understanding physical properties and relationships (37)

6-8
1.1.2a Group events and individuals by broadly defined historical eras and develop related timelines; compare and contrast different cultural measurements of time

What Happened When? creating a time line (22)

1.1.2b Using evidence for support, identify, analyze, and explain possible causal factors contributing to given historical events

Understanding Freedom (11)

US1.2.2 Identify and analyze major issues, people, and events in U.S. history from the Revolution to 1900 including: Revolution, Constitution, and New Nation (1763-1820) & Expansion and Reform (1801-1861)

Understanding Freedom (11)
Victory in the News, reading an historical, secondary source (62)
Eyewitness Account, reading a primary source (63)
Hear Ye, Hear Ye! writing a broadside (69)

US2.2.2 Interpret how changing technologies have shaped ideas and attitudes, and analyze the impact of ideas and technological developments on society and culture

Inside Constitution’s Hull, making a diagram (26)
Acre of Sail…Almost, making a table (33)
Sink or Sail? computing Constitution's immersion factor (38)
Blast Away, describing a sequence (39)

9-10
1.1.3b Compare and evaluate competing historical narratives, analyze multiple perspectives, and challenge arguments of historical inevitability

Does America Need Warships? comparing yesterday and today (22)
Evaluating, Taking and Defending a Position, holding a debate (22)
Personal Observation, writing an eyewitness account (64)

WH1.2.3 Identify and analyze major concepts, people, and events in world history from 1600 to the present including: Age of Revolutions (1750-1914)

Personal Observation, writing an eyewitness account (64)
Striking Parallels in History, compare and contrast (58)
What a Glorious/Tragic Day! working with rhyme and meter (70)

2.1.3 Compare and analyze major ideas in different places, times, and cultures, and how those ideas have brought about continuity, change, or conflict

Does America Need Warships? comparing yesterday and today (22)
Evaluating, Taking and Defending a Position, holding a debate (22)
To Fight or Not to Fight, class discussion (58)

11
1.2 Understand events, trends, individuals and movements shaping United States, world, and Washington State History

Does America Need Warships? comparing yesterday and today (22)
To Fight or Not to Fight, class discussion (58)
What a Glorious/Tragic Day! working with rhyme and meter (70)

WH1.2.3 Identify and analyze major concepts, people, and events in world history from 1600 to the present including: Age of Revolutions (1750-1914)

Personal Observation, writing an eyewitness account (64)
Striking Parallels in History, compare and contrast (58)
What a Glorious/Tragic Day! working with rhyme and meter (70)

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Social Studies Skills

K-5
1.1.1d Locate particular facts in social studies documents, identify the main idea

Good News, Bad News, writing a broadside, working with rhyme (67)

1.1.1e Locate data into graphic organizers

First, Second, Third…, making a time line (18)
Cannon Ball Competition, understanding physical properties and relationships (37)

1.1.1f Create a product that demonstrates understanding of information and responds to central questions; present product to a meaningful audience

Good News, Bad News, writing a broadside, working with rhyme (67)

2.1.1a Communicate own feelings and beliefs; listen to viewpoints on social studies issues

Let’s Decide, a role-playing activity (10)
Good Luck, Bad Luck, writing about personal experience (67)
What is Boasting? class discussion (61)

2.1.1b Identify roles of different members of a group, serve in different roles in a group

Coloring, Counting and Chain of Command, putting objects in order (42)

3.1.2c Compare advantages and disadvantages, suggest solutions, decide appropriate course of action

Let’s Decide, a role-playing activity (10)

3.1.2e Group human and natural events into broadly defined eras and place in proper sequence on a timeline

First, Second, Third…, making a time line (18)

6-8
1.1.2b Identify key words, develop search strategies; located appropriate and varied information sources; distinguish between primary and secondary sources

Victory in the News, reading an historical, secondary source (62)
Eyewitness Account, reading a primary source (63)

1.1.2c Identify the time, place, audience, purpose, and form of a source

Victory in the News, reading an historical, secondary source (62)
Hear Ye, Hear Ye! writing a broadside (69)
Eyewitness Account, reading a primary source (63)

