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.]

Some missions although created for a two or three hour work cycle may still need addtional time and or may change based on unexpected activities/interruptions during the school day.

Students are not usually assigned homework as part of the Montessori plan at my school therefore some assessment/reflection activities may be done by the done during their choice timeas an extension of class. 

At the end of the session, students will:

Discover both Logan sites 

Discover that Logan was a school for colored students and other

Use maps, textual documents, building surveys, insurance documents, news articles, photos etc. to discover what the buildings (beginning with the original site) and the people were like in the past. 

Apply the information gained from the sources, walking field trips etc. to create their own news report about what life at Logan and the Logan school in the past. 

Create question document  and list at least 3 to five questions (individually or in teams) related to their findings about Logan school (these can be for further investigation).

Define and be able to explain the word segregation and the phrase separate but equal.

Identify and document the type of primary source used for notetaking skills. 

Students will reflect on the session and determine one thing/activitiy they could try from life in the past Logan School. 

Standards

[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]

3. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

4. Students use nontext primary and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical charts. 

  • CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
  • CCSS.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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.]

DCPS Desegration articles and other articles wil be used. 

List of PACE Assessment Cycle student Common Core books related to Civil Rights and Unfair treament of colored people will be used for literature.

Postal Museum Trips and activities will be used during this session and in follow up sessions. 


Article explaining why a thrift shop was set up on the grounds of Logan.
Creator: Washington Post Staff Writer
Source: Washington Post
Date: November 10, 1967

Articles showing the time when Logan served the community. The doors of Logan stayed open to the community late.
Creator: Washington Staff Writer
Source: Washington Post
Date: January 29, 1968

Article depicting conflict did happen in the neighborhood among students at Logan for colored students and white students from near by schools for whites.
Creator: Washington Staff Writer
Source: Washington Post
Date: January 10, 1904

Article highlights organization who brought in rats to stay at the Logan school for a few months (used to teach kids about healthy eating). One rat ate healthy food and one rat was fed junk food to demonstrate to students the importance of eating healthy.
Creator: Washington Staff Writer/Reporter
Source: Washington Post
Date: March 9, 1964

List of Books

List of books students can choose from for read aloud sessions and independent reading sessions. Other books will be used in addition to students checking out books from the library.

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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 go on a short walking trip with their journals to 3rd and G which is a block from the front door of the school. Students wil be asked to quietly (without talking) observe (encouraged to read any text) the building that is at the corner and take any notes, draw anything that catches their interest and write questions related to the building on the corner. 

Students will walk back in front of the current school building and stand afar off when they can really observe the front of the building. They will walk around and observe the two wings of the building and the rest of the outside structure of the building. Students will be asked to write notes, draw things of interest and questions (without talking) regarding the current building.  

When students go back in the building they will be asked to get into pairs or groups of 3's:

Students will be given a variety of maps (real estate maps) from different years and other documents such as the building survey, site plan map, photos of both buildings and other related documents to discover that Logan School was located on another site (across the street) before this site was built.

Students will use the sources to discover  what each site is being used for presently (they should know that the second site is still being used as a school) and the first site is now a condo building. 

Students will make notes of dates, streets and other clues that helped to their discovery of two Logan(s) one being a school presently and the first site being a condo building presently. 

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.]

Explain to students that the primary sources they used for the warm up gave lots of informaton about about the building structure and the surrounding land for each building.

From the warm up activity (depending on the source) some students may have analyzed the building survey and related sources to discover that the box for school colored is checked. Ask students if they noticed and if not point it out to students. Ask them if they know what that means.

Follow up to let students know that this school was a school for colored students and other only compared to other close schools in the area. Clarify if students have questions. Have students think of some of the primary sources they have used in previous lessons that gave them more information about a topic (remind them that they used maps, building surveys, site maps etc). Ask what other primary sources (ask what is a primary source), could they use to help them know about the students who attended Logan in the past. Students should at least mention news articles and photographs (people during the specific time period may be mentioned).  Make a list of their responses.

Let students know that during this time period, colored people were treated unfairly because of the color of their skin. Have students name some famous people or stories they may have heard or known that were not treated fairly and how were they not treated fairly (make a note of their responses).

Try to have the vocabulary word segregation (separate) and the phrase separate but not equal be discussed and discovered by students instead of just telling students what they mean.  

Have students discuss their findings and what tools they used to help them the information. Briefly discuss Jim Crow Laws and the Civil Rights Movement as it relates to then and make connections to people and things today (relevance to the kids at this age and to this population of students). 

Explain to students that they will be reading lots of literature related to some of the people they mentioned and others who were treated unfairly especially as it relates to school/college and education through out the rest of the unit.   

Revisit the story of Ruby Bridges (book was read to students as the pre-lesson) before taking The Power of Place class.  Ask students what other  primary source docuements could they use instead of just the photos from the book to help them get a clearer or better picuture of how Ruby was treated during that time in school.

Model a think out loud as I read excerpts from one article (ask question out loud that I am thinking in my head as I read and write a question that i may have that may not be answered by this article. Think out loud notes that I want to write that is important to helping me understand the peolple and population of Logan School at the time.  

Give each student different articles and source types at their tables. Have students use the source(s) to discover why Logan had another site (overcrowding and needed an addition to the building or larger building) and what life was like inside Logan the building and the people during this time.

Students will work with the sources as I facilitate and move from group to group to ensure that all students are involved and are on the right track. 


This is a primary source photo of children from Logan on a field trip at the Audubon Naturalist Society.
Creator: Audubon Society
Source: Martin Luther King Library
Date:

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.]

A guide will be created for students who usually need extra support. 

Students can choose to work in pairs or individually.   Students move to an area of the classroom  with a source textual document(s) and selected photos to make notes on note cards and write questions they still have or want to further invest related to students, staff, parents, administrators, community members etc. that was part of Logan.

Articles and other textual reading sources will be modified or be chosen for some students based on accomodations/modifictions.

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.]

Students will be given (color and regular white) note cards for note taking and organization of their notes.  

Students can use the guide to assist them in writing notes on note cards. Students will be asked to think of categories such as (community, students, PTA, administrator, teacher, classroom, lunch, injury, classes/subjects, violence, parents, money, field trips etc.) as they write their notes  (no more than two sets of notes on a note card. 

Students will document the title and the type of source they pulled their notes from on the card.  

3rd - 5th year students should have at least five or more note cards with notes for their new report.

Students must arrange note cards by numbering cards in the order they plan for their news report (life at Logan school in the past) to flow.

Students should be able to list at least three to five questions  on the question document.

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.]

Student volunteer to share excerpts from their note cards that they thought were really interesting or questions they listed for further investigation (discussion about how the sources helped us learn about life at Logan in the past). 

Students reflect in any way in a free write in their journals. Students will include one activity/thing they would like to bring back from the past to have as part of their learning in the present.