Annotated+Bibliographies

**Place-Based Education**
 * __Whatcom__** **__County and other Local Counties__**

This article starts with a thorough description of the Bellingham region geography in the early 1900's and then continues to list 212 species and sub-species of birds observed in the Bellingham Bay area over a period of 18 years. This article could serve as a wonderful foundation for place-based education because students could take a field trip to Bellingham Bay to go bird-watching. Students could compare and contrast the species of birds seen in the early 20th century with the birds seen now. //(Whatcom County - Place-Based Education) Laura Southern//
 * Edson, J.M. (1908). Birds of the Bellingham Bay region. //The Auk//, //25//(4), 428-439.**


 * Schaaf, Sherry. (2005) "How CLEAN is the River?" Science and Children. Feb. 2005 42, 5; pgs.18-22.**
 * (*) This article tells of the place based education that an elementary school completed in Forks, Washington. It discusses the issues related to Salmon protection. Specifically this article includes water quality, economy, and the environment. This article shows the reader exactly the process this class used to study Salmon protection; from hatching to releasing all each intermediate step. Though the article discusses an area not specifically within Whatcom County the situation is strikingly similar to place based education that occurs at many schools within the Bellingham School District. For example, Parkview Elementary is involved in a Salmon program each year. ** ** This article received a star because it is a clear example of place based education that can be effectively applied in (Whatcom County - Place Based Education)** (Jessica Koehn)

(Skagit County, Place-Based Education)
 * Hays, S. (1987). LaConner school cross-cultural experiment.** **//Journal of Rural and Small Schools//**, **//2//**(1), 10-17.
 * Taking into account the tribal roots of the region, the LaConner School District implemented a junior high curriculum that gave students the opportunity to study the ways in which aboriginal people used the cedar tree. Hays reveals how the district incorporated school staff, students, and Swinomish tribe leaders in this place-based, cross-curricular education project .** (Laura McKenney)

A very important placebased issue in Whatcom County is the quality of our drinking water and the measures officials are taking in caring for it. This article gives some information about the use of Geographic Information Systems in insuring the quality of our drinking water from Lake Whatcom. Information about the extra care and maintinence this kind of technology requries is outlined, and due to these extra responsibilities, many cities are less willing to use it. The article also outlines potential benefits for the use of this system. This would be a great article for teachers to build some background knowledge in order to construct a unit on the issue of drinking water in Whatcom County for middle school students. (Whatcom county - Placed based Education) Jessica Flanick
 * Miller, Chris. (2007) "Introduction and Expansion of GIS into Small Local Health Department Drinking Water Program." //Journal of Environmental Health;// Denver: Vol.69 Iss. 6, 35.**

//**(Whatcom County - Place-based education)**// **(Monica Savory)**
 * Marker, M. (2006). "After the Makah Whale Hunt Indigenous Knowledge and Limits to Multicultural Discourse."** //**Urban Education;**// **Sept. 2006; 41, 5; pgs 482-506.**
 * ( * ) This article takes a look at the community and political backlash that the Makah Indian tribe received after they killed a whale, one of their treaty rights. After that the articles examines Native Americans struggles and conflicts that they face when dealing with mainstream (white) America. The author makes the argument that indigenous people's education is strictly place-based and thus in consant conflict with the traditional public schools. This article also looks at the history of Native Americans and the oppressions that they have faced. This article received a star because it is extremely current and relevant to the people in Whatcom county. Any class discussing Native Americans would benefit from discussing topics addressed in this article including: indigenous education; place-based education; epistemology and racism; limits to multiculturalism, critical theory and cultural responsive education. **

Miller summarizes a case study done in Whatcom County regarding the land areas that are protected because they are near drinking-water (well) sources. He compares different methods of protecting these land areas and puts them into a GIS (Geographic Information System) which allows people to see an overall view of all protected lands. The study concludes by validating the simple, calculated-fixed radius (CFR) method, especially for smaller areas that cannot afford complex, expensive detection systems. It also explains the usefulness of the GIS in determining, visualizing, and comparing areas protected because they are near ground-water sources. **(Lindsay Yule)**
 * Whatcom** **County****: Place-based education**
 * Miller, C. (2005). The use of a GIS to compare the land areas captured by very basic and complex wellhead protection area models.** //**Journal of Environmental Health. 68**//**(4), 21-26.**


 * Fraley, Zoe. (2006). Volunteer “gets things done” for salmon protection group.** //**Knight Ridder Tribune Business News.**// **October, 2006. Pg 1.**
 * In this article, the NSEA (Nooksack Salmon Enhancement Agency) is discussed. The article focuses on one lady and the efforts she put into the agency and to protecting the salmon in our region. The NSEA is an agency which stresses the importance of salmon to our region and it offers many place based education field trips and classroom visits to students. This would be a great article for educators to familiarize themselves with the NSEA and what it can offer to their school and to their classroom. It is a great chance for placed based education. **(Whatcom County – Place Based Education) (Kyle Niekamp)


 * MacKenzie, Ken (1996, December). On the road to a biosolids composting plant.** //**BioCycle,**// //**37**//**(12), 58-61. Retrieved November 28, 2007, from ProQuest Science Journals database. (Document ID: 10583958).**
 * This could be a very interesting place-based education article for teachers in the Whatcom County area. The article talks about different composting methods that are used in Whatcom County. This could be really beneficial for teachers who teach in the rural parts of the county because compost may be a familiar topic with the students. There could be some curriculum implications if students are doing a science unit on plants. **(Whatcom County- Place-Based Education) -Ryan Manning

This article talks about the development on the waterfront in Bellingham. I think that this could be good information to talk about in a classroom because it is a current event that affects students because it is local. Also, it is from a local newspaper that some of the students may receive at home. Place Based-Whatcom County (Sara Apperson)
 * (2007, October 10). Waterfront Project Receives State Innovation Zone Grant. //Bellingham// //Herald.//**


 * Land swapping: It could benefit everyone. (1994, May). Parks & Recreation, 29(5), 52. Retrieved November 29, 2007, from ProQuest Education Journals database. (Document ID: 5259117).**
 * In this article, the author talks about how the company Trillium worked together with the state to sell their Checkanut logging land to the public. Trillium traded 11,700 acres (adjoining Larabee State Park) for 9,300 lower-profile logging tracts. This deal resulted in the creation of a 260 acre historical homestead, a trail corridor built along the east side of Lake Whatcom, and much more. The article pushes this type of land trading to help local government agencies acquire land that are concerned about recreational activities and preservation. (Whatcom County-Place Based Education)** (Katti Swanson)

Ridder, Knight. (2006, August 21). Inside Whatcom County Schools. Tribune Business News, pg. 1.**
 * Whatcom** **County****: PBE/Civics
 * This article is about a “summer of service” summer camp in Whatcom County where students volunteer for 6 weeks at a county agency. The majority of the article is students sharing their experience volunteering and what they accomplished. This is a perfect opportunity to share with your students the MANY different areas in the county that need help. As a class you can explore the changes people have made and then choose a agency to work on as a class together. ** (Jayme Ramos)

**Taylor, S. (2007, Nov).** **Brenner: Let the voters decide: Council majority favors return to countywide votes****. **//**Bellingham**// //**Herald: Tribune Business News.**//
 * Whatcom** **County****: Place-Based Education**
 * This is a **//**very**//** recent article about voting policies for Whatcom County. Previously residents had to vote only for council members running to represent their district, but they are trying to pass a law to let voters decide on all the members for the council regardless of which district they’re representing. The article tries to clear up some misunderstandings and confusion on Brenner’s part, and what the policy change will actually accomplish. An interesting article that relates directly to the lives of Bellingham residents, and it would be very useful to use it for learning about different voting policies, the impact of the city council, the power of voting, and so much more. An interesting read. ** -Beth Baughey-Gill

In this paper, Patricia Haensly discusses the role that museums can play in getting students excited about curriculum. This can be a place based social studies idea because we have so many museums right here in Whatcom County that students can benefit from. Haensly discusses how students learn best when they are provided with hands on and discovery exploration related experiences, which can be provided to them through adventures and discoveries at local museums. She also addresses how museums can help students at any grade level access curriculum. ** (**//Whatcom// //County// //- Place Based)//** (Amanda Cramer)
 * Haensly, P. (1999). Museums, adventures, discovery activities: Gifted curriculum, intrinsically differentiated. Presented at the World Council for Gifted and Talented Children.

//Jennifer Crane (Whatcom County, Place-Based Education)//
 * Miller, Chris; Chudek, Paul; Babcock, Scott (2003). A Comparison of Wellhead Protection Area Delineation Methods for Public Drinking Water Systems in Whatcom County, Washington.** //**Journal of Environmental Health.**// **66(2), pg. 17. Retrieved November 25, 2007 from Proquest.**
 * This article covers the controversial issue of chlorinating the drinking water in Whatcom County. A hot topic as of late, it would behoove teachers in the area to read up on the implications of such, and have older students do some research for themselves on the water issue. **

This article discusses the Ferndale School District’s efforts to conserve energy by monitoring its electricity, water and natural gas usage. Ferndale is the first district in Whatcom County to make these efforts. This article would benefit students who attend school in the Ferndale School District, because they can feel pride for knowing they are the pioneers in Whatcom County for conserving energy, or if students attend school in a different school district, it provides incentive for students to take action (maybe write letters to the school district?) WHATCOM COUNTY--PLACE-BASED EDUCATION (Alicia Leerskov)
 * Ferndale** **schools to check energy use firm has helped districts save millions. (2007, November). Bellingham Herald.**

Retrieved November 28, 2007, from the ProQuest Newspapers database.
 * Whatcom County: Place Based Education**
 * Paben, J. (2007, September 26). County considers creating new parks: Camping, trails potential uses in watershed.** //**Tribune Business News**//**.**
 * This is a newspaper article that discusses the plans for the development of new parks and trails around the Lake Whatcom watershed. This directly affects many students in Whatcom County because they will be able to access these parks when they open to the public at the end of the year. The Lake Whatcom Watershed is also a point of interest to residence of Whatcom County since it is one of the large suppliers of water to the county. Students should stay up to date on issues that directly affect them and this is an issue that they could possibly become involved in. (Amy Christiansen)**

Coskie, T., & Hornof, M., & Trudel H. (2007). A natural integration.** //**Science and**// //**Children**//**¸ 26-31.**
 * Whatcom County – Place-Based Education (*)
 * This article describes a 3/4th grade unit on integrating science and writing. The class focused their work on observing and studying a small wooded area they walked through everyday to get to the school’s playground. The curriculum was designed for studying a wide range of objects, like animals, rocks, seashells, or other available materials. Later they all chose one plant, “tagged” it, and became experts one them. The students were guided through a well-organized science and writing process that included immersion, gathering, drafting, revising, editing, and publishing. The unit ended with class celebration where the students got to take their parents on a scavenger hunt for the different items they studied. This field study took place in Whatcom county, but did not mention at which school. ** (R.J. Rongcal)

Eflin, J. & Sheaffer, A. (February 2006). Service-Learning in Watershed-based Initiatives: Key to Education for Sustainability in Geography? **//The Journal of Geography//**. **//105//**(1), 33-45.
 * __Whatcom County- Place-based Education__**
 * A call for combining the strengths of geographic education with environmental education to produce an 'education for sustainability' addresses local problems for sustainable development. A place-based approach encourages civic responsibility among students. Using service-learning to extend education beyond the classroom in this case study connected students with local clients in a watershed-based initiative. ** ** Theoretical underpinnings of service-learning for geographic education are discussed, and the case study is viewed from instructor, student, and client perspectives to identify successful outcomes and provide suggestions for those who might adopt service-learning for the first time. ** (Melissa Lowry)

Stark, John. Bellingham may fare better in downturn: Local economy expected to slip less than 1%. Bellingham Herald. November 27,2007.** This article describes the home mortgage crisis. It compares how Bellingham will be impacted with other areas in Whatcom County such as Lynden, Mt. Vernon and Anacortes. (Kathleen Converse)
 * Whatcom County-Place Based Education (Economics)

Combined cleanup in Puget Sound to clip costs. Civil Engineering, Vol. 68, 22-24
 * Whatcom County- Place** **Based Education** (**Must See)**
 * This article talks about a proposal to get people working together to solve three contamination problems in Bellingham Bay. This process would be sort of the pilot, and if successful, it could be duplicated in other areas of the Puget Sound as well. The issue of the Bellingham Bay cleanup has the potential to be used in so many different ways: mapping, environmental education, etc. This article could be used in part of a thematic unit. ** (Janessa Maertens)


 * __Washington__** **__State__**

(Washington State – Place Based Education)** Kristin Snider
 * Steffensen, W. (2007). 25 Years of Education and Advocacy for Marine Waters. RE Sources Summer 2007 Newsletter. 6-8.**
 * This article discusses the RE Sources for Sustainable Communities organization that began in New York and has expanded here to Washington. The article goes through some history of the program and how came to be in this area and what it has done. RE Sources’ purpose is to empower children and adults to do what we can to protect our home. The organization provides individuals with the tools they need to protect our states marine waters, rivers, lakes, beaches, and air.


