Lesson plan

Grade 12 - 9 - Retrocession as a Solution for Representation

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teaches Common Core State Standards RI.11-12.7 http://corestandards.org/ELA-Literacy/RI/11-12/7
teaches Common Core State Standards SL.11-12.1 http://corestandards.org/ELA-Literacy/SL/11-12/1
teaches Common Core State Standards W.11-12.2 http://corestandards.org/ELA-Literacy/W/11-12/2
teaches Common Core State Standards W.11-12.4 http://corestandards.org/ELA-Literacy/W/11-12/4
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This lesson focuses on retrocession as one possible solution for Washington, D.C.'s lack of federal representation

Students . . .

  • learn the meaning of retrocession, specifically in conjunction with Washington, D.C.
  • explain how retrocession is a possible plan for D.C.'s future.

  • complete an exit ticket to answer the following prompt: How would retrocession fix D.C.’s lack of congressional representation?

DC Content Power Standards:  

  • 12.DC.22.6: Review the reasons why Washington, D.C. residents do not have voting representation in Congress, and assess the prospects for current efforts to get congressional representation for the District.
  • 12.DC.16: Students identify key milestones and efforts that led to greater self-government and suffrage for Washington, D.C. residents.

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

  • D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
  • D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
  • D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.