If+the+River+Could+Speak

The Spokane River existed long before the streets and businesses surrounding it did, and today it makes up an important part of the local scenery as it curls through town, under bridges and along side Centennial Trail. It is not always clear how the Spokane River informs our daily activity, but for many centuries, it has, and many generations have relied on this river for basic survival and societal growth. Through the readings and activities included in this unit, students will learn about this history and the nature of human interaction with the Spokane River over time. From this knowledge, students will move toward a response to the current state of the River, addressing both our responsible and problematic uses of the River today and creatively responding to the ways in which the health and longevity of the Spokane River depends on us.
 * Snapshot of the Unit:**

7th/Social Studies
 * Grade/Subject:**

WA State Social Studies Standard 3.1.2 Understands and analyzes physical and cultural characteristics of places and regions in the United States from the past or in the present.
 * Common Core Standard(s):**

[|CCSS.ELA-LITERACY.RH.6-8.1] Cite specific textual evidence to support analysis of primary and secondary sources.

[|CCSS.ELA-LITERACY.RH.6-8.4] Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

ELP 7.1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
 * English Language Proficiency Standards:**

ELP 7.8 Determine the meaning of words and phrases in oral presentations and literary and informational text


 * Unit Objectives**
 * Content:
 * Students will be able to identify several ways in which humans interacted with the river throughout history, and
 * Students will be able to make predictions and goals about the future of the Spokane River.
 * Language:
 * Students will be able to define terms such as ecology, pollution, environment, settlement, animism, perspective.
 * Literacy:
 * Students will be able to identify various forms of written text by the purposes they serve, and
 * Students will be able to write a historical narrative from the perspective of the river


 * Text Set**


 * Unit Components:** (arrange these in the suggested order of implementation)
 * Introductory Activity: [[file:IntroductoryActivity.docx]]
 * Narrative Text:[[file:NarrativeTextActivityGuide.docx]]
 * Informational Text:[[file:InformationalTextActivityGuide.docx]]
 * Informal Writing Activity:[[file:Informal Writing Project-Spokane River.docx]]
 * Video/Song:[[file:VideoSongActivityGuide.docx]]
 * Formal Writing Activity:[[file:FormalWritingTaskActivityGuide--River Perspective.docx]]
 * Culminating Project:[[file:CulminatingProject.docx]]


 * Created By:**

Greg Maechler: Greg is in his second year of the Master in Initial Teaching program at Gonzaga University. He has a B.A in History from Washington State University. Greg is working towards his endorsements in Social Studies and English Language Development in Secondary Education.

Jordan Jackson is an MIT graduate student at Gonzaga University. She received a BA in History from Eastern Washington University in 2012. When Jordan graduates from Gonzaga in 2016 she will be a WA state certified educator with endorsements in Social Studies and English Language Development.

Kala Grover is an MIT graduate student at Gonzaga University, and is hoping to teach English literature, creative writing, and English as a second language.