 * Schaaf, Sherry. (2005). “How Clean is the River?” Science and Children; 42, 5; pgs 18-22.**
 * (*)This article is about students learning about water quality of a local river along the Olympic Peninsula of Washington. Students learn through research and hands on exploration about the importance of clean water. They even get the opportunity to raise salmon in their classroom and then release them. Students learn how important salmon and the rivers are to the environment and economy. (Place based education-Washington State)** This is a fantastic way to incorporate place based education into the classroom. (Erin Rathbun)


 * Morris, R.V. (2006). The land of hope: Third-grade students use a walking tour to explore their community.** //**Social Studies**// //**97**//**(3), 129-132.**
 * Students use walking tours, among other things, in order to learn more about the people in their community. They then apply what they have learned in order to learn more about their state. ****Washington State – Placed-based Education** **(Holly Howard)**

This journal article gives an in-depth picture of forest fires in the North Cascades. This would be a great resource for teachers that want to look at forest fire prevention in our area and the impacts that humans have on our environment. The article shows how there is a correlation between the population and amount of tree damage. **Washington State/Place-Based Education.** Helena Quigley
 * Everett, R. (2000). Fire History in the Ponderosa Pine/Douglas-fir Forests on the East Slope of the Washington Cascades. //Forest// //Ecology and Management//, 129, 207-225.**


 * __Pacific Northwest__**


 * Street, C. &amp; Wilkins, K. (2003). From the wilderness to the Web: Rediscovering Lewis and Clark after 200 years.** //**The Social Studies. 94**//**(3). 139.**
 * This article talks about rich resources that have come out around Lewis and Clark’s 200th anniversary. They provide websites which have maps, pictures, journal entries, routes, other people’s perspective that were on the expedition, and information on the Native Americans. They review the sites and mention what is valuable in them to use. ****Place-Based/Pacific Northwest** **Jubilee Roth**

The Pacific Northwest (Place-Based Education):
 * McNutt, N. (1983). Early Fishing Peoples of Puget Sound. Ocean Related Curriculum Activities. Revised Edition. (Report No. ED289675). Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED289675).**
 * This article shows how the ocean has an affect on all our lives. It talks about Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers living in Washington State. Project ORCA provides packets with lesson plan for teachers dealing with topics related to the ocean. These lessons are designed for the junior high level, but could be adapted to work for upper elementary. The lesson plans deal with early Puget Sound Indian culture with an emphasis on how the water affected their daily lives. There is also a focus on early fishing technology that was used in the Puget Sound. (Joel Fagundes)**

(Pacific Northwest- Place Based Education) Erica Rasmussen
 * Noon, B.R. and Jennifer A. Blakesley. (2006). Conservation of the Northern Spotted Owl Under the Northwest Forest Plan.** //**Conservation Biology,**// **20:2, 288-296.**
 * The protection of the spotted owl and the protection of old-growth forests in the Pacific Northwest has been a large topic of interest and debate within recent decades. This article focuses on the current status of the spotted owl and the events that have taken place in the area of conservation since the Northwest Forest Plan was approved in 1994. This article also discusses how recent figures for the spotted owl indicate that the populations numbers continue to be in decline despite efforts to maintain our old-growth forests. Using this article and topic area as a PBE topic through a historical lense would provide students with an exploration of the spotted owl in relation to logging and political actions that have taken place over the last 10-15 years. ** (Good)

In this review about a book written by Robert Bunting the author describes how the environmental history has expanded rapidly over the past decade between the Cascade Mountains and the Pacific coast. It discusses early native inhabitants and a description of the physical and biological characteristics of the region. This would be a great article for teachers and upper-elementary school students to read. It’s a great topic for students to research about the change in population and landscape of the Pacific Northwest. (Amy Dooley)
 * Hirt, P. W. (1999). The pacific raincoast: Environment and culture in an American Eden, 1778-1900. //The American Historical Review, 104//(2), 583-584.**

Hudak, J. (1994). "Art Reflects Life in the Coastal Northwest". **//Teaching Pre K-8//** ; 24(6), 72-77.
 * Pacific Northwest** **Placed-Based Education**
 * In this interesting and useful article, a teacher describes a lesson unit in which the culture and art of Pacific Coastal Indians is introduced to students. This unit is designed to help students explore historically-accurate and culturally sensitive information concerning the Indians of the Pacific Northwest. Also included in this article is a description of possible field trips and museum exhibits to visit as a part of this unit. I found this a valuable resource for teachers all around the Pacific Northwest! ** (Gina Dorn)

Pacific Northwest- Place-Based Education (Annie Grage)
 * Zilber, J. (2001). Conceiving a TransNational Education Project.** //**Education Canada, 32**//**, 36-39.**
 * This article discusses how four elementary schools located in the Pacific Northwest explore issues involved in local salmon hatcheries. The students engage in interdisciplinary activities related to science, history, and problem solving. The students discuss global concerns and issues related to the Pacific Salmon Hatchery. **

This article describes the struggle to develop water resources in the Pacific Northwest due to the conflict between the fishing industries and power industries. There has been a dramatic decrease in the salmon population because of expansion of industrialization, hydropower plants, and irrigation. The Columbia River has been greatly affected by the power industries and the fishing industries in the areas surrounding the river are suffering. This article implements a place-based education topic for the Pacific Northwest because it involves a prominent river in Washington State. It not only addresses the environmental concerns but also the economical and geographical factors that create the conflict between fish and power. The article provides lots of detail and statistics but is dated so I urge teachers to keep in mind of when it was written when incorporating it in the classroom. ** (Sally Shiau)
 * Pacific Northwest- Placed-Based Education**
 * Marts, M.E., Sewell, W.R.D. (1960). The Conflict between Fish and Power Resources in the Pacific Northwest. Annals of the Association of American Geographers, 50(1), 42-50.

This illustrated essay explains the significance of salmon to the traditions, heritage, and livelihood of all of the Northwest Coast Indians. The author includes a few short pieces to illustrate his points: An interview with a Skagit tribal elder, as well as two tribal legends about salmon. In addition, study questions are provided at the end. (Jessica Halstead)
 * Pacific Northwest****: Place-Based Education**
 * Miller, J. Salmon: The lifegiving gift. //Essays for the American Indians of the Pacific Northwest Collection//. (8). Retrieved on 11/27 from University of Washington Libraries Digital Collections.**

Pacific Northwest: History/PBE
 * Neunherz, Richard E.,2005. The Struggle for Fishing Resources in the Pacific Northwest** in the Late Twentieth Century. **//Magazine of History//**, 19(6), 48-56.
 * This article is about the decline of North American salmon f fishing. It is more of a lesson plan than an article and takes the reader through possible ideas for teaching students about salmon fisheries and the different ways to work together to manage and maintain the salmon we have today. I enjoyed this article A LOT because not only does it go in-depth with the history, but it provides so many great ideas to do with students. WE are lucky enough to all live in an area where we can actually work with our students on raising salmon and giving our part! ** (Jayme Ramos)


 * __General/World/USA__**


 * NCSS (1999) Mountains: A Global Resource.** //**Social Studies**// **September, 1999. (one star) beneficial**
 * This one year lesson plan is designed to increase the understanding the importance of the world’s mountains and their communities and environments. The lessons are divided up and available for downloading or printing. They teach the importance of mountains, sacred mountains, tourism, and how we can help. I find this information to be exciting to learn about due to our own mountainous area and to connect to the world with these similar features. ** World / Placed Based. ** Colette Self **

Found at: http://www.tolerance.org/teach/magazine/features.jsp?p=0&amp;is=41&amp;ar=852&amp;pa=4
 * Neal, Brandi. (2007). "Beyond the Canned Food Drive."** **//Teaching Tolerance Magazine;//** 32.
 * This article is a discussion of using service-learning in education. In this article are many examples of how service-learning is being used in the classroom and its successes are noted in the article. Service-learning is explored here as more than simply providing charity but being a means to connect students with others in thier community and to foster a true spirit of altruism and empathy among students in regards to the poor that they are serving through various projects. It explains service-learning ass being an important conduit for change and creating first hand connections within the community. This article has important place-based themes, although it is not limited to that category. **** ( **//**United States- Place**// //**Based Education)**// ** ( **//**Sara Connell)**//


 * Greenwald, Rebekah. (2007). Community appearance: Opportunities in the inner city.** //**Green Teacher**//**, 82, 32-36.**
 * This article is written by a teacher who came to an inner city school with the job to help 12-15 students become environmental leaders. She describes how she took her students out into their neighborhoods to explore how they can change them. The appearance of their city was a concern to them. In wanting to learn more about it, they conducted oral interviews with older members of the community, researched what their town was like decades ago, and talked with city officials. This article describes one example of how students can care about their education by using it in their own community. ****US – Place-Based Education** **(Casey Yeadon)**

Bertha Henderson; Adaline Sherman; Katherine McLaughlin; Grace Storm; Edith Parker // The Elementary School Journal // **> Vol. 18, No. 1 (Sep., 1917), pp. 11-30**
 * [|**An Outline of the Course in Geography in the University Elementary School**]**
 * While not incredibly helpful for teachers in the Pacific Northwest, this article shows that even in 1917 there was a push for students to study geography as integrated into other subjects starting in kindergarten and going throughout elementary school. Not only is geography studied, but there are sections that discuss the importance of place-based education (though it isn’t included until 4th grade in this curriculum). It’s very interesting to read through and think “Wow, this was 90 years ago!” **
 * //(United States - Place-based Education) Jeff Ballew//**

This article details the investigation of Puerto Rican migrants. The goals of the investigation were to determine the reasons for relocation, and to identify how circular migration affects social lives. The participants in the study were children at the elementary, middle school and high school levels. This is a great article. It find it specifically appealing because we have a migrant population in Washington, and it is fascinating to see how these kids identify with other children who have a permanent residence (Kate Blanchard)
 * (Place-Based Education, United States * * * * * MUST SEE) Ramón Vega de Jesús, Dennis Sayers. (2007). VOICES: Bilingual Youth Constructing and Defending Their Identities across Borders, a Binational Study of Puerto Rican Circular Migrant Students. //Multicultural Education,// //14//(4), 16-19. Retrieved November 14, 2007, from ProQuest Education Journals database. (Document ID: 1333443831).**


 * Civics **


 * __Whatcom__** **__County and other Local Counties__**


 * Dr. Vernon Damani Johnson (Autumn, 2000**** ) “ ****The Human Rights Movement in the West**** ” ** //**Whatcom Human Rights Task Force**//**. Found at http://www.whrtf.org/movement.html**
 * The article on this site gives some information on ways citizens strive for more equality and human rights, especially dealing with some of the problems faced in Whatcom County, such as white supremacy (especially once you get out into the county) and the “scapegoating” of Jewish people, homosexuals, and racial minorities. While this may not be discussed in great length in an Elementary school, it gives information on how citizens can influence their government and society. **
 * //(Whatcom County – Civics) Jeff Ballew//**

This article describes an event that took place at Seahome High School on November 25, 1968, which brought focus to the individual rights that citizens have under the first and fourteenth amendment as well as the definition of 'vagrancy' in Washington State. Eight students from Western Washington University, referred to at the time as the 'Seahome Eight' entered Seahome's campus non-violently, and began distributing leaflets to the highschool students that addressed an upcoming school assembly on the subject of the draft. As a result, the Seahome Eight were arrested for vagrancy on school campus and the group took thier case all the way to the United States Supreme court where Justice Thurgood Marshall ruled that Washington's State laws on vagrancy were too vauge and needed to be restated in clear, consice terminology. This article would be good to use when researching for a unit on civil rights, freedom of expression and the U.S. constitution within a place-based theme. //(Whatcom County- Civics)// (**Good)** -Erica Rasmussen
 * Herbold, Paul E. (1974). "Freedom of Expression, the Schools, and the Burger Court." //Peabody// //Journal of Education;// 51, 2; 124-131.**


 * Oder****, N. (2004). Jittery Patron in WA calls FBI.** //**Library Journal**//**, 129(18), 17.**
 * This article discusses what happens when a library book is found in the Whatcom County Library with a quote handwritten declaring that hostility against the U.S. should be rewarded. The FBI becomes involved in order to find the person that wrote the quote. Students could discuss whether the author of the quote has the freedom to write it or if it is right for that person to be punished by the FBI. ** Whatcom County – Civics (**Holly Howard)**

Whatcom County: Civics http://www.thebellinghambusinessjournal.com/november2007/legacy.php
 * Schiller, H. (2007). Legacy project aims for 100 years [Electronic version].** //**The**//
 * //Bellingham// //Business Journal,//** (11) Retrieved November 21, 2007 from,
 * The Bellingham Business Journal is a great resource for students in the Whatcom County area. It focuses mostly on business and political issues. In this article it discusses a community collaboration that is trying to make long-range plans for Whatcom County. This collaboration of people are fulfilling their civic duty by asking questions such as, will residents live in dense urban skyscrapers or a Los Angeles-style honeycomb of subdivisions and what about our water sources, our economy and our recreational land? Perfect for older students to get involved in their city and research information for a project. ** (Amy Dooley)

Skagit County (Civics):
 * Cleveland, S. & Hansen, C. (1994). Growth Management and Public Participation: A Small Town Approach Works for Sedro-Woolley, Washington.** **//Small// //Town////, 24//**, 4-13.
 * This article describes how the small town of Sedro Woolley Washington was forced to comply with state legislation that mandated community planning to help address the towns population growth as well as its environmental degradation. Along with the city planner, a group of graduate students decides to involve the citizens of Sedro Woolley to help decided the land issues by holding open forums. They develop a focus group, educate high school students on the issue and even implement a media campaign. (Joel Fagundes) **


 * __Washington__** **__State__**

//This is an interesting activity book provided by the secretary of state. There are a lot of worksheets and activities for students to do independently about our Washington State government. There are some resources here that could be helpful in a classroom. There are a variety of simple of coloring activities and activities that teach students about the history and civics of their state.// **//(Washington State- Civics)//** **//(Sara Connell)//**
 * “Washington Secretary of State Activity Book.” Secretary of State, Sam Reed (2007).**

Barnes discusses the court decision to let Washington State maintain its canditade party selection process, and its "top two" ballot choices. States can make up their own processes in how candidates are chosen for ballots, which could insight an interesting topic about politics and the voting process for 6-8th graders. (Washington State - Civics) Jessica Flanick
 * Barnes, Robert. "State of Washington Defends Its Primaries Before Supreme Court: [Final Edition]." The Washington Post Oct 2 2007, A3.**


