Fulbright TGC Fellow Unit Plan Template 

Prepared by: Lynne Olmos                                                     School/Location: Mossyrock High School, Mossyrock, WA 

Subject: Washington State History             Grade: 9th        Unit Title: Farm Stories: Washington and the World           Time Needed: Two Weeks 

Unit Summary: Students will learn about the cultural and economic connections our state and its people have with people around the world. They will research the agricultural products that we import and export, and discover the impact our trade and our consumption have on the economies and environments of our own state and beyond. They will examine the interconnectedness of our worlds and question their own understanding of themselves as global citizens. On this journey, they will dig deeply into where the food products they personally consume originate. Likewise, they will track locally produced products (i.e. blueberries and other fruits) end up around the world. They will discover the connections between immigration and our state’s economy, and they will gain a greater understanding of imports, exports, tariffs, and trade wars. Overall, they will understand more thoroughly Washington’s position in the world’s economy while making connections with how people in other parts of the world make their living.

STAGE 1:  Desired Results


Goal 1: WA SS 9-10 Economics Expectation 2.1.1 Analyzes how the costs and benefits of economic choices have shaped events in the world in the past or present.

Goal 2: WA SS 9-10 Economics Expectation 2.2.2 Analyzes how and why countries have specialized in the production of particular goods and services in the past or present.

Goal 3: WA SS 9-10 Economics Expectation 2.4.1

Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability in the past or present.

Goal 4: WA SS 9-10 SS Skills Expectation 5.2.1 Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue, or event.


Investigate the World

Communicate Ideas



Google MyMaps




Washington Council on International Trade http://wcit.org

The United States Census


American Immigration Council


Simply Washington


The World Affairs Council


WA State Department of Agriculture


"Every state's most important international trading partner" Business Insider


"Washington now ranks as No. 1 in America for blueberry production" (Fresh Plaza)


Become a Washivore


Fruit World


Global Blueberry Market


Atlas Coffee Importers


Immigrants in Washington


How WA Farmers Are Safeguarding Migrant Workers


Toward a History of Farm Workers In WA State


Farmworker Justice: Stories from the Field


Seed Map


40 Maps That Explain Food in America


How Far Your Food Travelled to Get to You


WA imports


A Map of Where Your Food Originated May Surprise You (NPR)



Students will be able to independently use their learning to:

T1: investigate the world beyond their immediate environment

T2: recognize their interdependence on the world at large

T3: communicate their understanding effectively



Students will understand that:

U1: People all over the world depend on products grown and created in our state.

U2: Locally, we depend on products produced in many places around the world.

U3: Economic activities around the world impact our shared environment


E1: How is the economy of Washington State interconnected with the rest of the world?

E2: What are some ways that economic activity affects the environment in our state and beyond?

E3: How is human migration affected by economic activity in our state?



Students will know:

K1: major exports created and grown in the state of Washington

K2: major imports consumed in the state of Washington.

K3: environmental impact of economic activities on the state's environment

K4: impact of the economy on human migration in the state of Washington


Students will be able to:

S1: research economic activities and environmental impact in our state and beyond

S2: evaluate sources for validity, authority, timeliness, and usefulness.

S3: thoughtfully connect local issues to global issues.

Stage 2 – Evidence


Evaluation Criteria (Learning target or Student Will Be Able To)

Assessments FOR Learning:

Surveys: Pre- and post surveys will check for knowledge of WA's trade relationships with the world, the economic and/or environmental impact of agricultural activities, and the human connection to the economy, especially regarding immigration and migrant farm labor.

Brainstorms: Students will gather as much information about our state's agricultural exports and imports as they can in a short period of time, broadening their view rapidly. They will also focus on local agriculture, to track products our families produce, i.e. blueberries.

Group Work Observations: Students will exhibit cooperative, collaborative, and inclusive skills as group members, coming to consensus and sharing the work as instructed.

Project Template: Groups of students will plan the project video & presentation, using templates to organize & prioritize their ideas, narrowing the focus.

