Objectives

[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 use multiple sources to evaluate and describe in writing the history of the U Street area during the Civil War.

Standards

[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.]

12.DC.7. Students describe the effect the Civil War had on life in Washington, DC.

-- Explain how the city responded to the problems that accompanied the sudden surge of population (e.g., soldiers and escaping slaves).

Resources

[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.]

Primary Souces:  National Archives -- the register of Freedmen at Camp Barker -- life in Camp Barker according to Freedmen who were there.  Chapter VII from Elizabeht Keckley's Behind the Scenes (Kindle edition) -- Keckley's recollection of Freedmen in Washington during the War.  Letter to the Editor, The Christinan Recorder, June 20, 1863 describing violence towards an African American soldier in Washington, DC.  (Making Freedom African Americans in U.S. History)  Possible resource: They Knew Lincoln.  This is a collection of memoirs by African Americans who knew President Lincoln, including a section by Mary Dines, a freedman who was the Lincolns' cook.  (At one point she lived in a contraband camp in DC on 7th Street.)

Secondary sources: Lincoln's Sanctuary, by Matthew Pinsker -- pages 66-69 (includes a photo of Camp Barker from Mary Dines).  A webpost on Borderstan entitled Before U Street There Was Camp Barker.  This is a two page description of where Camp Barker was (Garrison Elementary) and the Geophysical Survey map of the old camp.  This includes an interesting map showing a superimposed schematic of the outlines of Camp Barker over the grounds of an elementray school and its playing fields.  This survey is on-going.     

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.]

As a warm-up I will ask students to recall and describe what the U Street area was, looked like at the creation of the federal city.  Next students will describe what they think happened in the area during the Civil War.  Student responses will be listed on the board.  We'll then rank these responses in order of probability and likelihood.  I'll also ask students if they know anything about either the African American Civil War Memorial or the museum across the street.  We'll discuss possible answers to stimulate student thinking on the topic/subject of African Americans in the U Street area during the Civil War. 

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.]

We'll start by reviewing our objective -- to evaluate and describe life in the U Street area during the Civil War.  Next I'll have students look at both the Mary Dines photo of Freedmen in Camp Barker and the Geophysical Survey Map of Camp Barker & Garrison Elementary.  I'll ask students to describe what they're seeing, what they think it is.  We'll discuss as a class, and students will make some descriptive notes on these sources. 

Next I'll hand out copies of the primary sources described in the resources section -- Keckley's memoir of Freedmen, the newspaper editorial, and excerpts from NARA's collection on life in Camp Barker.  Students will analyze and describe this information in writing -- what's going on, who's doing what, what is described or explained, who's talking, etc. We'll also discuss as a class & come up with one or more possible narratives.  (Highlights of the class discussion will be recorded on the board.) 

Finally, we'll read the secondary sources to confirm, augment or rebut what we've learned as a class about the U Street area.  Students will also write out a summary of this information on a worksheet.  I'll probably collect this as a formative assessment, or I may let students keep it to use to write up the summative assessment. 

Practice

[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.]
Student activities is somewhat implied in the New Material section above.  The primary goal is to have students review and analyze different pieces of information to construct a narrative of what may have occurred in the U Street area over 150 years ago.  They will work in pairs or small groups, and each student will record their observations and ideas.  This worksheet of information and details will then help students write a 2-3 paragraph of life on U Street during the Civil War.    

Assessment

[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.]

Formative Assessment -- students write down ideas, information, facts, etc as they review different documents and photographs.  This will be done in three stages, described above.  we'll discuss and review as a class after each stage.

Summative assessment -- each student writes out a 2-3 paragraph detailed summary of what life was like in the U Street area during the Civil War.  Students will then use this for their end-of-unit brochures. 

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.]
In a class discussion we'll describe what occurred in the U Street area during the Civil War and address any student questions, concerns.