 * Andrew Trotter (2004, October). Education Issues Are Dominant Theme in Washington State.** //**Education Week,**// //**24**//**(7), 1,23. Retrieved November 28, 2007, from ProQuest Education Journals database. (Document ID: 717845961).**
 * An interesting article that talks about the politics in the State of Washington that surround education. There isn’t really any curriculum implications around this article, but it is very fascinating for a teacher to read. Upon reading this a teacher can find why the government in Washington State has so many budget issues when it comes to education. Teachers should read this because it can teach them a lot about the school funding issues at hand in the state. ** (Washington State- Civics) - Ryan Manning

Nancy A Bacon, Gerrit A Kischner. (2002, October). Shaping global classrooms. //Educational Leadership,// //60//(2), 48-51. Retrieved November 14, 2007, from ProQuest Education Journals database. (Document ID: 204715151).** This is an interesting, specific article based on how Washington state students changed their perspectives of the world after being exposed to different cultures. Good stuff. Relevant and intriguing. (Kate Blanchard)
 * ( Washington State Civics * * Good)


 * Anonymous. (2006). Grades 4-12: Making a real mark on the legislative process.** //**Curriculum Review. 45**//**(9). 11.**
 * This junior high school worked on a civics project (by approaching the City Council members on this issue) that helped the community. Testing for cancer-causing radon gas in homes in their community, they found that nearly a third of the homes were higher than the federal levels therefore considered unsafe living standards. This project made the students more aware of their community, they made a difference, and they learned a lesson they would never forget. ** Civics/Washington **Jubilee Roth**

Washington State – Civics
 * Anonymous. (2007). It takes a village to quit smoking.** //**Northwest Asian Weekly**//**, 26(43), (1).**
 * This article hi-lights several reasons why people should quit smoking. Government laws have succeeded in creating laws to ban smoking in public areas, but now action needs to be taken in creating ways for people to quit. The article is also advocating creating smoke-free environments partly to reduce our rapidly going healthcare costs. Former Governor Gary Locke recently spoke at a Washington Smoking Policy Summit to take action in increasing access and availability of all resources to assist smokers in successfully quitting. ** (R.J. Rongcal)

(Washington State-Civics) (Katti Swanson)
 * E.M. Sterling (1991, September 7). Owls not only reason to save ancient forest :[FINAL Edition]. Seattle Post - Intelligencer. edt. Retrieved November 29, 2007, from Washington State Newsstand database. (Document ID: 54428847).**
 * This article is about the spotted owl/old growth logging controvercy. It takes the point of view that the old growth forests should not be logged at all, and it blames many higher-level politicians for the fact that the spotted owl is now on the endangered species list. Many people thought the judges were to blame, but the article suggests they were only reinforcing the laws that other politicians had already set. This article provokes much thought about who makes the laws, and could be a good start for a discussion on what people can do to try and get a law changed if they believe it is wrong. **


 * __Pacific Northwest__**


 * Genzer, Debbie and Philips, Susan. (2007). Strengthening civic education in California’s schools: The California campaign group.** //**Social Studies Review**//**, 46(2),19-22.**
 * This article describes how a group, The California Campaign, took ten schools and worked to strengthen their civics education. The group listed six different recommendations and how various schools dealt with those recommendations. The article talks about what the group learned. They also give tips on what to keep in mind when trying to do this in your own school. The last piece of the article describes where educators in other states can go to get more information. **Pacific NW - Civics **(Casey Yeadon)**

This article is about research that is conducted in two small towns in the Pacific Northwest approaching the concepts of sustainability. Due to shifts in timber and fishing industry, the study focused on planning sustainable economic changes in the town and the lessons learned from the local implementations. ** Pacific Northwest / Civics **Colette M. Self**
 * Hanna, Kevin S. (2005). Planning for Sustainability: Experiences in Two Contrasting Communities. Journal of the American Planning Association, 71.


 * __United States__**

This article is about what teachers in different parts of the county think about civics education. It also details the importance of civics education at home and how those connections can be brought about. It also talks how civics education should be linked to ethics education as well. US/Civics-Helena Quigley
 * Feldman, D. (2007). Citizenship Education: Current Perspectives from Teachers in Three States. //Educational Research Quarterly.//30, 3-15.**

The United States: Civics (Amy Christiansen)
 * Rosenberg, D. J. (2002). Serving your civic duty: A lawyer's adventure.** //**Defense Counsel Journal**//**, 69, 241-243.**
 * This is a lawyer’s perspective of being called to jury duty. This is a great primary source for students to gain insight in what it is like to perform your civic duty. Students are able to see a unique perspective because it is not only from a juror’s view, but by a lawyer. Discussions can arise from this article as to what it means to fulfill your “civic duty,” whether it should be a civic duty to be on a jury, or even the importance of having a jury. **

Isaacs explains that the make-up of the U.S. K-12 population is increasingly foreign-born, and by 2010, 25% of U.S. students will be children of immigrants. She stresses the challenges and difficult adjustments these students must make as they transition to a new country, lifestyle, value system, language, etc. These students need access to quality children’s literature with characters they can relate to. In addition, it is essential for our non-immigrant students to experience these books as well so that they can understand and connect with their immigrant classmates. The article includes an extensive list of books and lessons as well. (Jessica Halstead)
 * U.S.****: Civics**
 * Isaacs, K.T. (2007). New in America. //Book Links: Connecting books, libraries, and classrooms//. (1), 26-31.**


 * U.S.** **Civics**
 * Miklosi, Joe. National Civic Review; Summer2007, Vol. 96 Issue 2, p36-41, 6p GREAT**
 * The article discusses several factors affecting the increasing civic engagement among teenagers in the U.S. These factors include recognizing and treating young people with respect, providing practical leadership and opportunities to make them feel empowered in the community and listening to opinion to build a strong civic foundation. A survey suggests that many adults observes that young people seemed to be irresponsible and uninterested in the civic and political issues in the government. ** (Tanya Hedine)

//Jennifer Crane (United States, Civics)//
 * Simon, James; Merrill, Bruce; and Alozie, Nicholas (1998). Nurturing Democracy, Citizenship and Civic Virtue; The Kids Voting Program Revisited.** //**Journal of Social Studies Research.**// **22(1), p. 19. Retrieved November 25, 2007, from Proquest.**
 * This article gives an interesting view of the impact of encouraging young people to vote. Even instilling the notion that voting is important in grades as low as elementary, can cause a wave of otherwise non-voters to contribute to the election process. **


 * Krug, M. M. (1970).** //**How to Make Citizenship Education More Effective**//**. (Report No. ED049094). Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED049094).**
 * This article discusses the advantages to explicitly teaching and reviewing the constitution in order to reinforce civic ideals and responsibilities. The author suggests that teaching the constitution is necessary to improve humanity and a person’s connection and duty to his/her country. The article continues on to discuss the importance that education plays in supporting the future of American democracy. The United States- Civics (Annie Grage)**


 * Lenkowsky, L. (2002). Service and education: The making of patriots.** //**Vital Speeches of the Day**//**. 68(21), 694-698.**
 * The author of this article talks about the flawed or broken civic education system in the United States. She discusses how the lack of civic knowledge and interest of today’s students has affected our society. She believes that ours schools should be the place where we teach every young person about patriotism and being an American. It's an interesting read but was written in 2002 so it may be a bit outdated. **(United States – Civics) Kristin Snider

Too often civics lessons comprise of studying the executive and legislative branches of government, leaving the judicial branch largely untouched. O'Brien advocates in this article that teachers use the current Supreme Court docket to plan, research, and debate case studies of interest to students. Since the Supreme Court starts in October and ends in June, this study is perfect for the school year, and students can even predict the outcomes of the cases. The end of this article includes examples of case studies and teaching activities. //(United States - Civics)// //Laura Southern//
 * O'Brien, J.E. (2002). How will the U.S. Supreme Court decide? //The Social Studies//. //93//(2), 63-67.**


 * Taylor, J. A., &amp; Trepanier-Street, M. (2007). "Civic Education in Multicultural Contexts: New Findings from a National Study."** //**The Social Studies.**// **Jan/Feb 2007; 98, 1; pgs 14-18.**
 * In this article, the authors analyzed how the performance of community service affected the civic and multicultural education of college students across the country. College students mentored at-risk preschoolers. At the end of the school year college students said they had a better understanding of the issue directly affecting the local communities. They also reported that this activity helped them to better understand their role as citizens. ** **//(United States - Civics)// (Monica Savory)**


 * Silva, D. Y., Yeager, E. A. (2002) Activities for strengthening the meaning of democracy for elementary school children.** //**The Social Studies.**//**Jan/Feb 2002 93(1) pgs. 18 – 22**
 * ( * )This article is encouraging teachers to reevaluate how they teach democracy to their elementary age students. The authors suggest emphasizing the right to vote, elections and constitutional freedoms. The article outlines how to best teach the concept and history of democracy, fairness and justice, and social responsibility to your students. (United States-Civics) **
 * This article received a star for its excellent recommendations for teaching democracy to elementary school teachers. ** (Jessica Koehn)


 * Kubey, Robert. (2004). “Media Literacy and the Teaching of Civics and Social Studies at the Dawn of the 21st Century.”** //**American Behavioral Scientist**//**; 48, 1; pgs 69-77.**
 * (*)This article has to do with the importance of using media to teach civics and other social studies areas. The author talks about how very few 18 year olds vote during election time and he thinks a lot of this has to do with their lack of knowledge in the area of civics. Most children and young adults get their information through the media. Therefore, teachers should teach students how to use the media to learn valuable information. Students need to be taught the difference between facts and fiction, stereotypes, etc. This article also included many helpful teacher resources. **** (Civics-United States) **
 * I said this article was outstanding because of the useful teacher resources that are provided in it. ** (Erin Rathbun)


 * (United States, Civics)**
 * Dallmer, D. (2007). Teaching students about civil rights using print material and photographs.** **//Social Studies//**, **//98//**(4), 153-158.
 * ( * ) In a complete, accessible article, the author describes his experience in teaching eighth-grade students about the civil rights movement. Using photographs of students in the 1950s, the author engages his students in class discussions that lead to comparing and contrasting the state of civil rights and racism in the 1950s and today. The article deserves a star because the author provides a sample lesson plan, classroom resources, and rubrics. ** (Laura McKenney)


 * United States****- Civics**
 * Peters, R. (1999). Focusing on Citizenship Training in the Social Studies. Opinion Papers (120), 1-58.**
 * (*) This extensive article is written from the perspective of a secondary education study completed in 1993 that focuses on participatory citizenship. The article identifies what is citizenship and citizenship skills. It emphasizes the importance of students understanding how to be active citizens and how to apply it in the K-12 social studies curriculum. The article breaks it down into four areas: "Citizenship &amp; the Curriculum"; "Focusing on Participatory Citizenship", “A Participatory Citizenship Project”, and “A Teacher Training Course.” The article explains how students can attain citizenship skills through actively participating in their school and community. It makes citizenship a real-life, applicable term. It then transitions into how participatory citizenship at school and in the community pertains to U.S. citizenship and the legal system. Although, the article is long it is a great resource for teachers that want to emphasize active citizenship to students. **(Sally Shiau)

United States: Civics
 * Zweifel, D (2007, Oct). It's citizens who need civics lessons.** //**Wisconsin**// //**State**// //**Journal**//**, p. C2.**
 * This article made me smile and nod while I read it. It is an article about the kind of knowledge that people are required to know to pass the test to become a U.S. citizen. The article argues that if most native-born Americans were given the test they couldn’t pass it, and I think that is true. It talks about the types of questions being mostly nostalgic historical knowledge; such as, who said ‘give me liberty, or give me death!’ At the same time it argues that many Americans are disengaged from their own history, and should know the answers to those questions. It was a very engaging article, and the points that author made really did ring true. ** -Beth Baughey-Gill


 * Merelman, R.M. (1996). Symbols as Substance in National Civics Standards.** //**PS: Political Science and Politics,**// **53-57.**
 * This article takes a critical view of the national standards for civics education. I think this article is interesting from a teacher’s perspective because it encourages the reader to reflect and think about the ways in which we teach civics. The article is written as a challenge to the national standards, I am in no way promoting the standards or promoting the view of this article because I do not feel that I am qualified to do either, however I do think this article is thought provoking and could be used as a reflective tool for a person’s own teaching. ** Civics-US (Sara Apperson)

(United States – Civics) (Kyle Niekamp)
 * Tokumoto, Jill J. (2006). The importance of civics education programs in K-12 schools.** //**Capella**// //**University**////**. 2006.**//
 * //*//**** I loved this article, and I think it is a great article for educators to read. It stresses the importance of teaching civics in our schools. While other countries teach civics in their schools, this article says that the United States has no central standards for teaching civics, so many schools, states, and places are pushing civics to the back of the curriculum, so it often does not get taught. **

This article discusses how one-fourth the bird species in the United States are at risk for becoming endangered, or worse, extinct. The conservation of our nation’s species is something we all need to keep in mind. The article discusses the Audubon Society, and students could research the history of the Audubon and the group’s contributions to the United States and its natural beauty. THE UNITED STATES—CIVICS (Alicia Leerskov)
 * Wildlife: One-fourth of U.S. bird species at risk of extinction. (2007, November). E&E News. This Afternoon’s Stories, Vol. 10 No. 9.**

**__World__**

 * World Civics**
 * Miller, B. (1997). "Freedom of Press in an International Perspective".** **//Update on Law-Related Education//** ; 21(1), 18-23.
 * This article is an eye-opener for those students who do not realize that other countries do not enjoy the same freedoms as we do as Americans! It contains a lesson plan that describes the differences in freedom of press in the US and the world. It has plenty of statistical data and could be a very interesting jumping-off point for older students as they learn about US and world civics. ** (Gina Dorn)

The World- Civics (***)**
 * Russell, W. B. III. (2005). Teaching about the Holocaust- A Resource Guide.** //**The Social Studies, 96, 93-97.**//
 * This article is basically an explanation of rationales for teaching about the holocaust within the classroom, as well as an extremely detailed list of resources for teaching a worthwhile and meaningful unit on the holocaust within the classroom. I gave it three stars because I believe that this topic, although emotional, can be very beneficial to students and it may be difficulty to teach it well. This list of resources seems that it could make it easier. ** (Janessa Maertens)


