[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 produce a brochure on the history of U Street.  This culminating activity incorporates much of the material the class has learned throughout the semester.  


[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.3. Students explain how and when Africans came to the Chesapeake and Potomac Region, why a significant number of them were free, the roles they played in the development of the agrarian economy (e.g., tobacco), and how slavery developed as an institution in the region.

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).

12.DC.12.1Identify some of the African American writers of the Harlem Renaissance who were born or lived in Washington, DC.
12.DC.12.2Describe the New Negro Alliance and the tactics they used to fight discrimination and segregation.
12.DC.15Students describe efforts to overcome discrimination in employment, public accommodations, housing, and education in the District (examine the National Committee on Segregation), and explain the local and national effects of these efforts.
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.]
Students will bring their own resources to the class to produce a brochure on the history of U Street. 

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.]

The warm-up is simply to review the assignment and rubric for the group project to be completed in one double period -- a brochure on the history of U Street.

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.]
No new material will be introduced today, other than the brochure assignment & rubric assessment.  (The brochure project assignment will be given out early in the unit, so students know ahead of time what is expected of them in and on the final project.)  


[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 U Street brochure assignment and rubric appears below.  Students will have a double period to prepare their U Street brochures in the computer lab.


[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.]
A rubric is included in the U Street brochure project, and that is the final, summative assessment for this unit, as well as brief student evaluations and some judging the final day by an outside judge (a representative from Cultural Tourism). 

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.]

I will remind students that they will be defending their brochures tomorrow, both from student evaluations and an outside judge.