In this lesson, students will identify political leaders who strongly supported or currently support statehood for Washington, D.C. including Muriel Bowser, Tom Carper, and Eleanor Holmes Norton.
Students . . .
- track their learning on a Leaders in Washington, D.C.'s Campaign for Statehood organizer.
- express their understanding by writing a short letter to the leader that: summarizes the leader’s beliefs and acknowledges and explains the student’s point of view regarding Statehood for Washington, D.C.
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.