 * Bragaw, D. (1998). Global literacy: Challenges, culture, and connections.** //**The American Forum for Global Education.**//
 * Donald Bragaw introduces a curriculum designed to combine the study of citizenship and diverse cultures around the world. His unit of study has over 30 activities and handouts. He discusses how most curriculums face a struggle in how to address citizenship and the diversity of cultures throughout the world - and he aims to solve this struggle in his curriculum by combining the two. This curriculum unit is most appropriate for middle school aged students. ** **//(World - Civics)//** (Amanda Cramer)

World-Civics R. Monastersky Science News > Vol. 135, No. 12 (Mar., 1989), p. 183** This article explains that it is the duty of citizens from every nation to make a change in order to stop global warming. They give several examples of ways to do this. There are lifestyle changes such as driving less, using sustainable energy etc. They also offer other options such as reforestation to help counteract the harmful effects of chemicals in the air. (Kathleen Converse)
 * EPA Offers Options to Slow Global Warming

World: Civics
 * Pucci, Carol. (2007, November 25). How You Can Help Make The World A Better Place;** Travel Wise.
 * I really enjoyed this article because of the meaning behind it. Basically it is a list of different easy suggestions for people to contribute to the needs of others all around the world. There numerous organizations listed where gift cards of any amount go out to third-world countries and help buy food, shelter, medication etc. This would be a great article to share with loved ones so that you could work together to find an organization to contribute to. A classroom could also all pitch in and support a student’s education and receive their picture and biography in the mail. Some other things listed are different stores around the country that sell products from third world countries, where proceeds go directly back to the artists. AWESOME! ** (Jayme Ramos)

World: Civics This article summarizes a UN request and call for actions. It talks about the climate changes that have occurred (and continue to occur) because of carbon emissions. The United Nations is sending out a statement to the citizens of the industrialized world to provide help for underprivileged countries, as well as a request to cut carbon emissions. Without cutting carbon emissions, our planet is bound to hit the "tipping point" that would leave and lock the poorest countries into a never-ending depression. **(Lindsay Yule) **
 * Cullen, P. (2007). Climate change to hit poor hardest. Irish Time. pg. 12.**

** Economics **
 * __Whatcom__** **__County__**


 * Aguirre, B. (2003, September 21). Small, diverse businesses help Whatcom County ride out recession. Seattle Times.**
 * This article is about Whatcom County’s economy in 2003. It discusses how the economy has changed since the 80’s and the effect of the Canadian exchange rate on the economy. The author also discusses important employers in the area and how small businesses change the economy. This is an interesting snapshot of the economy of Whatcom County a few years ago. ** (Whatcom County – Economics) Kristin Snider

**This article describes how a teacher can integrate ecology and economics. The article goes through the various topics in economics, such as indicators, measurement, scarcity and production, and tells the reader how they might integrate in with the ecology around them. For example, how oils spills and divorce affect the GDP would be one way to integrate the two subjects. This article would be most useful for teachers of grades 5-8. ** Whatcom  County  – Economics **(Casey Yeadon)**
 * Santone, Susan. (2001). Eco-economics in the classroom. **//**Green Teacher **//**, 65. 36-40. **
 * __Washington__** **__State__**

Washington: Economics
 * Colvin, Geoff. (2007, October 29). The Buying Binge is Over.** //**Fortune**//**, 156(9). 66.**
 * The article is talking about “The Buying Binge” of US consumers and how in the long run we are slowing destroying ourselves. It explains some of the major reasons this is happening. It is so important to teach our students about the products we buy, where they come from and how it affects us. I enjoyed reading this article because it hits close to home with every student, teacher, family member etc. This can be a sensitive subject because all families view economics differently, but there are ways to go about having students simply be aware of the products around them! ** (Jayme Ramos)


 * Richardson, K. (1998). “What is So Enticing over the Border?: Whatcom County, Washington and the Greater Vancouver Area.”** //**Canadian Journal of Regional Science**// **; 21(2), 277-293.**
 * In this article, the author talks about how the border between Washington and Canada (specifically the Blaine, WA crossing) affects Whatcom county and other areas. This article contains a lot of information that would be too complicated for elementary students. However, some is very valuable. Teachers can read this article and learn about how the land around the border is being used. It also talks about how the land change and border influences the economics of the area; specifically, the impact on the commercial and retail properties. ** (Economics-Whatcom County) (Erin Rathbun)


 * Schreiber, Dorothee. (2002) Our Wealth Sits on the Table: Food, Resistance, and Salmon Farming in Two First Nations Communities.** //**American Indian Quarterly**//**; 26, 3; pgs 360 -370**
 * The article discusses the real life situation of two first nations located in the San Juan Islands, off of the coast of Vancouver Island. It specifically addresses the characteristics of the first nations as a fishing culture and the economics involved in this lifestyle. This article would be especially beneficial for the study of local native tribes in relation to the economics of differing lifestyles. (Washington State - Econmics)** (Jessica Koehn)


 * (Washington State, Economics)**
 * Bogert, S., Morris, J. (1993). The economics of recycling.** **//Resource Recycling//**, **//12//**(9), 76-80.
 * This informative article reports the results of a 1992 study regarding the costs of residential curbside recycling versus disposal systems. The study examined the practices of four Washington State cities: Seattle, Spokane, Bellingham, and Vancouver. The main finding of the article is that recycling can be less expensive than disposal when we consider the profit from selling recycled materials. No lesson plans are included, but you can make your own article-inspired “economics of recycling” lessons! **(Laura McKenney)

Although this article discusses the apple industry of the United States, as a whole, it would easily connect with students since Washington state is such a high producer of apples. This article would introduce economics to students using a very familiar product. Much could be done with this article--discussions and activities about supply and demand could stem from this article, for instance. WASHINGTON STATE--ECONOMICS (Alicia Leerskov)
 * Economic analysis of the U.S. apple industry. (1988). Washington State University, dissertation.**

Washington State: Economics
 * (2007, Aug).** **WASHINGTON: Multiple Taxes: Supermajority or Voter Approval for Tax Increases Proposed.** //**State Tax Review. Chicago.**// **Vol. 68, Iss. 31; pg. 30.**
 * This article talks about an initiative that was placed on the ballot in November 2007, to require tax hikes to gain a supermajority approval. In other words two-thirds of the voters have to approve tax increases before they would come into effect. This is an interesting and useful article (in the classroom) for three reasons: it is recent and relevant, it will or does affect students right now, and it debates both sides of requiring a supermajority to pass certain initiatives. A nice issue to bring into an older classroom. **-Beth Baughey-Gill

This article discusses the development of the commercial fishing industry in the Pacific Northwest and the ways in which the Lummi tribe were largely pushed to the outskirts of this industry as opposed to being a key partner. As the canneries developed, the Lummi people were not sought after as partners or high paid workers in the industry and were unable to afford the machinery being used in the canneries necessary for competing in this new industry. The method of fishing for salmon changed to fish traps from the traditional net methods used by the Lummi people and at the same time canneries claimed popular fishing areas, which greatly affected the amount of money the Lummi tribe could make from fishing. As a result, many men and women from the Lummi tribe began to seek wage labor as a way to gain resources for the reservation. (* OK) (Washington State- Economics) Erica Rasmussen
 * Boxberger, D.L. (1988). In and Out of the Labor Force: The Lummi Indians and the Development of the Commerical Salmon Fishery of North Puget Sound, [|1880-1900]. //Ethnohistory,// 35:2, 161-185.**

Washington State: Economics This article is about a simulation that was done to detect the economic impacts of the invasive species, Apple Maggot. This maggot is native to the East coast and was originally introduced in 1979. It is now spreading at a rapid rate which could affect the apple sales and economics. The study concludes that short term economic effects are hard to detect, but that in the long term, there will be some great changes. I gave this article a star because it is very thorough and very specifically about Washington State economics and one thing that is impacting them. **(Lindsay Yule)**
 * ( * ) Zhao, Z., Wahl, T., Marsh, T. (2007). Economic Effects of Mitigating Apple Maggot Spread. //Canadian Journal of Agricultural Economics. 55//(4), 499.**

**Mapes, L. (2007). "Blueberries-- Washington's Blue Gold". Seattle Times; October 31, 2007. Found** at [|?/a&gt;]http://archives.seattletimes.nwsource.com/cgi-bin/texis.cgi/web/vortex/display?slug=blues31m&amp;date=20071031 ** If you're looking for a fun way to introduce economics concerning Washington State in the classroom, this article could be just the ticket! Washington State has some very interesting economics that are unique based on the area; few other states can boast making money by logging, fishing, technology, and berries! I think most students would be interested in learning about economic values through this fun article about how Washington residents are profiting from the blueberry boom. **** (Gina Dorn) **
 * Washington** **State** **Economics**

Pacific Northwest-Economics (Sara Apperson) Pacific Northwest-Economics This describes how the aluminum industry moved to the Pacific Northwest during World War II. It analyzes the economic input that this had on the area. It specifically focuses on a plant located in Spokane, Washington and compares its effects to the steel industry. It explains that prior to World War II, the northwest focused primarily on natural industries such logging, fishing etc and that the introduction of the aluminum industry marked a clear change in economics in the Northwest. (Kathleen Converse)
 * __Pacific Northwest__**
 * Merriam, W.B. (1938). Forest Situation in the Pacific Northwest.** //**Economic Geography, 14**//**(1), 103-108.**
 * This article has a lot of information about the economic history of the logging industry in the Pacific Northwest. It addresses the rise of the industry and the conditions that have made logging plentiful in the area. It also addresses the inadvertent effects of forest depletion on the land. The end of the article describes ways in which the lumber industries have attempted to make forestry sustainable and continuous. I like the article because I feel it presents the facts in an un-biased manner. **
 * Miller, Ronald E. The Impact of the Aluminum Industry on the Pacific Northwest: A Regional Input-Output Analysis The Review of Economics and Statistics Vol. 39, No. 2 (May, 1957)**


 * Morrell, Patricia D, Morrell, Jeffrey J. (1991). Logging and the Owls. The Science Teacher, 58(8), 18. Retrieved November 28, 2007, from ProQuest Education Journals database. (Document ID: 1875350).**
 * This article is about the spotted owl controversy. It discusses both the economic impacts of lowering logging in old growth forests, and the environmental issues that go along with the logging. It also brings up the fact that if we lower logging, we either need to build with non-renewable resources (like metals or plastics), or we need to import wood from overseas. It is important to consider both the economic and ecological impact of logging. The article points out that the heart of the issue is really about "the wise management of our natural resources." (Pacific Northwest-Economics)** (Katti Swanson)

Pacific Northwest – Economics
 * Murphy, G.E., & Sutton, W.R.J., & Hill, D., & Chambers, C. (2005). Economics of intensively managed forest plantations in the pacific northwest.** //**Journal of Forestry**//**, 103(2), 78-83.**
 * This article discusses the reasons for why Pacific Northwest landowners should start to intensively manage their forest plantations in order to compete with the global economy. The author states that owners that intensively manage forest plantation (IMFP) maximize their returns and reduce their risk. They are also driven by concerns of future markets, liquidity, and certainty of timber productivity, all things that favor IMPF. However, many nonindustrial owners are unaware of the economic potential of intensively managing their forests. The article also goes in-depth on comparative statistics, investor portfolios, and the effect IMPF has on timberland value. ** (R.J. Rongcal)

**__United States__**
//**“Debate as a Tool in Teaching Economics.” Han X. Vo and Richard L. Morris (2006). Journal of Education for Business.** This article explores the effectiveness of debate in the teaching of economics. Debate is highlighted in this article as a tool of teaching to supplement or compliment traditional lecture methods of teaching. This article is a summary of research done to test the effectiveness of using debate in the classroom on accomplishing teaching goals and objectives. The researchers conclude that debate is a very effective tool in the teaching of economics; it increases critical thinking and enhances different learning styles.////**(USA- Economics)**// //**(Sara Connell)**//


 * Karen G Wooten, Elizabeth T Luman, Lawrence E Barker. (2007). Socioeconomic Factors and Persistent Racial Disparities in Childhood Vaccination.** //**American Journal of Health Behavior,**// //**31**//**(4), 434-45. Retrieved November 27, 2007, from ProQuest Education Journals database. (Document ID: 1294070281).**
 * This is an interesting article that describes economic factors in the United States that relate to childhood vaccinations. It would be very interesting for a teacher to read this because it might relate to students that they have in their classroom. This would be tough to tie into the curriculum but a very interesting read nonetheless. ** (United States- Economics) - Ryan Manning


 * Warren, E. (2004). The economics of race: When making it to the middle is not enough. //Washington and Lee Law Review.//** 61(4), p. 1777.
 * In this article, Elizabeth Warren discusses the econmics of race, and how minorities are adversely affected, even when they are able to make it to the middle class. The article looks at things that play a role in class, such as education, occupation, and home ownership. This article points out how economics plays a role in adversities that middle class Americans often face, such as having to file for bankruptcy. Most tend to believe that if individuals and families are able to make it to the middle class, they have succeeded and there is no need to worry. However, this article brings up several strong points regarding why this is not the case. ( **//**United States**// //**- Economics).**//**(Amanda Cramer)**

Colander observes that often, economics is looked at in a single-faceted view. His purpose in this article is to "cast new light" on the view of economics, and broaden the discourse people and educators have about it. Reading this article would be helpful for those who are looking to see more about economics than supply and demand, micro and macro. (U.S. Economics) Jessica Flanick
 * Colander, David (1992) "Retrospectives: The Lost Art of Economics." //Journal of Economic Perspectives//, Vol. 6 No. 3, 191-198.**