Students will be able to

1. show increased knowledge and understanding from pre-survey to post.

2. show a broadening view of WA's economy and its connection to the world

3. work collaboratively and effectively to research and gather facts about our state and the world.

4. plan carefully and internalize learning prior to presentations and discussions

Assessments OF Learning:

Project: Groups of students will create a video that demonstrates the impact of an agricultural product of Washington on our state and the world. Visual aids and videos will trace WA exports to their various destinations and demonstrate how our economy is tied to that of other countries.

A rubric will assess three areas: Quality and completeness of the visual display; preparedness and enthusiasm for the presentation; and insight and value of the information gathered. Overall, students will strive to inform and engage their peers with interesting and important information about their topic.

Socratic Seminar: Using their new understanding of WA's global trade, students will discuss the impact of trade on the economy and environment of WA, as well as the impact on our trade partners around the globe. Guiding questions will include: What are some products and industries that are important to the the economy of WA? What are some products and industries that are important to the local economy? In what ways do those industries affect the people of our region? What are some agricultural imports that are important to our state? What makes them important? Where are they from? What impact do those industries and products have on their regions of origin? Each student’s performance during the discussion will be assessed on a three part rubric. The rubric will measure communication skills (as guided by a common classroom protocol), participation using pertinent information, and thoughtful reflection on the entire process.

Reflection: Students will write reflective responses to guided questions, examining their learning throughout the unit and explaining how their understanding of Washington's interconnectedness with the world has changed. Reflections will be scored on three areas- depth of insight, quality of information, and suggestions for further study.

Students will be able to

1. create effective projects to visually display the importance of trade to our state economy

2. confidently present new learning to their peers about the products they researched

3. discuss global trade, WA's economy, and environmental impact of economic activity with increased competency

4. reflect on their personal growth and contributions during the unit

Stage 3 - Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One

1. Students will complete a pre-survey to examine their current understanding of Washington's global economy. They will write about their knowledge of WA’s imports and exports. They will demonstrate their current knowledge of local products that are exported to other countries. They will share what they currently know about migrant farm workers in our region. We will brainstorm our pre-knowledge together. At this point, students with personal stories about agriculture and immigration will be allowed to share their stories. (We have many migrant families, as well as students whose families own and manage farms.)

2. Using the survey concepts, the teacher will lead a full-class discussion about Washington's economy, using selected readings and maps for emphasis. Topics covered by the articles will be local agriculture, top agricultural exports of WA, top agricultural imports of WA, multiple sides of current issues surrounding migrant farm workers.

3. Supplied with a list of websites to explore, the students will research products created in Washington on ChromeBooks, keeping a detailed list of their discoveries and new learnings as they go. They will take note of what products impact our economy the most, and they will focus primarily on the many agricultural products of WA. Meanwhile, the teacher will assist as needed, reminding students of research protocols and verification of quality resources.

4. In groups, students will choose a major agricultural export from Washington to research. They will follow it from its source to its consumption, tracking its impact along the way. The major agricultural exports include blueberries, apples (and other tree fruit), wheat, potatoes, dairy, fish, shellfish, onions, and mint.

5. Groups will complete a planning template for the project, to carefully create visual aids and a video that demonstrates their learning. For the template, they will need to map the origins and destinations of the product , find out who harvests it and who consumes it, research the growing/harvest process using YouTube, and collect illustrations that demonstrate the product’s journey. They will use USDA and state resources to document the economic impact of the product. They will look into possible environment issues associated with the product, as well. Additional activities will be suggested, i.e. contacting representatives of the agricultural industry they are researching, interviewing farm workers, identifying main competitors (other states or countries that produce the same product).

6. Groups will record their presentations as short videos, and then present them to their peers, publishing their visual aids/posters/charts in the public space. The videos will be posted for staff and students to view.

Week Two

1. Students will brainstorm products that are consumed locally, looking at labels on commonly used items in the classroom, in their backpacks, etc. They will choose, individually, a product to trace back to its source. Then they will think of food products they have recently consumed. Are any of them produced outside of the United States?

