Objectives

By th end of this lesson, students will be able to...

  • identify and describe various uses of the Mall as a place for national demonstrations to overcome discrimination through primary and secondary source analysis focusing on contextualization.
  • Assess the successes and failures of movements in the use of the Mall by examining cause and effect relationships in historical contexts.
  • Create a hypothesis for use of the Mall in the present day by applying the events of the past to the current geography of the Mall.

Standards

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.]

Warm Up

As students arrive to class, have the following prompt written on the board:

Describe the National Mall. What is it? What purpose(s) does it serve? How is it used? 


New Material

Students will continue to practice historical thinking skills while uncovering the history of marches and demonstrations on the National Mall during the students' lifetime. 

Practice

  1. Divide the students into groups of 4
  2. Distribute document packeges and analysis sheet.
  3. Allow 20 minutes for students to become familiar with the documents and begin to place the events in chronological order using sourcing methods.
  4. Check in with students and briefly discuss their findings. Create a basic timeline on the board from student responses.
  5. Allow 15 minutes for groups to create a narrative timeline that identifies and describes various uses of the Mall as a place for national demonstrations to overcome discrimination through further source analysis focusing on contextualization and chronology.
  6. Monitor each group, and check in with individuals to ensure that everyone is participating and developing an understanding of the context.
  7. In a class discussion, assess the successes and failures of movements in the use of the Mall by examining cause and effect relationships in historical contexts. Remind students to refer to specific documents to provide evidence of their claims.
  8. Lesson Assessment, completed individually.

Assessment

Pulling it all together: Create a hypothesis for use of the Mall in the present day by applying the events of the past to the current geography of the Mall.

·Use primary sources examined in class to support your response.

·Cite your sources. Include the author and the date of the source in parentheses at the end of the sentence so that it looks like this: (author, date).


Closure and Reflection

Exit Ticket: Students will use this lesson to develop the skills they will need to apply independently in order to research and evaluate the ways the Mall can be used today for their final assessment.

Post the following on the board:

List 3 documents you found most interesting, and explain why.

List 2 ways in which the Mall has been used in the past for national demonstrations.

List 1 question you still have.