This is an interesting article about the relations between the U.S. and Mexico border. Written by Bill Bigelow, he provides information about the economic reliance the U.S. has on Mexican immigrants. The article describes a great activity on how to teach students about the history between the U.S. and Mexico by having students interact with role-play. This article is perfect for teachers to get ideas on how to get students involved in foreign policy and the economic relations between the U.S. and Mexico.(Amy Dooley)
 * Bigelow, B. (2007). Rethinking the line between us. //Educational Leadership, 64//(6), 47-51.**


 * Suiter, M. (2005). Teaching about saving and investing in the elementary and middle school grades.** //**Social Education 69**//**(2), 92-96.**
 * ( * ) This article states the sad facts of how Americans are increasingly spending more and saving less. Suiter offers suggestions of how to teach students about saving and investing so they do not become in debt. One suggestion is for students to role-play in the activity, **//**what happens when a bank makes a loan?**//** Through this activity, students learn about the impact a loan has on a community and on themselves. I gave this article a star because of the great activities that were suggested and because I believe debt is such a rising issue. **U.S. – Economics **(Holly Howard)**

__World__

 * Marks, M., &amp; Davis, C. (2006). "Making the Economic Concept of Sacarcity Oh-So-Sweet: An Activity for the K-12 Classroom."** //**The Social Studies;**// **Nov/Dec 2006; 97, 6; pgs 239 - 244.**
 * In this article, the authors present a concrete for elementary children to understand the difficult concept of scarcity. Children use chocolate (or any other desirable food) and discuss their individual preference for the candy and how there simply would not be enough to go around. Thus, students learn that the candy is scarce. The authors then had students explore different options for allocating the candy. Three different results are presented. I know that candy is not allowed in most schools in the Bellingham School District, however, this could be replicated using any sort of demanded object, like a toy, or sticker, or free time, etc. ** **//(World - Economics)// (Monica Savory)**

The article describes how staff, students, and the community came together at Oak Tree Elementary to create a marketplace where they displayed craft items to represent different cultures from around the world. The students and families sold their artifacts at the World Bazaar and advertised to the community to check it out. The teachers linked it to their social studies curriculum by teaching economic principles, world geography, and cultural awareness. This was an activity that made learning economics an authentic experience for students. They were engaged and excited about the response they got from the community. ** (Sally Shiau)
 * World- Economics**
 * Guerrero, K. (2007). A World Bazaar: Learning about Community, Geography, and Economics. Social Studies and the Young Learner. Mar-Apr 2007, 9(4), 4-8.

This article discusses the issue of homelessness from an economic perspective. It shows how homelessness is strongly linked to the economy and how the public policies help guide the issue. This would be a good article to read to students to put a face on the economy. World/Economy -Helena Quigley
 * Blank,R (2000). Fighting Poverty: Lessons from Recent US History. //Journal of Economic Perspectives,//14,3-19.**

This article give rationale for incorporating economics education into the school curriculum as early as kindergarten. Children’s economic decisions have a significant effect on the world’s economy, however their misconceptions regarding economics must be addressed. VanFossen suggests that teachers draw on children’s literature, the internet, and create a mini-economy in their classrooms. (Jessica Halstead)
 * World: Economics**
 * VanFossen, P.J. (2003). Best practice economic education for young children? Its elementary! Kickball or four-square at recess? Pack lunch or buy it? Spend Aunt Ednas $10 birthday check or save it for a larger gift in the future? Do math homework or play soccer after school? (Raising It In Economics). //Social Education//. (3). Retrieved on 11/26/2007 from** http://goliath.ecnext.com/coms2/summary_0199-2775567_ITM.

The World- Economics (Annie Grage)
 * Oklahoma City** **Public School** **System. (1970).** //**BAM Social Studies Supplement: Why Do Nations Engage in World Trade?**// **(Report No. ED049993). Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED049993).**
 * This article provides several examples that teachers can incorporate in teaching economics in the elementary classroom (primarily upper elementary). The article is organized into several problem areas (including sub-problems) and within each section there are behavioral objectives, assessment techniques, resource materials, and specific questions to engage the students. The article is also organized thematically. Some of the major themes include: producing and distributing, consumption, and services. **


 * Jephcote, Martin, and Davies, Brian. (2007). School subjects, subject communities and curriculum change: the social construction of economics in the school curriculum.** //**Cambridge**// //**Journal of Education.**// **June 2007. 37(2). Pg 207.**
 * This is a rather complex article talking about the place of economics in the curriculum. Worldwide, it is an issue for schools how much to emphasize it, and when it should be taught. This article examines the place of economics in the school. A hard read, but it could be useful for higher grades educators. ** (World – Economics) (Kyle Niekamp)

The World: Economy
 * Sjöberg, Ö. & Sjöholm, F. (2004). Trade Liberalization and the Geography of Production: Agglomeration, Concentration, and Dispersal in Indonesia's Manufacturing Industry.** //**Economic Geography**//**, 80, 287-310.**
 * This article discusses the effects of liberalization of trade by concentrating on the effects that have been seen in Indonesia. It discusses how the concentration of manufacturing sites in a particular area affects the economy not only in the particular area, but of surrounding areas and those places they trade with. **
 * This article would be beneficial to use in a unit dealing with international relations, economy, and world affairs. Because this article discusses how the development of trade in particular areas affects the development of the economy, students can apply this knowledge of Indonesia and make inferences or comparisons to what a similar situation may have looked like in the United States. (Amy Christiansen)**

The World (Economics):
 * Mackwood, G. (1991). Hockey Gloves, Chocolate Bars, Asbestos, and Why Trees Fall in the Forest: Teaching Global Economics.** //**Canadian Social Studies, 26,**// **3-6.**
 * This article urges teachers to educate their students about why it is important to take morally responsible positions on global relations. It talks about the difficulties that are faced by less developed countries that must try to compete in world trade. This article advocates the application of global education in order to educated students about the exploitation of developing nations. (Joel Fagundes)**

World- Economics
 * Pryor, F. (October 2007). Culture and Economic Systems.** //**American Journal of Economics and Sociology**//**.** //**66**//**(4), 817-855.**
 * Why does a country have one type of economic system rather than another? Although a wide variety of answers have been offered, this article focuses on the role of culture—the values, beliefs, and attitudes of a population. It is well known that the various cultural characteristics of the industrialized countries are quite different from those of the developing nations. This article offers and interesting perspective on the relationship between culture and economics. ** (Melissa Lowry)


 * Florida****, R. (2006). The flight of the creative class: The new global competition for talent.** //**Liberal Education, 92**//**(3), 22-29.**
 * This article looks at our world today as less of farmers and blue collar workers and more of a class of “creativity” where we can create ideas and make something of it. It’s a great article to discuss with a class of upper elementary to high school about where our world came from and where we are going. There is a lot of information in this article, so picking just one or two ideas from it to stimulate thinking would be best. **Economics/World **Jubilee Roth**

In this article, Schneider and Dominik discuss shadow economies--underground activities, both legal and illegal, that are not defined in a country's GDP. The authors synthesize previous studies on the topic in order to discuss the causes of shadow economies (including taxes and problems with social security), as well as the methods for estimating the size and effects of shadow economies. Also included are charts depicting the estimated size of underground economies in countries all over the world. This article is lengthy but well worth it. //(World - Economics) Laura Southern//
 * Schneider, F. and Dominik, H.E. (2000). Shadow economies: Size, causes, and consequences. //Journal of Economic Literature//, //38//, 77-114.**

(Economics, World * * Good)
 * (Economics, World * * Good) Marvin J Cetron, Owen Davies. (2001). Trends now changing the world: Economics and society, values and concerns, energy and environment.** //**The Futurist,**// //**35**//**(1), 30-43. Retrieved November 26, 2007, from ProQuest Education Journals database. (Document ID: 65403793).**
 * This article is a crystal-ball kind of predictor; it follows the current trends, and predicts what will happen in the future, based on these trends. This article was written in 2001, but it is predicting for the next two decades based on aspects like the economy, an extremely integrated culture and stepped-up action on environment concern. **
 * This article is interesting in that it was written in the past, and you can see how accurate it is now. It is, however, difficult to get into. It uses dry language and ** ** vocabulary that may be difficult for some to comprehend (Kate Blanchard) **


 * Phuong, Phung Thuy (2007). Community Involvement in Urban Watershed Management.** //**Journal of Environment & Development.**// **16(3), pg. 307. Retrieved November 25, 2007, from Proquest.**
 * This is an interesting article covering the development of water pollution in Vietnam and how it is impacting the community in Ho Chi Minh City. Managing the urban watershed is the main concern, and taking a look at successful community involvement in the Pacific Northwest could lead to a plan and solution. This is a problem happening in many areas of the world and it’s an interesting take both on what can be done, and what has been done in other countries. **//Jennifer Crane (World, Economics)//

Lisa M. Lynch. **//The Economic Journal//** > Vol. 103, No. 420 (Sep., 1993), pp. 1292-1302
 * [|**The Economics of Youth Training in the United States**]**
 * While we are elementary education teachers, our students will eventually go to high school, and have to make a decision as to what to pursue. This article looks into economic reasons for students to go into different markets after school (work, post-secondary education, apprenticeships, etc.), and why they have historically made these decisions. Training for students is different in this country as opposed to other countries (such as England, and Germany) for reasons including higher costs to train employees with smaller benefits, because there is no national certification for specialized skills, which is made worse by high employee turnover and improving technology making lots of current jobs obsolete in the long-run. ****//(World – Economics) Jeff Ballew//**

RUPA DUTTAGUPTA, ARVIND PANAGARIYA (2007) FREE TRADE AREAS AND RULES OF ORIGIN: ECONOMICS AND POLITICS Economics & Politics 19 (2), 169–190. doi:10.1111/j.1468-0343.2007.00307.x
 * Economics-World **
 * Good one for the current times! Incorporating an intermediate input into a simple small-union general-equilibrium model, this paper first develops the welfare economics of preferential trading under the rules of origin (ROO) and then demonstrates that ROOs can improve the political viability of Free Trade Agreements (FTAs). Two interesting outcomes are derived. First, a welfare-reducing FTA that was rejected in the absence of ROOs can become feasible in the presence of these rules. Second, a welfare- improving FTA that was rejected in the absence of ROOs can be endorsed in their presence, but upon endorsement it can become welfare inferior relative to the status quo. ** (Tanya Hedine)

**Geography**

__Whatcom County__

This article is about a very important feature in Whatcom County geography, Mt. Baker. When studying landforms, it is important to bring many important features of our landscape. There are many interesting facts about Mt. Baker and how it has evolved the landscape over time. Whatcom County—Geography -Helena Quigley Washington: Geography (Jayme Ramos)
 * Hildrith, W.(2003). Eruptive history and geochronology of the Mount Baker volcanic field, Washington. //Geological Society of America//.115, 729-764.**
 * __Washington__** **__State__**
 * 1922. Forty Ways to Seattle.** //**The American Journal of Nursing**//**, 22(8), 601-602.**
 * This article is a pretty fun piece to read with your students because of the map that goes along with the short article. The article talks about a nursing conference and all the nurses that are coming from the many different locations. The map on the back is of the United States and all the (40) different routes to Seattle. Students could use this example to find all the different routes to another city or a common place in town. I wouldn’t say the article is absolutely necessary or interesting, but the map is a GREAT find. **

Washington State-Geography Hoyt Lemons; Rayburn D. Tousley Economic Geography Vol. 21, No. 3 (Jul., 1945), pp. 161-182** This article describes how the locations of the major apple orchards have shifted. At the beginning of the century the best apple production was in Vancouver WA. Now most of the apples grown are around the Snake River area because that ground is really fertile and prime for apple trees to grow. (Kathleen Converse)
 * The Washington Apple Industry. I. Its Geographic Basis


 * Finding a New Path to Learning. (2006, December).** **//Curriculum Review,// //46//**, 14-15.
 * This article is actually an interview conducted with an experienced teacher from Spokane, Washington, Paul Neff. This teacher teaches students how to use Global Positioning Systems (GPS) and digital cameras as part of an in-depth geography unit that involves survival skills, navigation, orientation and location. Paul received a grant from the Toshiba Foundation and has taken advantage of new technology using a hands-on approach that his students seem to respond to. Although this lesson is directed mainly towards high school juniors and seniors, his methods and ideas could be easily adapted to meet the needs of the elementary classroom. Washington State- Geography** **(Annie Grage)**

This article offers an innovative approach to a thematic geography unit by using baseball as a spring board to teach it. Lessons in which a study of baseball could be woven include the history, geography, culture, and economics of cities and regions where teams exist (like Washington), map skills, charting and graphing skills, the study of time lines and development of time skills, and even the study of geographic regions and the historical significance of classic ballparks. By exploring Major League Baseball through the five themes of geography and research activities, children make real and practical applications that relate to their lives. Later, as adults, they may view geography as something more than coloring maps and memorizing state capitals and rivers. (Melissa Lowry)
 * Washington** **State-** **Geography**
 * Edgington, W. & Hyman, W. (May 2005). Using Baseball in Social Studies Instruction: Addressing the Five Fundamental Themes of Geography. //The Social Studies//. //96//(3), 113-118.**

Washington State (Geography):
 * Clearing: Nature and Learning in the Pacific Northwest. (1984). Marine Education--Survey of the Washington Coast and Puget Sound. (Report No. EJ307517). Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED289675).**
 * This article is all about helping students to plan a trip to the beach. Included in this lesson is a map that shows marine education sites in Washington State. It is focused on the Pacific coast, in particular on Puget Sound and the Sand Juan Islands. Along with each site shown there is a brief description that accompanies it. This is a great and interesting resource that includes geography in a fun and interesting way. (Joel Fagundes) **

Washington: Geography Retrieved November 28, 2007, from the ProQuest Newspapers database.
 * Cross, R. (2005, December 4). Volcano at work ; In a building project that could take eons, Mt. St. Helens giveth what she once blew away: [Chicago Final Edition].** //**Chicago**// //**Tribune.**//
 * This is a news report following the Mount St. Helens eruption. It is a concise but descriptive account of the eruption. Having students read articles from the time it occurred helps them get a realistic view of what happened and see what those who went through it experienced. Interviews of others who experienced the eruption would also help students gain insight on how the geography of our state influences the people living there. ** ** (Amy Christiansen) **


