Lesson plan

Grade 3 - 2 - Why is Washington, D.C. a District?

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teaches Common Core State Standards RI.3.3 http://corestandards.org/ELA-Literacy/RI/3/3
teaches Common Core State Standards RI.3.7 http://corestandards.org/ELA-Literacy/RI/3/7
teaches Common Core State Standards SL.3.1.d http://corestandards.org/ELA-Literacy/SL/3/1/d
teaches Common Core State Standards W.3.2.b http://corestandards.org/ELA-Literacy/W/3/2/b
teaches Common Core State Standards W.3.2.d http://corestandards.org/ELA-Literacy/W/3/2/d
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This lesson focuses on the Constitutional decision to designate Washington, D.C. as a district rather than as a state. Students will be able to explain why the Framers of the Constitution decided to deny Washington, D.C. statehood. 

Students . . . 

  • track new terms on a vocabulary log.
  • identify the areas surrounding Washington, D.C. by filling in a map.
  • express their understanding with a formative exit ticket.

DC Content Power Standards:  

  • 3.2: Students understand the basic structure of the Washington, D.C. government.
  • 3.2.1: Describe its duties, organizational structures, and functions.
  • 3.2.2: Explain why it is necessary for communities to have governments (e.g., governments provide order and protect rights).

C3 Framework Indicators and Common Core Standards for Literacy in History/Social Studies:

  • D2.Civ.3.3-5. Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.
  • D2.Civ.4.3-5. Explain how groups of people make rules to create responsibilities and protect freedoms.
  • D2.Civ.5.3-5. Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.