1.1.2d Recognize relevant facts and ideas in social studies documents; evaluate bias of sources/authors; classify information as fact/opinion

Victory in the News, reading an historical, secondary source (62)
A Personal Point of View, conveying the facts (57)

1.1.2e Take notes, paraphrase, summarize, enter data

A Navy of Six, reading a table (21)
What Happened When? creating a time line (22)
Acre of Sail…Almost, making a table (33)
Sink or Sail? computing Constitution's immersion factor (38)

2.1.2a Articulate a particular perspective/value orientation; demonstrate content knowledge; listen critically and build upon the ideas of others

Victory in the News, reading an historical, secondary source (62)
Eyewitness Account, reading a primary source (63)

3.1.3b Distinguish between fact, opinion, and reasoned argument; clarify time, point of view and purpose; recognize stereotypes, clichés, bias, and propaganda techniques; identify message and target audience of narrative and documents to determine credibility and authenticity

Victory in the News, reading an historical, secondary source (62)
Eyewitness Account, reading a primary source (63)
Hear Ye, Hear Ye! writing a broadside (69)
Poetry Power, understanding the power of words (104)

3.1.3c Compare advantages and disadvantages, suggest alternate solutions; predict probable consequences, provide evidence to justify best solution

Understanding Freedom (11)

3.1.3d Analyze and evaluate the impact of ideas, events, and/or people on groups, environments, economic systems, and/or subsequent events

Understanding Freedom (11)
Poetry Power, understanding the power of words (104)

3.1.3f Reconstruct and express others’ point of view, highlighting and historic, geographic, civic or economic perspective

Victory in the News, reading an historical, secondary source (62)
Eyewitness Account, reading a primary source (63)

9-10
1.1.3a Formulate a thesis statement in the social studies that examines whys as well as hows

Evaluating, Taking and Defending a Position, holding a debate (22)
Change for the Better or Worse? conducting a panel discussion (40)

1.1.3b Identify key words; use advanced search strategies; independently locate appropriate and varied information sources; evaluate primary/secondary sources

Fulton: No Folly to Brits, interpreting a political cartoon (64)
Personal Observation, writing an eyewitness account (64)

1.1.3e Produce and interpret outlines, charts, graphs, maps, tables, timelines, and decision-making grids that explain problems and/or construct solutions

A Tax on Walking Sticks, making a table, creating math problems (28)
Eyes on the Prize, computing prize money (88)

2.1.3a Voice original ideas; demonstrate content knowledge; persuade audience; listen critically and build upon the ideas of others; ask clarifying questions and challenge statements of others; negotiate and compromise

Does America Need Warships? comparing yesterday and today (22)
Evaluating, Taking and Defending a Position, holding a debate (22)
To Fight or Not to Fight, class discussion (58)

2.1.3b Participate in developing group process, persuade, compromise, debate, resolve conflicts, and negotiate differences

Evaluating, Taking and Defending a Position, holding a debate (22)
Change for the Better or Worse? conducting a panel discussion (40)

3.1.4a Identify central issue; formulate appropriate questions; identify multiple perspectives; compare and contrast; validate data using multiple sources; determine relevant information; paraphrase problem

Does America Need Warships? comparing yesterday and today (22)
To Fight or Not to Fight, class discussion (58)

3.1.4b Distinguish between fact, opinion, and reasoned argument; clarify point of view and context; identify assumptions and fallacies, recognize stereotypes, clichés, bias, and propaganda techniques; evaluate accuracy and timeliness of information; determine main message and identify target audience; analyze credibility and authenticity

Fulton: No Folly to Brits, interpreting a political cartoon (64)
Personal Observation, writing an eyewitness account (64)

3.1.4f Reconstruct and express multiple points of view and integrate an historic, geographic, civic, or economic perspective

Does America Need Warships? comparing yesterday and today (22)
Evaluating, Taking and Defending a Position, holding a debate (22)
To Fight or Not to Fight, class discussion (58)
Change for the Better or Worse? conducting a panel discussion (40)