 * James Balog (2004, December). Back to the Blast. National Geographic Adventure, //6//(10), 74-80,92-95. Retrieved November 27, 2007, from Research Library database. (Document ID: 806453591).**
 * This article provides James Balog’s account of the eruption of Mt. Saint Helens. He goes into great detail of the eruption and the many geographic locations it destroyed. He also describes how he was part of a team that went searching for survivors after the eruption. He then ends with how centuries later, he went hiking back up Mt. Saint Helens. He discusses the differences and some of the similarities. This would be wonderful for teachers to share parts with students. It is always much more meaningful to learn about an event from someone that experienced it. **** Washington- **** Geography ** (Jennifer Williamson)


 * Houtz, Jolayne. (1998). Group gives State Low Marks in History, Geography Teaching.** //**Seattle**// //**Times.**// **February, 1998. Pg B.3.**
 * This is a troubling article that says how Washington State teaching geography and history is not making a difference in student’s lives. The group gave “f” marks in how we teach geography. This is an important article for teachers to read, to see how not to teach geography and how we need to be moving towards a new, placed based education, style of teaching geography. ** ** (Washington State – Geography) ** (Kyle Niekamp)


 * Nagel, P.B. &amp; Earl, R. A. (2003). Bringing the ocean into the social studies classroom.** //**The Social Studies.**// **94(6), p. 257.**
 * In this article, Paul Nagel and Richard Earl discuss ways to incorporate oceanography into the social studies classroom. They discuss how this provides implications for local and world geography studies, and it aids students in their ability to understand and internalize social studies material. This article also provides a link for integration with the science curriculum. Paul Nagel and Richard Earl emphasize several ways in which oceanography can be linked to local and world geography, and how oceanography plays an important role in other curriculum areas (ex. science: weather). **(**//Washington// //State// //or World - Geography)//** (Amanda Cramer)


 * [|**The Washington Apple Industry. I. Its Geographic Basis**]**
 * Hoyt Lemons; Rayburn D. Tousley. //Economic Geography//** > Vol. 21, No. 3 (Jul., 1945), pp. 161-182
 * Apples are a part of Washington’s history and heritage, it is our state fruit. This article explains why Washington is able to grow so many apples in certain areas, and provides lots of geographic information. It also gives has lots of maps (which could be useful in many geography or map-reading/making lessons) and tables and figures giving information on how many bushels of apples came from the different counties, and how much money was made. This would be helpful in studying economics at the same time as geography, or would provide data to look at, analyze, and make authentic, place-based story problems out of. Because the information is so versatile I gave this article the star. ****//(Washington State – Geography) Jeff Ballew//**


 * Kovanen, D. J., &amp; Easterbrook, D. J. (2001). "Late Pleistocene, post-Vashon, alpine glaciation of the Nooksack drainage, North Cascades, Washington"** //**Geological Society of America Bulletin;**// **113, 2; pgs 274-288.**
 * This article was a dense read. It would benefit a upper elementary or middle school to read when discussing Washington state geography. This text would be too difficult for most K-8 students to read. In particular, this article addresses: the geology, climate implications, and chronology of eight late Pleistocene moraines in the Nooksack drainage of the North Cascades mountain range. This information is of particular use because of the location of the places discussed (very close to Bellingham). In this article, the authors discuss the Cordilleran Ice Sheet flow and its subsequent deterioration. Places like Mt. Baker, Mt. Shuksan, and the Twin Sisters Ranger are discussed. ** **//(Washington state - Geography)// (Monica Savory)**

(*) This article discusses the environmental and social impacts of the transformations of Seattle’s Watersheds on the indigenous people living in the areas surrounding Seattle during the 1880s-1930s. Developers and urbanization “sought to improve nature” by creating the ship canal that linked Puget Sound with Lake Washington and straightened the Duwamish River. All the while, the indigenous people had to deal with the consequences and come to terms with urbanization. The article provides great detail and maps that display changes to significant geographic aspects that surround the Seattle area. It is an interesting article that can be used in the classroom because it demonstrates the changes that occurred to Seattle and connects the changes to increase commerce and trade. The article creates ties between geographic and economic concepts. ** (Sally Shiau)
 * Washington-** **Geography**
 * Thrush, C. (2006). City of the Changers: Indigenous People and the Transformation of Seattle’s Watersheds. Pacific Historical Review, 75(1), 89-117.


 * Washington** **State****: Geography**
 * Mullet, T. (2005). The Great Columbia Flood: An epic geologic event that shaped landforms and ideas. //Columbia// //Magazine//. //19//(1)** J. Harlen Bretz, a Washington geologist, proposed his theory that the topography of Eastern Washington was formed by a massive prehistoric flood (what he called the “Spokane Flood”) in a 1923 paper. He based his theory on the odd assortment of huge boulders scattered throughout the Columbia Gorge, the “channeled” surface of the earth in Eastern Washington, the shapes of riverbed canyons in the area, etc. At first, his theory met with a great deal of resistance in the scientific community, but over time his ideas have gained acceptance. In 1979, Bretz was awarded the Penrose Medal by the Geologic Society. (Jessica Halstead)


 * __Pacific Northwest__**

Pacific Northwest : Geography This article looks at forest measurement and biometrics programs that have been in place in North American for more than 100 years. It provides an overview of the applications of the FMB based on examples from business practices, ecosystem and landscape analysis'. It also looks at the most critical challenges facing the FMB. The conclusion in this article is that the “FMB is essential to efficiently quantifying and analyzing variation and managing the resultant uncertainty” They also “assert that FMB needs to be responsive to contemporary resource management challenges and address the many land-management challenges in the Pacific Northwest...” **(Lindsay Yule)**
 * Temesgen, H., Goerndt, M.E., Johnson, G.P., Adams, D.M., & Monserud, R.A. (2007). Forest measurement and biometrics in forest management: Status and future needs of the pacific northwest USA. Journal of Forestry. 105(5), 233-238.**

This article provides a summary and commentary on the Northwest Forest Plan, which was established in 1993 for the protection of the threatened northern spotted owl and old-growth forest ecosystems. Endangered species seem to engage and catch the interest of many students, and this article could provide a basis for a study of an endangered species in the area, or as a more detailed look for any students who are particularly interested in class discussions on endangered species. (Janessa Maertens)
 * Pacific Northwest- Geography (**Must See)
 * Zwolinski, M. J. Forest futures: science, politics, and policy for the next century. Choice, 510.**

Pacific Northwest: Geography
 * Spies, T, Hemstrom, M, Youngblood, A, & Hummel, S (2006, Apr). Conserving Old-Growth Forest Diversity in Disturbance-Prone Landscapes.** //**Conservation Biology, Oxford.**// **Vol** //**20**//**, Iss. 2, pg. 351-355.**
 * This article talks about the effectiveness and downfalls of the Northwest Forest Plan and what is being done in this area to protect the old-growth forests in this region. It is very important for students to be familiar with the topics talked about in this article because this is a HUGE part of the geography of this region, and much of the regions economy and social impacts are influenced by the geography. I thought the article was a little dry (it was written by four biologists…) but it has some good information, and some great key points that really hit home for a Northwesterner. ** -Beth Baughey-Gill

This article delineates the possibility of improving wind power capabilities by the year 2015. It deals with geography because wind power needs to originate from geographic locations with much wind and flat terrain. This would be a great activity for students to learn about geography and a current issue that affects them in the Pacific Northwest. PACIFIC NORTHWEST—GEOGRAPHY (Alicia Leerskov)
 * Wind power: Report sees global capacity tripling by 2015. (2007, November). Environment and Energy Publishing. Vol. 10 No. 9.**

This is an article based about the rainforests of the Pacific Northwest. It discusses the forest canopies, tiers, and important products of the evergreen forest. This article also discusses the eruption of Mount St. Helens in 1980, and the result on the forests of Washington and British Columbia. There is a discussion of the complex ecosystem—animals, plants, bacterium, etc.I really like this article because it helps the reader think about rainforests in a different context; as those you can see right out your window. This article is also kid-friendly (albeit, older children), and focuses on different vocabulary words, such as epiphytes (Kate Blanchard)
 * (Pacific Northwest, geography * * * * * MUST SEE) Frances Philipek, Shelley Smith, Richard Brook. (2000). Green mansions: The evergreen forests of the Pacific Northwest. //Science and Children,// //37//(8), 33-40. Retrieved November 14, 2007, from ProQuest Education Journals database. (Document ID: 54847700**

This article briefly describes the possible link between a Japanese 2-meter high tsunami that took place on January 27, 1700 and a magnitude 8 or 9 earthquake that occured in the Pacific Northwest around the same timeframe. Scientists are still debating whether the two events are linked and whether the Pacific Northwest will experience another megaquake sometime in the future. Considering the effect such an earthquake could have on our region, this is both fascinating and terrifying. //(Pacific Northwest - Geography) Laura Southern//
 * Kerr, R.A. (1995). Faraway tsunami hints at a really big Northwest quake. //Science//, //267//(17), 962.**

(*) (Pacific Northwest- Geography) - Ryan Manning
 * Doug Nicol, John Belec, Patrick Buckley. (2003). Teaching geography in an international region: Challenges of the Pacific Northwest borderland.** //**The Journal of Geography,**// //**102**//**(2), 47-57. Retrieved November 28, 2007, from ProQuest Education Journals database. (Document ID: 347638511).**
 * This is a very interesting article that talks about the geography of the Pacific Northwest. It could be very informative for a teacher to read this article and come up with ideas on how to teach a geography lesson for students in Whatcom County. This article deserves a star rating because of how interesting this course was that students took at WWU. Hopefully teachers in Whatcom County could draw ideas from reading this to come up with a lesson that covers some of the same content described in this article. **

//Jennifer Crane (Pacific Northwest, Geography)//
 * Nicol, Doug; Belec, John; Buckley, Patrick (2003). Teaching Geography in an International Region: Challenges of the Pacific Northwest Borderland.** //**The Journal of Geography.**// **102(2), pg. 47. Retrieved November 25, 2007, from Proquest.**
 * This article deals with using a border town to a school (and student’s) advantage when it comes to teaching geography. It discusses the benefits of having faculty and students cross the border on a regular basis to gain insight and use the distinct location to “show, rather than tell,” bringing maps to life through experience. **


 * __United States__**

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">United States <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">– Geography (*) (R.J. Rongcal)
 * Louv, R. (2007). Leave no child inside.** //**Orion Magazine**//**, 17-25.**
 * Through enormous efforts made by environmental educators and conservationists (including the author), State and regional campaigns sometimes called No Child Left Inside have spread to several states around the nation. There general objective is to reconnect children, and society, to nature and keep people from suffering from “nature-deficit disorder.” These campaigns work with large organizations that traditionally tear down significant geographical landmarks and natural habitats to ** ** create industrials settings like shopping malls and residences. One example from this article talks about the author helping a vice chairman of residential communities think of ways to build a neighborhood but still keep it in touch with nature. Leaving some native habitat, creating nature trails and waterways, utilizing gardens and orchards instead of fences and gates were a few ideas they came up with. Positive correlations in academic performance are also shown in this article between kids that regularly go outside and those that do not. **


 * Clemons, M. (2007). This land is their land. //T.H.E. Journal, 34//**(10), 22-23.
 * All about cowboys in Texas, this article shows how students learned what real cowboys were and what rodeos were and the history of them. The students were able to talk with present-day cowboys, and map where they were going across the US. More than just one subject was covered with this project. As a teacher, what you can take away from this article is seeing what your students understand around them in their world and culture and uses that to expand their thinking in social studies. ** Geography/US **Jubilee Roth**


 * Berson, M.J., Carano, K.T. (2007) Breaking Stereotypes: Constructing Geographic Literacy and Cultural Awareness through Technology. //The Social Studies;// Mar/Apr 2007 98(2) pg. 65 - 70**
 * ( * )This article explains that a large percentage of United States students and young adults hold stereotypes and misconceptions about individuals in places outside of the United States. This article suggests that there are solutions educators can use to address the issue. The authors suggest that technology in combination with digital literacy education can be beneficial when teaching students about other cultures. (The World, United States, Social Studies, Geography) **
 * This article received a star because it outlines a significant issue and suggestions possible solutions for educators. ** (Jessica Koehn)

US Geography
 * Macken, C. (2003). "What in the World Do Second Graders Know About Geography? Using Picture Books to Teach Geography." //The Social Studies//** ; Mar/Apr 2003, 94(2), 63-67.
 * This article describes the method of teaching geography to the primary grades through the use of picture books. It discusses some research behind the teaching of geography and points out the lack of geography instruction in the elementary grades. Also contained in this article is a very valuable list of picture books that teachers can use as resources in the classroom. ** (Gina Dorn)

**__World__**
(The World-Geography) (Katti Swanson)
 * Jamie James (2001, January). Local hero. The Amicus Journal, 22(4), 26-32. Retrieved November 29, 2007, from ProQuest Social Science Journals database. (Document ID: 63978588).**
 * This article is about a man in Paupa New Guinea who has dedicated his life to saving the Forrest there. Paupa New Guinea is home to just over five percent of the world’s biodiversity, and has recently been targeted for massive deforestation. As it is, it is already the second-largest producer of tropical logs. All of the Forrest land is still owned by the original residents, and is covered in millions of dollars of timber (in a relatively poor country). This shows us that deforestation is a problem worldwide, and could lead to a geography lesson on which countries also struggle with this issue. **


 * Rawlins, M. &amp; Willmott, C. (2003). Winter Air Temperature Change over the Terrestrial Arctic, 1961-1990.** //**Arctic,**// //**Antarctica**////**, and Alpine Research, 35**//**(4), 530-537.**
 * This article talks about the change in winter air and its affects on different parts of the world, especially the Arctic. The article encompasses advanced information, so it would be best used in upper grades. I like that the content of the article is easy to tie into science as well. Geography-World (Sara Apperson)**


