[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.]

Although there wil probably be more than ten missoins in this unit, this will be a midpoint at which students will stop and reflect on the pre-checkpoint and all the information they have gathered for the unit. Students are encouraged to plan their own trips from beginning to end including transportation, cost, lunch etc. 

At the end of the session, students will: 

Complete (revisit) the pre-checkpoint (use diffrent color pen or writing utensil) to answer questions left blank, add/change responses for questions (students will leave their orignial responses) and be able to give feedback on attitude this time taking the checkpoint.

Complete journal entry relating to the new material in this mission, pre-checkpoint (what was different this time, attitude in doing the pre-checkpoint).

Explore and analyze primary sources (photos, maps, articles etc.) related to people who lived near the school, homes near the school, the many purposes and use of the space of the school and discuss the past, present and future ideas for the immediate surroundings of the school (2nd and G and 3rd and G street,N.E.). 

Compose and compile a list of questions the will like to explore about the peope and homes and possible business within the block of the school.

Demonstrate ability to work interpersonally with others to accomplish a given task (accurately). 

Organize groups and make plans for how they will go about researching information about the area.  At this point students will plan a trip to Martin Luther King Library to do further research based on the session.  


[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]

Common Core Standards (connections):

Additional standards will be added since this is an on going unit leading up to a school and community exhibit.


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.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.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • 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.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
  • CCSS.ELA-Literacy.W.5.7 (all grades) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.


[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.]

Map of school Logan area
Creator: Real Estate Plat Book, Vol.2
Source: Published by Griffith M. Hopkins
Date: Dates for all real estate maps between 1887-1956

Map of area of Logan b
Creator: Real Estate Plat Book, V, 2
Source: Published by Griffith M. Hopkins
Date: Dates for all real estate maps 1887-1956

Person that lived at 215 G Street N.E. in 1928
Source: Martin Luther King Library
Date: 1928

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.]

Earlier dated Map showing 2nd and 3rd block of G Street N.E.
Creator: Real Estate Plat Book, Vol.2
Source: Published by Griffith M. Hopkins
Date: Dates for all real estate maps between 1887-1956

Names of other people who lived on G Street in the block of the school.
Creator: Microfilm
Source: Martin Luther King Library
Date: 1914

Site Plan Insurance Map for Logan School
Creator: Sanborn insurance
Source: DCPS Sumner School

Swampoodle Area

This is an excerpt from the CHRS Newsletter. This issue is still under construction and being edited. The community and staff writers for this newsletter have been sending articles related to school area as research is being done about the Swampoodle area which is part of the area which both Logan sites are located in this area. Interesting information.

Download this file
Creator: Beth Purcell
Source: CHRS Newsletter
Date: August issue 2013

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.]

After discussion of the primary source material of who lived in the space of 215 G Street in 1928, have students think about who lived in the space in other years before the building was constructed and how will they find information about the people and their possible occupation. Explain the process I went through using microfilm to find the information I did for the family featured in the primary source (started with the Plates/Real Estate Maps) to look at the space and what was in the space (both Logan sites) over a period of different years. 

Guide students through two different years using primary document of the maps and have them point out some differences and similarities of the space/places. Show/point out to students the key/legend for the material the houses were made of such as brick or wood etc. 

Guide students in finding and in looking at houses that had an address for specific years. Guide students thinking process on how they could use this information when they go to the library to find out who lived at a particular address. 

Have students think about changes within the building presently.  Have students orally tell some of the changes made in the last two years they have attended the school in terms of ideas, people/staff, the building (rooms etc.). 

Probe and discuss with students to find out why and how these primary source(s) were helpful in helping find out what or lived in this space before the building was constructed/built. Have students tell why accurate maps, diagrams even phone and address information is important for the future.

Break students into three groups (students are used to exploring and moving around the building when they are doing meaningful work without an adult).


[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.]

In fairness have groups draw numbers or pick numbers to determine which group will work on what first or they can volunteer. Groups will rotate to all three activities.

All groups are required to take notes and use illustrations to make to enhance their information. 

Photographs will also be available for groups to use as they conduct their investigation of change over time.  

Some dates of maps will be given to students but students will have to try and match dates with details and changes on the maps to create their own (timeline of building changes). 

One group will stay in the class (or choose work space) to complete information using real estate map (photos of the maps) over different years before both sites of Logan were constructed, during the second contruction and after construction. They will look for details to note of the changes in each space and surrounding the building space over the years. Students will document their findings.  This group will also look on the given residency sheet to see if there are any more addresses listed on the sheet in the immediate surrounding of the neighborhood and make notes of the families and the occupations.

Next group will use the site maps of the building and the lay out of the current changes to document their findings (students can also speak to the head custodian to look at the map when we first moved in the building to use along side the primary source map).

Next group will be outside with copies of (photos) of real estates over the years as they physically walk to try and find the spaces/places on the map with in the one block radius of both Logan school sites. Students will make notes and draw what use to be in the space and what is current in the space. 

Groups will rotate every 20 to 30 minutes (including transition time). Time may change depending on group’s findings and attitudes of the groups. Students may choose the times for changing. 

Groups will come back together and share the information, the process of what they did to collect information, how they used the documents and what was helpful in having the documents.

Students will choose representatives from their groups (no more than two) to work on the trip planning to the MLK Library.  


[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 do a group reflection in their journal in the form of a free write related to the session. Students will be encouraged to give feedback on what went well with the group work and what needs improvement. Student will also give suggestions for the planning. This information is valuable to those who will be planning the trip to the library.  

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.]

Have some students give feedback on the group activities and working in groups with activities like this.

Have students read suggestions for trip planning out loud.

Find out what else students are curious (questions) they may have formulated as they complete the mission.

Wrap up by reminding students that they should be working on their final video piece for Logan (keeping the name) and their news summary.