[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 discuss and debate the effects of gentrification in DC generally, and in the U Street area more specifically.


[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]


12.DC.22.1Explain the tension between gentrification and the interests of long-term residents.


[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.]

"Facts and Fictions of DC's Gentrification", Atlantic Monthly blog post by Garance Franke-Ruta, August 10, 2012.  www.theatlanticcities.com/politics/2012/08fancts-and-fictions-gentrification-dc/2914/.

DC 2000 Tract Profile -- Population -- NeighborhoodInfo DC. Census data over 30 years -- 1980-2010 -- showing population, breakdown by race, number of children, etc.  http://www.neighborhoodinfodc.org/censustract/nbr_prof_trct66.html

Two articles from the Washington Post on gentrification (in classroom, not accessible now).

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.]

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.]

This lesson is a debate-style inquiry, with a mix of student input and responses, and some open-ended questions to spur critical thinking by the teacher.  Gentrification is an issue students generally have some experience or opinions about.  It is on-going throughout the city, so it is a current, relevant issue, one that easily lends itself to an open forum class debate.  

The warm-up should prompt some discussion and respsonse by students.  If the conversation slows the class will read an article or two on this sometimes contentious issue.  The Atlatic Monthly blog, though long, is a generally pro-gentrification piece that argues land reform leads to economic development, which generally benefits all the stakeholders in the debate.  We will read the first three pages, either in class or for homework, to offer a different view on gentrification.  Census data also shows the changes by race in the U Street area over 30 years.    (The Washingtonian interview with Virginia Ali, read by students in conjunction with the 1968 riots, also has some pro-gentrification remarks.) 


[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.]
The New Material and Practice are intertwined.  The class will have a debate on gentrification, and various news articles will be introduced throughout the discussion to guide or prompt further review and debate. 


[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.]
The summative assessment is to have students write a one page editorial defending or opposing gentrification in their neighborhood, including explaining why they feel or believe as they do.  The focus in this assessment is on student's own experiences, rather than just or largely on U Street.  The economic dynamics of gentrification has occurred in almost every corner of the city, so writing about that experience should not be to difficult or imaginary for students.  If a student has no personal experience then they can write about what Mary James should do -- the opener scenario.  This assessment will also serve as an opener for the following day.  

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.]
The issue of, and debate over, gentrification is one that we have tackled before in my DC History class.  It usually garners strong opinions and views.  The trick is to bring the students back to the facts at hand, and what gentrification means for both the city and for their neighborhoods.  I will remind students to write their editorials based on the facts and issues of the topic, rather than simply as one of rich vs poor, white vs black, etc.