 * Forsyth, Alfred S. and Maier, Joan N. (2006). Affective outcomes of a world geography course.** //**The Journal of Geography**//**, 105(2), 59-66.**
 * While this article is a scientific discussion of a study and may be difficult to understand at points, it does bring up interesting ideas and questions. The focus of the study was to answer this question: Does the knowledge students gain in a world geography course help them to develop attitudes about people studied in the place studied? While the results may not be significant from a statistical view they allow educators a glimpse into a new idea that the knowledge a student acquires in a world geography class (or lesson) may affect the attitude they hold toward the place studied. ** World – Geography
 * (Casey Yeadon)**

The World: Geography
 * Larsen, S. T. (2006, Summer). Encyclopedia of world geography.** //**Reference &amp; User**// **//Services Quarterly, 45//**(4) 341-342.
 * In this article, it describes the many uses and functions of the **//**Encyclopedia of World Geography**//** . This helpful article would be a great resource for students to read in order to learn about the importance of geography and that as a discipline it spans the humanities. It mentions that it is concerned not only with physical phenomena of the planet but also with the way in which people interact with them and with each other. ** ** (Amy Dooley) **

(World – Geography) Kristin Snider
 * Cunha, M., Cuhna, S., Schell, M., Rocca, A.M. (2003). A passion to learn about our world. //Social Studies Review.//**
 * The authors of this article want to use geography as a way to teach and learn about Earth’s diversity. Geography is more than just being able to locate places on a map. The article discusses the “Power of One”, which is how our individual choices make a big collective difference in how humans live together and care for our planet. Included are things teachers can do to incorporate more world geography in the classroom. **


 * Richburg, R.W., et. al. (2002). Gender Inequity: A World Geography Lesson Plan. //The Social Studies,//** 93:1, 23-30.
 * The authors of this article discuss how the study of gender inequity from a world geohgraphy perspective is often a subject area that teacher's overlook or avoid when teaching social studies lessons. The authors of this article provide a lesson plan that takes students on a group investigation of the gender inequity throughout the world while learning about world geographic regions as well. This lesson plan would be well suited for middle school students and would require a large amount of restructuring to be implemented within an upper elementary grade classroom. The article also has commentary from two seventh grade geography teachers who have used this lesson plan within their classrooms. (Good)** (World- Geography) Erica Rasmussen

Taylor discusses how geography is a spacial intelligence that is possessed by every individual. Maps and graphical awareness are a key function of humanity, and serve as a possible unifying factor for humanity. This article offers a very philosophical view of what geography is and how it is implimented in societies, and can serve as a text that can broaden a teacher's perspective in how (s)he goes about teaching geography and what purposes it serves. (World Geography) Jessica Flanick
 * Taylor, Peter J (1986). "Locating the Question of Unity." //Transactions of the Institute of British Geographers//, Vol. 11, No. 4, 443-448.**

(Geography-World) (Erin Rathbun)
 * Rice, Gwenda H. (1990). “Teaching Students to Become Discriminating Map Users.” //Social Education//**; 54, 6; pgs 393-397.
 * Although this article is older, I believe it still contains valuable information. In this article, the author talks about the importance of teaching children about the distortion and bias of world maps. The world is round, yet kids often see it displayed on a rectangular flat surface. The author talks about how it is important for students to explore many different world maps and discover the differences between them. Students need to learn that most maps are distorted and it is important to keep this is mind when studying a map. **

(World, Geography)
 * Ferguson, N.P. (1997). “Climing” Mt. Everest with IMAX cinematographers. //MultiMedia Schools//**, **//4//**(2), 28-32.
 * ( * ) This article describes how an elementary school teacher took the media productions of an IMAX (Image-Maximum) photography expedition to Mt. Everest and integrated their geographic and cultural revelations into the curriculum. The article deserves a star because it includes geography lessons, math and problem solving ideas, science connections, cultural connections (to Tibetan Buddhism), and tips on how to construct a website with your classroom. ** ** (Laura McKenney) **

//**“Competing Visions, Shifting Boundaries: The Construction of Latin America as a World Region.” Marie D. Price and Catherine W. Cooper (2007). The Journal of Geography.**// //This article challenges the construction of borders and creation of Latin America as a geographical region. It shows the history of the formation and naming of this region and challenges both teachers and students to critique the formation. It deals specifically with “Latin America” but can be applied to other geographical regions in the world. This article lists the requirements of a region and evaluates the current region of Latin America, judging that it cannot be restricted to one region when it is actually many regions of varying geographical and cultural inheritance.// **//(World-Geography)//**
 * //(Sara Connell)//**

The World – Geography **(Holly Howard)**
 * Gallavan, N. P. (2004). Integrating time, place, and play. //Social Studies and the Young Learner, 17//**(2), 19-22.
 * Time, Place, and Play covers three big ideas: history, geography, and culture. All three of these ideas are involved in this unit. In this unit, students investigate the relationships between history, geography, and social interactions by researching books and websites. They can investigate the history, geography, and culture of anywhere in the world. **


 * Geography-World**
 * Geology Today; Nov2006, Vol. 22 Issue 6, p220-226, 7p, 1 map, 1 cartoon, 11c, 1bw Fire and ice: unravelling the climatic and volcanic history of James Ross Island, Antarctic Peninsula**. http://web.ebscohost.com.ezproxy.library.wwu.edu/ehost/detail?vid=3&hid=9&sid=9044386c-a6f9-4ef6-8425-5223027cf743%40SRCSM2
 * This is a really fun article! Very interesting! Back in the mid-nineteenth century British explorer James Clark Ross took his ships, HMS Terror and HMS Erebus, farther south than anyone else had been. He now lends his name to James Ross Island, a part-volcanic edifice that rises out of the sea off the north-east tip of the Antarctic Peninsula. The island records a geological history dating back to the Cretaceous, though its great peaks are volcanic. The most recent rocks of the island record a monumental struggle between fire and ice, the volcanoes, and the ice sheets that cover them. ** (Tanya Hedine)

**
 * History
 * __Whatcom__** **__County__**

In March, 1975, Mount Baker’s Sherman Crater began puffing steam and gas plumes and melting glacial ice. Geologists, as well as the public, were concerned about the volcanoe’s increased activity and the related hazards for nearby residents and tourists. In the summer of 1975, the Baker Lake recreation area was evacuated, as were several nearby businesses. The local economy was adversely affected by the closures. This study gauged the perceptions and knowledge of nearby residents about the volcano’s activity over time and the associated risks. (Jessica Halstead)
 * Whatcom** **County****: History**
 * Juday, J.E.,(2007). Revisiting the 1975 phreatic activity and public perception of volcanic hazards: Geological Society of America, v. 39, n. 4, p. 65.**


 * Hoelscher, K. (1997). The American Girls Collection History Project: A Third Grade and Teacher Education Collaboration.** //**Social Studies and the Young Learner, 10**//**, 17-21.**
 * This article discusses how pre-service teachers from Western Washington University collaborated with local third grade students to develop a history project using one of the popular dolls from The American Girls Collection. The project is hands-on, thematically organized, interdisciplinary, and provides opportunities for students to role play and develop additional perspectives. This particular lesson is focused on lives of pioneers. The students in this project actually took a field trip to a local pioneer site to reenact the daily life and responsibilities of a pioneer. ** ** Whatcom **** County- **** History (Annie Grage) **


 * Reese, D. (1998). Mom, look! It’s George, and he’s a TV Indian!** //**The Horn Book Magazine, 74**//**(5), 636-639.**
 * Reese is a Pueblo Indian that talks about the misconceptions of today’s Native Americans. She also provides book resources that are more accurate for children to read and be read to on Native Americans. These books can help children here in Whatcom County learn more about the Native Americans in this area as well. ** **History/Whatcom**
 * Jubilee Roth **

In our current society we are facing discrimination and racism against immigrating Hispanics, particularly Mexicans, in this country. This article delves into the history of immigration in our country and reminds us that at one time in our history we were displacing the same discrimination towards Asian immigrants. This articles highlights that dark history of the Bellingham Race Riots and pays a tribute to the legal immigrants that died during the riots. It gives a description of and history to the riots and the events that lead up to them and followed them. //**(Whatcom County- History) (Sara Connell)**//
 * Remembering the Bellingham Race Riots. Inder Singh (2007). India-West.**


 * Whatcom** **County** **History**
 * Richardson, A. (1979). "Longhouses to Homesteads:Nooksack Indian Settlement, 1820 to 1895". //American Indian Journal//** ; 5(8), 8-12.
 * Although this article is a little too tough to use directly in the classroom, it would be a great resource for classroom teachers wishing to educate students on the history of an influential, local Native American tribe. Inside the article is information on culture conflicts, land acquisition, and settlement and the affects of those issues on tribal relations. This article could be used to create a unit on local Indian groups and also on the controversial use and loss of land. ** ** (Gina Dorn) **

This is an article about Trillium, a privately-owned company based in Bellingham. Trillium owns 10,000 acres of land in the Pacific Northwest. Representatives of state and local government are attempting a “land-exchange” with Trillium, in an attempt to preserve land in Bellingham and up around Chuckanut Drive. This is an interesting article in that it is interesting to see how land is bought and exchanged. It is however, a little dense, and some of the language used may be unfamiliar to those not versed in environmental lingo. (Kate Blanchard)
 * (Whatcom County, History * OK) Land swapping: It could benefit everyone. (1994, May). //Parks &amp; Recreation,// //29//(5), 52. Retrieved November 14, 2007, from ProQuest Education Journals database. (Document ID: 5259117).**

Henderson, J. (2005). Conditional Liberty: The Flag Salute Before Gobitis and Barnette. Journal of Church and State, 47(4), 747-767.** ( * ) This article describes the 1940 case, Minersville School District v. Gobitis. This case is where the U.S. Supreme Court first dealt with arguments on the issue of students’ rights to refuse to salute the American flag in public schools. The author focuses on a student named Russell Tremain who attended a school in Whatcom County back in the late 1920s and then transitions to the 1940 Supreme Court case. The author presents the history of the U.S. Constitution and the infringement of the student’s First Amendment rights. He then explains the religious and moral reasoning behind the student’s refusal to salute the flag (the student did not agree with the flag’s symbolism of militarism and war). This article expresses an extremely controversial case that relates to our current politics in the schools today. Because the case was instigated by a student from Whatcom County, teachers can use ideas from this article to make history real and applicable to the social and political issues that students will face.<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> **<span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold">(Sally Shiau) **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">
 * Whatcom County- History


 * __Washington__** **__State__**


 * Kuckkahn, Tina. (2005). Celebrating the Indian way of life.** //**American Indian Quarterly**//**, 29(3/4), 505-509.**
 * If you would like to learn a little bit more about how Native American’s are being celebrated now, and give your students an interesting article to read and then discuss, then this article will do it. The author describes her role in participating in a celebration in Washington DC. She talks about various tribes and what they contributed. She compares memories of her own tribe and the struggles they faced when enforcing their right to spear fish to that of the Makah tribe in Washington. The article compares the treatment she received as child being Native American to the celebration the Native American’s received in the present. ** Washington State – History **(Casey Yeadon)**

Washington- History (**Must See)** Science. (1992). 258, 1592-1594. This article discusses the history of earthquakes in the Puget Sound region, with particular attention paid to a large earthquake that took place 1,100 years ago. It also discussed how these earthquakes have affected the geography of the entire West Coast. This could be interesting to students because, in general, Washington currently does not experience any sort of natural disasters. Kids hear about them on TV, but this probably feels quite distant for them. Articles like this could bring the experience a whole lot closer to home. ** (Janessa Maertens)
 * Paleoseismology: A Search for Ancient Earthquakes in Puget Sound.

Few people know that a national war between the English and the United States was almost caused by a pig on San Juan Island. This brief article mentions the historical tensions between the English and Americans in the pre-Civil War era and the treaty to establish the United States as land south of the 49th parallel. Unfortunately, due to vague wording in the treaty, the ownership of part of San Juan Island was unclear. When an American settler shot a British pig, the British responded by sending 600 armed men to fight. Students will love learning about this rare tidbit from history that involves their own state in a national crisis! //(Washington - History) Laura Southern//
 * Updike, W.A. (2000). The pig war. //National Parks//, //74//(1/2), 36.**


 * Castile, George. Beyond the Reservation: Indians, Settlers, and the Law in Washington Territory, 1853-1889.** //**The Journal of American History.**// **87(3), p. 1042. Retrieved November 25, 2007, from Proquest.**
 * This article is a review of the text above, covering a crucial period of settlement in the Pacific Northwest and Washington Territory. It focuses mainly on the neglect of documentation for this specific era, and the implications still standing for Native Americans today. ** //Jennifer Crane (Washington State, History)//

This article is about the boundary dispute in the San Juan Islands, also known as the Pig War. I like this article because it is an authentic account of the dispute since it was written during the time that it was going on. I think that students would find it interesting because it is first hand information about an event in Washington State history, rather than something found in a text book. History-Washington State (Sara Apperson)
 * (1859, July 29). The Disputed Boundary. //Pioneer and Democrat,// pp. 2, column 1**

Washington State: History <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">This kid-friendly article explains about a recent finding of an ancient Japanese written record collected from villages along the main Japanese island of Honshu. The record shows the coast was hit by a series of waves, collectively called a tsunami. This is a great topic to cover that includes social studies, history, and earth science. Students could research this tsunami and find facts and findings about the earthquake that occurred in the Pacific Northwest, which might have caused that Tsunami. (Amy Dooley)
 * Historical Science. (2004, February).** //**Science and Children, 41**//**(5), 14-16.**