2. Using ChromeBooks, students will follow a commonly used agricultural product from outside of the U.S. back to its global roots, tracing its impact on its place of origin. If possible, they will search sources that originate in the same country as their chosen product, to gain a local perspective. As a class, we will create a Google MyMaps map of the origins of imported products.

3. The teacher will lead a discussion about the possible impact of economic activities. Using what they have learned, the students will create hypotheses about the products they have researched. What has the environmental impact been of these products? Does it impact us? Of the chosen products, which products do the students feel are “fairly” produced and traded?

4. The teacher will briefly introduce the Sustainable Develop Goals to the class and ask them how it pertains to the study of WA's economy. Using their notes from research, they will consider all that they have learned and how it is tied to global development. What goals are threatened by our economic activity? What goals could potentially be aided by it?

5. Students will participate in a Socratic Seminar in which the guiding questions ask them to discuss the state's role in global agricultural trade, the impact on consumerism on our state, and the impact of economic activities on the environment, both in our state and beyond. Guiding questions will include: What are some products and industries that are important to the the economy of WA? What are some products and industries that are important to the local economy? In what ways do those industries affect the people of our region? What are some agricultural imports that are important to our state? What makes them important? Where are they from? What impact do those industries and products have on their regions of origin?

6. Finally, students will reflect on their learning over the two weeks. They will discuss any new ideas they discovered, anything they found especially interesting, and topics they would like to pursue in the future. They will also examine their own contributions to the learning process. What did they do to encourage others to think deeply about the topic?

TGC FELLOWS UBD Lesson Template

Lesson Title:  Intro to Washington’s Economy             Unit: Washington and the World: Farm Stories  (Day One/Day Two)    

Subject: Washington State History                   Prepared by: Lynne Olmos

Global Competency: Investigate the World

Materials Needed: ChromeBooks, Pre-Unit Surveys, List of Web Resources, selected reading passages (articles about WA produce, diverse articles about immigration and farm labor, personal accounts of farm laborers), maps of WA, handout that details exports and imports of WA from US Census.

Where is the lesson going?

(Learning Targets)

LT 1: Students will learn that people all over the world depend on products grown and created in our state.

LT 2:  Students will understand that Immigration is closely tied to the agricultural economy of WA State


Tailored Differentiation:

Students will use their ChromeBooks, at the beginning of class on day one, to fill out a survey that asks them to reflect on their knowledge of agriculture and economy and WA state. Do they know what is produced in WA? Do they know what we sell to other countries? What products are grown locally? What experience do they personally have with agriculture? After completing their surveys, they will briefly share their answers in their table groups. With the teacher, the class will discuss their pre-knowledge, writing a group brainstorm on a Google Doc. Each table will be provided with printouts of a table of WA imports and exports so they can discuss how it compares with their personal impressions. 

  1. Resources will be selected for readability, and students will be able to self-select. Students who need adapted materials will have access to them, such as in print, or audio/video resources.
  2. Challenging vocabulary will be pre-taught and listed in a shared Google Doc as a glossary. Students can add difficult words as they come across them.


After the initial activity, the teacher will provide links to articles, maps and stories for students to read. These resources will include maps of the origin of agriculture products in WA and articles about immigration, both that are supportive in light of the need for migrant farm workers, as well as those that show the opposing side. Additionally, there will be sources for personal stories of migrant workers, providing first person accounts of people who produce agriculture business in our state. Students will have the rest of the class period to find resources that interest them and begin reading. They will be encouraged to read as many as possible before our next class.

Rethink and revise:

On the second day, students will share their new knowledge at their table groups. A notetaker in each group will record their new learning and surprises. Then, the teacher will begin a discussion to encourage sharing with the whole class. What stood out to them? What was new? At this point, what do they predict about our local agricultural economy? Each table will choose a WA agricultural product for deeper research as the unit progresses.


