Curricular Unit Information

Unit Title: DC's Changing Landscape
Course: DC History and Government
Grade Level: 12th
Unit Length:
Length of Class Period: 70mins.
Personal Stake:
[Why is this unit meaningful to you? It is important that you identify some aspect of your curricular units and lesson plans that resonate with you personally. This demonstrates a connection to the content and serves as a model for students.]
Unit Topic:
[What are the big ideas students should develop? What is important for students to know and be able to do? What knowledge, skills, and attitudes do you want students to encounter and be familiar with in this unit?]
DCPS Content and Skills Standards:
Common Core Standards (connections):
Methods of Inquiry:
[Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]
Attitudes:
[You should identify what dispositions or attitudes you want your curricular units or lessons to evoke in your students and those that you want students to come away with. This could range from an appreciation of the physical and emotional stress that soldiers experienced in the Civil War to a critical eye toward particular types of sources. Ideally, you will be able to determine which dispositions students don't have or need to develop and incorporate those into the unit. Attitudes get at the tension between the social and cognitive aspects of learning.]
Essential Questions:
[These include the central questions that help you organize and formulate lessons within a curricular unit. These should include a range of questions that include recall, descriptive, explanatory, analytic, synthesis, and evaluative thought processes. Please note that when engaged in historical thinking, the traditional ordering of Bloom's Taxonomy is flipped on its head—one has to evaluate a source or group of sources before one can adequately describe it/them (see Wineburg).]
Assessment of Student Learning:
[For each category below, what indicators or evidence will demonstrate student learning; how do the assessments reflect the content, skills, and attitudes outlined above; how will you know what students do and don’t know at the beginning, middle, and end of the unit?]
Diagnostic Assessment:
Formative Assessment:
Summative Assessment:
Differentiation:
[Summary of differentiation opportunities and possibilities in the curricular unit]
Community and Cultural Resources:
[from the Summer Institute]

Daily Instruction:
1. Review of Civil Rights Amendments

2. Lesson on segregation and racism in DC/country

3. Comprare/Contrast 2 neighborhoods

4. Compare/Contrast 2 neighborhoods

5. The national mall in protest

6. Student created projects

7. Student created projects