Exploring DC Landmarks

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Grade

1st Grade

Duration

30 minutes

Unit

Discovering Washington, DC (Lesson 4 of 5)

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Learning Objectives

Students will be able to:

• Identify 3-4 major landmarks in Washington, DC using a large map.
• Describe one interesting fact about each landmark.
• Explain why these landmarks are important to the culture and history of Washington, DC.

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Standards Alignment

Common Core State Standards – Social Studies connections aligned to Common Core ELA standards:

• CCSS.ELA-LITERACY.RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

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"I Can" Statements

• I can name important landmarks in Washington, DC.
• I can talk about why landmarks are special to people in the city.
• I can show my understanding by making a drawing and placing it on a map.

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Success Criteria

• Students can point to landmarks on the map.
• Students share one fact about a landmark with the class.
• Drawings clearly show the landmark and are placed correctly on the wall map.

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Materials Needed

• Large wall-sized map of Washington, DC with landmarks lightly marked but not fully labeled
• Chart paper and markers
• Drawing paper and crayons/colored pencils for each student
• Index cards for facts about landmarks (for teacher use)
• Dyslexia-friendly legend of landmarks with simple icons and text

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Lesson Procedure

1. Introduction & Engagement (5 minutes)

• Begin by showing the large map of Washington, DC on the wall.
• Use the dyslexia-friendly legend to point to 3-4 landmarks (e.g., The White House, Lincoln Memorial, Washington Monument, and Capitol Building).
• Share one simple fact about each landmark using kid-friendly language.
• Ask: “Have you ever seen these places or heard about them in stories or on TV?”

2. Activity: Drawing & Mapping Landmarks (15 minutes)

• Give each student a piece of drawing paper and crayons.
• Ask students to pick one landmark they want to draw.
• While they draw, circulate and provide facts or prompts (e.g., “What is the White House used for?”).
• After finishing their drawing, students come up to place their drawing on the correct spot on the large map.
• Encourage students to explain their drawing briefly to the class, highlighting one fact they learned.

3. Group Discussion & Wrap Up (7 minutes)

• Lead a discussion about why we should remember and care about these landmarks.
• Ask: “Why do you think people visit these places?” and “What do these landmarks tell us about Washington, DC?”
• Write a simple group sentence on chart paper summarizing what they learned, e.g., “Washington, DC has special buildings that tell stories about our country.”
• Close by reviewing the “I can” statements with the class.

4. Assessment (3 minutes)

• Informal assessment through observation during drawing, placement of landmarks, and oral sharing.
• Check understanding by asking individual students to name one landmark and tell why it is important.

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Differentiation Strategies

• For students needing extra support:

  • Use the dyslexia-friendly legend with icons and large text to assist reading.
  • Provide one-on-one help during drawing and placement.
  • Allow verbal sharing instead of written descriptions.

• For English Language Learners (ELLs):

  • Pair with a buddy for the drawing and sharing activity.
  • Use visuals and gestures.
  • Pre-teach key vocabulary such as “landmark,” “famous,” and “important.”

• For students with fine motor challenges:

  • Allow use of pre-made coloring pages of landmarks instead of freehand drawing.
  • Use adaptive crayons or markers as needed.

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Extension Activities for Advanced Learners

• Conduct a simple research mini-project using books or teacher-read stories about one landmark.
• Create a short, illustrated booklet titled “My Favorite Washington, DC Landmark” including one or two facts.
• Role-play a tour guide explaining landmarks to “visitors” using detailed descriptions.

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Dyslexia-Friendly Reading Options

• Use large, clear, sans-serif fonts (e.g., OpenDyslexic, Arial) for all written materials.
• Use high-contrast colors for text and background.
• Keep sentences short and use bullet points for facts.
• Include pictures and icons alongside text to reinforce meaning.

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By immersing students in an interactive and visual exploration of Washington, DC’s landmarks, this lesson builds foundational knowledge in civic awareness and cultural history while supporting early literacy skills aligned with Common Core standards.