Lesson Plan Urban Renewal

Urban Renewal in Charlotte -- A Document Based Question

Created by Theresa Griner, Cabarrus County Schools and

Vicki Waddell, Charlotte Mecklenburg Schools

Overview

Students will use primary sources, oral histories, political cartoons, and maps to experience how Charlotte implemented the Federal Housing Acts of 1949 and 1954 for its urban renewal plan.

North Carolina Standard Course of Study (Eighth Grade)

Goal 7.05-Evaluate the major changes and events that have effected the roles of local, state, and national governments.

Goal 8.04-Assess the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.

Goal 9.01-Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.

Goal 9.02-Identify past and present state and local leaders from diverse cultural backgrounds and assess their influence in affecting change.

Daily Objective

Through the studies of Social Studies students will be able to list the social, economic, and political, impact of urban renewal on Charlotte residents in the 1960s and 1970s by analyzing primary sources and answering a Document Based Questions with a 5 paragraph essay.

Suggested Time for Activities

This lesson takes approximately two 90-minute classes or three 60-minute classes.

Materials Needed

Primary Resources

Eugene Payne Political Cartoon entitled "All in Favor Say 'Aye' "
Charlotte Observer article, "A Story of Renewal in Brooklyn" by William Jordan, June 6, 1977
1929 (revised in 1930) Map of Charlotte by Proud and More Company
1999 Map of Charlotte entitled Center City Charlotte
Excerpt from the annual report brochure entitled "A Better Charlotte Through Urban Renewal," from 1966

Interview Excerpts

Classroom Materials

Lesson Plan

Pre-Activities

Prior to this lesson, students should be familiar with analyzing a primary source using SOAPS: Tone, categorizing a primary source using PERSIA, steps for writing a DBQ, and how to write a thesis statement. They should also be familiar with the idea of urban renewal.

Activities

Pass out DBQ "Urban Renewal in Charlotte." Remind students of the steps for writing a DBQ.
Ask a student to read the Historical Context of the DBQ.
Brainstorm with students by asking them what they already know about the urban renewal. Write responses on the board and have students write responses on their own paper.
Ask a student to read the DBQ question. Ask, “What is it asking you to do?”
Ask a student to read the first source in Document 1. As a whole class SOAPS: Tone, PERSIA, and answer the question for the Document.
Have students write answers on their own paper.
Repeat for the second source in Document 1.
In pairs, have students read SOAPS: Tone, PERSIA and answer the question(s) after Document 2.
Come back as a whole class. Discuss the answers.
In pairs, have students read SOAPS: Tone, PERSIA and answer the question(s) after Document 3.
Come back as a whole class. Discuss the answers.
Repeat with remaining 6 documents.
Guide students through organizing all the information into an outline.
Independently, have students write a five-paragraph essay to answer the DBQ.
As students write, walk around the room to answer any questions.

Assessment

Collect essays

Additional Resources

Interviews (Full Versions)

Bibliography