History/Social Studies

Applicable Washington State Standards: 

H2.6-8.1: Explain and analyze how individuals, movements, cultural and ethnic groups, and technology from past civilizations have shaped world history.

H3.6-8.2: Analyze multiple causal factors to create and support a claim about major events in world history.

Lesson Idea, Grade 6:

One of the central ideas in sixth grade social studies is early civilization and ancient history, like ancient Greece and ancient Egypt. This is giving students a base understanding of what a civilization is and how the actions of our predecessors influence the societies of our present. With this in mind, students must develop an understanding of how agriculture was an integral part of moving from a hunter/gatherer style of society to a true civilization as we define it now (state standard H2.6-8.1, H3.6-8.2). The agricultural revolution would be a starting place for satisfying these standards, as it would offer some causality to students regarding how civilizations are formed by farming and changes to food systems. With the agricultural revolution, educators could ask students to research how and where certain crops were cultivated, additionally having some sort of competitive aspect in which students could look at an early example of a crop as opposed to a present day example (e.g. corn or tomatoes). For a more advanced option, the idea of culture could be introduced through food and crops, having students make connections between cultural values of a civilization and the way in which they gain access to food.

Applicable Washington State Standards:

H3.6-8.3: Explain, analyze, and develop an argument about how Washington state has been impacted by: individuals and movements, cultures and cultural groups, technology and ideas.

Lesson Idea, Grade 7:

Social studies in seventh grade focuses on Washington state history and includes the Since Time Immemorial curriculum. Students are learning about the history of the state through different events and cultural movements. With this, they begin to grasp how individuals and technology can determine how our state has grown and changed over time (H3.6-8.3). Through the Since Time Immemorial curriculum, students will begin to understand how indigenous cultures were impacted by colonialism in the state, as well as how indigenous groups tended to the land before the arrival of white settlers. In order to enhance this curriculum, and examination of agricultural practices performed by indigenous people of the Salish sea could offer students a more in-depth view of the indigenous history and culture. This could introduce a class wide discussion regarding the connection between food and power, specifically how indigenous tribes did or did not experience food sovereignty following the arrival of settlers.

Applicable Washington State Standards:

H2.6-8.6: Explain and analyze how cultures and cultural and ethnic groups have contributed to United States history (1763-1877).

H2.6-8.7: Explain and analyze how technology and ideas have impacted United States history (1763-1877).

Lesson Idea, Grade 8:

Eighth grade social studies moves from Washington state and Since Time Immemorial to the overall history of the United States, beginning with the arrival of English colonists and going through the writing of the constitution. With themes like colonialism, agriculture can easily be integrated as a part of this subject. Students could examine how agricultural practices were influenced for the good or bad by the establishment of colonies. Specifically, how did societal changes cause changes in the food system? Additionally, they could be asked to compare our modern society and agricultural systems with colonial era systems. These questions and ideas satisfy state standards H2.6-8.6 and H2.6-8.7. Through this analysis, students will also begin to understand how agriculture was a method of control (shown through slavery and attacking of indigenous crops), as well as a motivator for independence (not relying on the British anymore for food and control over their economy). 

Applicable Washington State Standards:

H1.11-12.1: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

H1.11-12.2: Design questions generated about individuals and groups that assess how the significance of their actions changes over time and is shaped by the historical context.

Lesson Idea: 

US history in the high school setting picks up where 8th grade social studies stops, focusing on the period of industrialization after the Civil War and the reconstruction era. Additionally, students learn about the world wards and the entirety of the 20th century, through the Great Depression, the Cold War, to the present day. In order to satisfy the standards H1.11-12.1 and H1.11-12.2, students could be asked about agricultural revolutions here in the United States, with a specific lens examining civil rights leaders like Dolores Huerta and Cesar Chavez and the need for the UFWA. Additionally, as students begin to learn about the economy and associated systems, educators could ask them to find some benefits and drawbacks to local versus large scale industry, with an emphasis on large scale farms as opposed to smaller, local farms. Using a hands-on model like a school garden or an urban farm could introduce the idea of food sovereignty, while also allowing students to experiment with a new medium (farming).

Applicable Washington State Standards:

H1.9-10.1: Analyze change and continuity within a historical time period.

H1.9-10.3: Design questions generated about individuals and groups that assess how the significance of their actions changes over time.

Lesson Idea:

World history in high school goes deeper than just explaining the events of history, but rather the more abstract ideas that fuel the happenings in the world. Ideas like capitalism, nationalism, racism, classism, and power are main topics backing the teaching of history in this context. The abstract nature of this topic affords teachers the flexibility to use agriculture as a teaching tool for this subject. To get some first hand agriculture experience, teachers could ask students to understand how food and power have historically interacted, maybe even using our current food systems as a model to understand this history. Agriculture is also a strong example of how developments occur in one historical period, something that can adequately represent state standard H1.9-10.1 and H1.9-10.3. In these standards, students are asked to understand how changes occur over time, specifically with regards to individuals and groups. Educators could ask students how farming practices and food systems developed during a historical era, as well as how the presence of agriculture has shaped our history.