Lesson Plan - DCPS DC History & Government Standards

We recommend you visit http://www.k12.dc.us/dcps/curriculum/content/scnd-stl.htm and click on the link for "DC Hist / Gov" listed under the Social Studies column for a complete copy of the DCPS DC History & Government Standards.

The following DC Vote Web page offers only an abbreviated list of DCPS standards addressed through the DC Voting Rights Lesson Plan (this page was last revised on 08/25/2006).

Performance Standards

Chronology and Space in Human History

• Describe the dual nature of the city as a hub and a residential city.
• Identify major historical, political, economic and cultural achievements of Washingtonians from the 1800's to the present.
• Investigate the impact of historical events on the future growth and development of the economic, political and cultural aspects of the city.

Historical Inquiry, Analysis and Judgment

• Develop historical analysis skills.
• Analyze primary sources (e.g., artifacts, diaries, letters, photographs, art, documents and newspapers) and contemporary media to better understand events and life in Washington, DC.
• Analyze maps of major physical features and bodies of water in Washington.

Scientific, Technological, and Economic Change

• Analyze the role of money, banking, saving and credit on contemporary Washington, DC.

Social Diversity and Social Change

• Describe the interactions of individuals and social groups (e.g., role, status and social class).
• Analyze group and institutional influences on people and events.

Religious, Ethic, and Philosophical Forces in History

• Compare and contrast differing sets of ideas, values, personalities, behaviors and institutions of Washington, DC.
• Identify issues and problems of the past and present and their impact on the future of the nation's capital.

Essential Skills

Chronology and Space in Human History

• roject events that may impact on the character of the city of Washington during the early 21st century.

Historical Inquiry, Analysis and Judgment

• Gather and organize information from many sources, including interviews, diaries, letters, newspapers and magazines.

Social Diversity and Social Change

• Recognize the varied groups and classes of people who have lived in the District of Columbia and have contributed to its construction, economy and particular character as a capital city.

Religious, Ethic, and Philosophical Forces in History

• Describe outstanding statements of moral and civic principles made in Washington, DC.
• Construct a sequence of some major periods or events in Washington, DC, and compare them to the same periods in other cities of the world.

Technology Integration

Chronology and Space in Human History

• Compose and edit a multi page document.

Scientific, Technological and Economic Change

• Use word processing programs and compose a variety of sophisticated documents.

Social Diversity and Social Change

• Apply productivity/multimedia tools and peripherals to support personal productivity.

Religious, Ethic and Philosophical Forces in History

• Uses the Internet, e-mail and World Wide Web to access information.
• Uses word processing program to load, enter, edit, save and print text.
• Locates sources of information through various forms of media.
• Uses word process to edit and write reports.

We recommend you visit http://www.k12.dc.us/dcps/curriculum/content/scnd-stl.htm and click on the link for "DC Hist / Gov" listed under the Social Studies column for a complete copy of the DCPS DC History & Government Standards.

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