[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

Students will review and analyze various secondary sources to determine the origins of the U Street area.  They will then write a biographical sketch of what they think the origins of the area are.


[Applicable DCPS content and skills standards as well as Common Core standards should be listed by number and include the actual text of the standard.]


[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Students will look at three maps (secondary sources) and determine the origins of the U Street area.  They will then read some secondary materials about Robert Peter, who owned the land, and include that biographical information in their write-up.

These resources include the student's textbook, excerpts from books and articles, and a one page description of the Peter family in a Google book available on-line.

Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]

Students will start off by describing & explaining in writing three things they know today about the U Street area.  They will then write out two-three things they imagine was true of the U Street area 300 years ago. 

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. 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.]
Working in pairs or groups, students will look at three secondary sources -- maps -- and locate the U Street area on the map (s).  They'll be asked to describe any geographical and biographical information they see to help them locate the U Street area.  Once they've done that they will then read some excerpts from secondary sources to write up what they've learned about Robert Peter.  These sources include a page from a book entitled Western Maryland History (Google books), six pages from Washington, the Making of the American Capital (how land was ceded to the federal gov't & the role of Benjamin Banneker), Peter family geneological information from rootsweb.ancestry.com, and a brief description of Robert Peter, available at the Tudor Place website.  (By the time I do the lesson I may locate more materials -- this is all I can locate now.) 


[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

Students will first speculate on the origins of the U Street area, including sharing a few answers publicly.  Perhaps we'll write them out as we go, perhaps not.

Students will then use their textbooks (City of Magnificent Intentions) to look at three maps -- pages 16,31, & 50 -- to locate the U Street area and determine what historical and biographical information they can about the area.  They'll record that information in writing, and we'll discuss and revise as a class, including considering what textual information supports differing answers and assumptions.  Next students will read the excerpts mentioned above, as well as going to Google Books, to research a little about Robert Peter and his family & landholdings.  Students will recod this information as well, and we'll discuss their findings as a class.  

Questions to be answered include:

What made up & occupied the area of Washington before it was the federal city?  When was this?  What do you think the land was used for?  Who owned the land?  How can you tell?  Who owned the land where the U Street area is today?  Who do you think this person was?  How will you learn more about the owner of the land where U Street is?  Can you know conclusively what was in the U Street area?  If not, what can you determine from the evidence available to you?  Does your conclusion seem logical and reasonable?  What facts and details have you used to reach this conclusion?  Are there other alternatives or possibilities?  If so, what are they?  What other questions do you have?


[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]
Students will write up a two or three paragraph history of the U Street area, based on the information they've collected and considered using the materials described above.  This write-up will be done either in class or for homework.  It'll also serve as an opener for the following day.  Later in the semester students will use this information for a planned culminating assessment of a pamphlet or brochure describing the history of U Street.    

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

This is the first of several planned lessons on the history of U Street, so I'll remind students of the long-term project they'll be producing, and why it's important to SAVE their introductory biographical sketch of the origins of U Street.  We'll also review the lesson and content as a class and answer any questions students have.