The teacher will gather and tally survey results on day one, sharing generalized results with the students on day two. Groups will share their notes with others, being accountable for digging in to the resources, both in discussion and with group notes.

Notes: If a lot of migrant students feel compelled to share their experiences, it may require a time extension to honor their stories.


Selected resources will be gathered and shared in Google Docs or as links prior to the lesson. Surveys will be distributed to tables before students arrive.

TGC FELLOWS UBD Lesson Template

Lesson Title:  The Journey of a Product             Unit: Washington and the World: Farm Stories (Days Two - Five)    

Subject: Washington State History                   Prepared by: Lynne Olmos

Global Competency: Investigate the World

Materials Needed: ChromeBooks, List of Web Resources, Project Planning Template, Project Requirements

Where is the lesson going?

(Learning Targets)

LT 1: Students will learn how the economy of WA Stat is interconnected with the rest of the world.

LT 2:  Students will understand how specific agricultural activity affects the environment in our state and beyond.


Tailored Differentiation:

When groups have chosen an agricultural product to research, as a group they will record what they already know about the product and what they predict they will find. Where is it grown/produced? Where is it consume? How important is it to a local economy? Who participates in the growing and harvesting of the product? Once predictions are made, the teacher will distribute the Project Planning Template and a document that explains the requirements of the project. Students will examine these materials and participate in a discussion that addresses any thing they do not understand or that they want to clarify.

  1. Student groups will be assembled intentionally by the teacher, based on how students interact and what their strengths and struggles may be.
  2. We will continue to add to our group glossary document to clarify difficult vocabulary.
  3. Students with agricultural backgrounds will distributed throughout the groups to increase the depth of knowledge at the outset.



The Project Requirements document will give a detailed description of all parts of the project: visual aids, presentation, and video. The Project Planning Template provides space for teams to record how they plan to meet the requirements. The teacher will have a shared Google Doc that lists websites and resources for following a products trail, from field to table. Students can start with those resources and find more on their own. The purpose of the project is to reveal the people and places affected by the product. What is the local impact? What is the international impact? Additionally, one requirement of the project is to find any environmental impact of the product. The visual aids will include maps, illustrations of the stages of the product’s development, and of the people involved in the process. The economic impact of the product must be demonstrated with tables that record the export amounts over the last five years. Students can take it as far as they want, discovering production costs, tariffs, shipping, distribution, or anything else they find to be interesting about the process. Finally, all groups will need access to a video camera and editing program. They will have two days of research and planning, then one day to create visual aids. The final day will be for rehearsing and filming a short video of their presentation. Presentations should range between three and four minutes.

Throughout the planning, research, and producing phases, the teacher will be on hand to guide, assist, and redirect as needed.

Rethink and revise:

At the end of the project, each group will have visual aids that they use in the video, along with a verbal presentation. They can creatively add action or creative photography to their work as well. The teacher will encourage them to always have the economic and environmental  impact of the product at the forefront of their research and planning. Additionally, the students will be reminded of prior lessons on the validity, authority, and reliability of resources on the internet. If students want to conduct interviews with farmers or farm workers, the teacher will support those activities directly, guiding them through the creation of interview questions.


The filmed presentations will be shared with all of the student groups and posted on the school website. The visual aids will be hung for all students in the building to see. Students will self-evaluate their projects, and the teacher will use a scoring rubric (provided with the project handout). The rubric will assess three areas: quality and completeness of the visual display; preparedness and enthusiasm for the presentation; and insight and value of the information gathered.

Notes: This project can extend one day, if more time is needed, depending on interruptions. At the beginning of the project, student volunteers in each group will be identified as video editors, according to prior knowledge. However, the editing will be done in class, to include as many students as possible, spreading that knowledge.

Students with connections in local agriculture will be encouraged to identify individuals involved in local agribusiness for possible interviews.


Selected resources will be gathered and shared in Google Docs or as links prior to the lesson. Materials for visual aids will be readily available in the classroom.