 * __Pacific Northwest__**

//This article gives background information into why Lewis and Clark were sent to explore the Pacific Northwest. It has rich detail and provides a lot of historical background to the exploration. This would be a good article for teachers looking for content on the exploration of the Pacific Northwest during the early 1800’s. The journey to the Northwest took two years and the events of these two years are discussed in detail in this article.// **//(Pacific Northwest- History)//** **//(Sara Connell)//**
 * “Lewis and Clark’s Expedition to the Pacific Northwest.” Mark J. Reardon and Charles E. White (2003).Copyright Association of the United States Army.**

This article discusses the potential of another Cascadia earthquake like the one that occurred near the Washington coast in the 1700s and killed 6,000 in Japan due to the tsunami it caused. Sasaki makes a parallel in the histories of the two locations and how they connected by the past and this future event. This could be an article to read to learn more about Japanese history with a connection to the Pacific Northwest, or could even be a geology or geography extension. (Pacific Northwest History) Jessica Flanick
 * Sasaki, Shihou. (2004) "Finding Another Bond between Japan and the Pacific Northwest." [|North American Post]**Seattle, Wash: Vol. 61, Iss. 72, 1-2


 * Hogan, Wendy L. (2004). Explorers of the Pacific Northwest.** //**Resource Links**//**. April, 2004. 9(4). Pg 36-37.**
 * This article discusses a great resource that teachers have for teaching Pacific Northwest History to their students. The resource is the book **//**Explorers of the Pacific Northwest**//**, which is written by a teacher and is readable for upper intermediate level students. The book is very exciting and interesting to read, and this article gives a great overview of it, and how it can be used in your classroom. ** ** (Pacific Northwest – History) ** ** (Kyle Niekamp) **

Toner, M. (2004). Northwest passage. **//Teacher Magazine//**, **//16//**(1), 40-45. ( * ) ** Setting an example of reviving tribal customs of the Pacific Northwest, the students at a Seattle public alternative school form a relationship with the native Haida people of Alaska. This article describes how (with the guidance and support of Robert Peele, artist and Haida royalty descendant) students carve a 40-foot canoe. Corresponding historical studies are described in this inspirational article! The article deserves a star because it offers a creative approach to teaching culturally aware history. ** (Laura McKenney)
 * (Pacific Northwest, History)**


 * Mercier, L. (2001). Reworking race, class, and gender into pacific northwest history.** //**Frontiers: A Journal of Women Studies**//**. 22(3), p.61.**
 * In this article, Laurie Mercier discusses the roles race, class, and gender play in Pacific Northwest History. She addresses how these issues all play an important part in how we traditionally view the pacific northwest. In addition, this article discusses the role that women and individuals of color have played in shaping the northwest. Mercier also addresses what should be done to help alter and change the traditional views and perceptions many hold about the roles race, class, and gender have played in pacific northwest history. ( **//**Pacific Northwest**// //**- History)**// (Amanda Cramer)

http://archives.seattletimes.nwsource.com/cgi-bin/texis.cgi/web/vortex/display?slug=pacificpmarket03&date=20070603&query=economy
 * William Dietrich. (Sunday, June 03, 2007) “**A Century at The Pike Place Market**”** //**Pacific Northwest**// //**Magazine.**// **Found at**
 * This article does a vivid job of describing how and why Pike Place Market, a landmark of the Pacific Northwest, came to be. It provides details about the people who started it, and the economic reasons for doing so. It provides links to .pdf files of the article as it appeared in the magazine so you could print it out and include the pictures and timelines present in the article. Shows history in a way that connects with what students know. **
 * //(Pacific Northwest – History) Jeff Ballew//**


 * Wadewitz, L. (2006). "Pirates of the Salish Sea: Labor, Mobility, and Environment in the Transnational West."** //**Pacific Historical Review;**// **75, 4; pgs 587-627.**
 * In this article, the author takes a look at the relationship between labor workers in British Columbia and Washington state. There was illicit transborder fishing take place on either side of the border. People on either side would cross the border to evade authorities, rules, taxes, and procedure. They would take advantage of the positives on both sides of the border and avoid the negatives. Throughout the 19th century their was a growing number of "fish pirates" who disregarded local law and made up their own rules. After reading this article one can compare this to the border restriction issues the U.S. is having right now with Mexico. ** **//(Pacific Northwest - History)// (Monica Savory)**


 * McGuire, M. (1997). Taking a storypath into history.** //**Educational Leadership 54**//**(6), 70-72.**
 * ( * ) This article discusses how storypath helped Seattle students learn the history of early residents of the Pacific Northwest. Storypath is an important tool for helping students learn history because it helps students immerse themselves in a story about real places and events. However, the students use their knowledge of the story’s setting to create their own characters. I gave this article a star because I believe that storypath is such a wonderful idea to teaching history while incorporating reading, writing, and social studies. ** **Pacific Northwest – History** ** (Holly Howard) **


 * Durning, A.T. (1996). The six floods.** //**World Watch**//**. 9(6), 28-37**
 * This article discusses six waves of human industry in the Pacific Northwest that have impacted the ecology of this area. The six waves discussed are the fur trade, mining, fishing, agriculture, the damming of the rivers, and logging. The author gives a history of how each wave began and discusses how it has impacted the Pacific Northwest. The language is not too advanced and would be suitable for upper elementary or middle school students interested in the subject. **
 * (*) (Pacific Northwest – History) ** Kristin Snider

__Pacific Northwest____- History__
 * Owens, P. (January 2000). Northwest Lands, Northwest Peoples: Readings in Environmental History.** //**Library Journal**//**.** //**125**//**(1), 152-156.**
 * These 24 essays, drawn from a symposium on Northwest environmental history held in Pullman, WA, in August 1996, address questions of how humans have adapted to and modified the environment of the Pacific Northwest. Contributors include historians, anthropologists, ethnocologists, geographers, biologists, law professors. The interdisciplinary essays are divided in six sections introduced by a brief synopsis, which summarizes the authors' main points and places them in the context of the Pacific Northwest's history. The multiple points of view provoke questions and analytical thinking. ** ** (Melissa Lowry) **

Pacific Northwest: History
 * Donaldson, L. E. (2006). Red Woman, White Dreams: Searching for Sacagawea.** //**Feminist Studies**//**, 32, 523-533.**
 * This is an article that discusses Sacagawea in a number of lights. The author presents critical insight into Sacagawea’s role on Lewis and Clark’s voyage of the Pacific Northwest and unveils the myths surrounding her traditional character. This article could be used to show that there are many historical perspectives of the same event. **
 * (Amy Christiansen) **


 * Reardon, M. J., White, C. E. (2003) Lewis and Clark’s Expedition To the Pacific Northwest.** //**Army**//**. 53(9), pg. 32 - 39**
 * The article cites information pertaining to the historic Lewis and Clark Expedition. The article provides a succinct time line of the journey, from Pennsylvania to the Pacific Ocean. This is a beneficial resource for the study of this 8,000 mile journey, the discoveries made, and the interactions with Native Americans. (Pacific Northwest – History) ** ** (Jessica Koehn) **

This article is about how an interdisciplinary course at a Oregon High School was able to study Native Americans by using a mulit-faceted approach.The class was also able to study the Lewis and Clark Expidition from many perspectives. Pacific Northwest/History -Helena Quigley
 * McClure, L. (2003). Many Nations: A Confluence of Stories//. Northwest Education//. 8, 30-34.**
 * Neunherz, R. (2005). “The Struggle for Fishing Resources in the Pacific Northwest Twentieth Century.”** //**Magazine of History**// **; 19(6), 48-55.**
 * This article starts by explaining the background information on Salmon fishing in North America and the Pacific Northwest. The author talks about the abundance of Salmon there once was and how it has changed drastically. Then there is a series of lessons on the topic of Salmon fisheries and Salmon fishing in general. Teachers could use this information or the lesson format that Neunherz provides to teach students a lot of valuable information. ** ** (History-Pacific Northwest) ** (Erin Rathbun)


 * Mark J Reardon, Charles E White. (2003, September). Lewis and Clark's Expedition To the Pacific Northwest. Army,** //**53**//**(9), 32-34,36-38,40,42. Retrieved November 27, 2007, from Research Library database. (Document ID: 534825891).**
 * This article is all about the history of the Lewis and Clark Expedition to the Pacific Northwest. This would be a wonderful article for sixth grade students or some middle school students to read. However, for younger ages studying Lewis and Clark, this article could be read and extracted for information as a large class. Great resource article. **
 * Pacific Northwest- History** ** (Jennifer Williamson) **


 * __United States__** **__History__**

United States-History This article describes how so much more information about the Cold War became available after the collapse of the Soviet Union. There used to be very little information out there about the East’s perspective of the war. There was a conference held in Washington DC to report all of the latest findings. (Kathleen Converse)
 * Recent Cold War Studies. Ronn Pineo The History Teacher > Vol. 37, No. 1, Special Feature Issue: Environmental History and National History Day 2003 Prize Essays (Nov., 2003), pp. 79-86**


 * Perez-Sable, M. (2005). Discovering the United States through Children's Folk Literature.** //**The Social Studies,**// **96:2, 86-92.**
 * This article discusses a variety of folk tales from the different regions of the U.S. that have been put into a picture-book format. The author of this article examined ninety books with tales that are set in a variety of settings and time periods. The folk tales are largely based on traditional Native American tales as well as stories that have been passed on from generations of U.S. immigrants and have all been written in a U.S. historical setting. Using the folk tales that are discussed in this book would be a great way to integrate a variety of historical perspectives into the classroom and opens the door for PBE as well. ** ( Good) (U.S.- History) Erica Rasmussen

United States- History (*) This article looks at the history of the Native Americans in the United States, from Washington State to Florida, to the Great Plains. It examines the way they lived in the past, the way they live today, and how this has changed over time. It gives some good ideas about how to bring these abstract concepts alive in the past. I gave it three stars because it gives both something close to home (the whaling tribes in the Puget Sound) as well as ideas that are more general and broad. (Janessa Maertens)
 * Bernholz, C.D. (2002).** **American Indian treaties and the presidents: A guide to the treaties proclaimed by each administration.** //**The Social Studies, 93, 218-228.**//

United States: History Gardner argues in this article that the United States of America historically set up an effective system of government with lots of check and balances. In other words, there was “back-up systems” designed into the government, for if the main federal government was not effective. He argues throughout this paper that this back-up system is no longer effective, or even existent. **(Lindsay Yule)**
 * Gardner, J.A. (2005). Democracy without a net? Separation of powers and the idea of self-sustaining constitutional constraints on undemocratic behavior. St. John's Law Review. 79(2), 293-318.**


 * Joel Meier (1997). Protecting our public estate. Journal of Physical Education, Recreation & Dance, 68(8), 35-38. Retrieved November 29, 2007, from ProQuest Education Journals database. (Document ID: 17465601).**
 * This article covers the history of the conservation movement in the US starting as far back as the 1800s with Henry David Thoreau, and covers many of the key people who helped to create the national and state parks we enjoy today. The article also discusses current conservation issues and states that the US is viewed as a global leader in conservation legislation, but our national and state parks could still be at risk. Funding for these parks is constantly being cut despite the growing popularity of recreational activities. The article closes with a list of 10 ideas on how we can try to make sure our parks are not at risk. ** ** (United States-History) ** ** (Katti Swanson) **

The United States (History): Correspondence. **//Social Education,// //48,//** 276-79.
 * Schur, J. B. (1984). Letter Exchanges: Living through the Past in a Fictional**
 * This article gives an example of a United States history activity that helps to generate excitement and enhance class discussion through students writing each other letters as imaginary correspondents living in which ever period the class is studying at that time. There are also ideas for follow up activities that include: displaying letters on the class bulletin board, reading the letters aloud in class, a class-wide debate, and a class-written history play. (Joel Fagundes) **


 * __World__**

This article gives a unique perspective on prejudice in countries other than the United States, which is what students are used to learning about. This article shows the commonality between humans despite state lines. It deals with very real issues in history about the rights of women and children--issues that still affect our daily lives today! WORLD—HISTORY (Alicia Leerskov)
 * “Women and children first!” anti-immigration parties and gender in norway and the netherlands. (2007) Akkerman, Tjitske and Hagelund, Anniken. Patterns of Prejudice 41(2): 197-214.**


 * McElmeel, S. L. (2006). Glimpses of the past through literature and story telling.** //**School Library Media Activities Monthly, 23**//**(4), 38-41.**
 * (*) For rich resource and good explanations why these books are valuable. Children’s literature of WWI and WWII filled with factual information, emotional books to empathize with the event, tellings from people who experienced the events, and different perspectives, sides and opinions about the events. ** History/World **Jubilee Roth**

World: History -Beth Baughey-Gill
 * Lybarger, L. (2007, Dec). For Church or Nation? Islamism, Secular-Nationalism, and the Transformation of Christian Identities in Palestine.** //**Journal of the American Academy of Religion.**// **Vol. 75, Iss. 4; pg. 777-814.**
 * This article talked about the history of religious movements versus national movement in Palestine. It is a great article because it has to pull in historical references from around the world from all the time periods to explain the causes and reasons for shifts in the culture. Another reason this article would be a good one to use is the fact that it connects the historical past of the issues to the present in a way that makes sense. I also like the fact that the religious undertones and movements that occurred in this one region also mirror many social movements throughout history all over the world, but this in-depth look at a region that currently is defined as a region full of extremists and terrorists. A very interesting take on a part of world history that is still developing even today. **


 * James A Frieden, Deborah W Elliott. (2007). teach with movies: using the storytelling power of movies to motivate students.** //**Teacher Librarian,**// //**34**//**(3), 61-62. Retrieved November 28, 2007, from ProQuest Education Journals database. (Document ID: 1204860771).**
 * An article that really gets the teacher thinking as to how movies could actually help teach world history. This article is a great read for a teacher to get ideas on how to incorporate movies when teaching history. Movies are a great resource because they can cover topics they relate to all types of figures in world history. The article also provides links to resources that can help a teacher find curriculum to help teach with a movie. Take a look at this it could be helpful for a rainy day activity when students can’t go out to recess. ** (World- History) - Ryan Manning