Terms used in “Can D.C. build a $45 million park for Anacostia without pushing people out?” are provided in In the Know. Review these terms with students before reading the Post Magazine article.
Economics, Geography, Political Science
Teachers may wish to present a brief history of the forming of the federal district and today’s Washington, D.C., boundaries before the map reading exercise. The D.C. history guide, Our Nation’s Capital Created, includes a map of the original boundaries of the District of Columbia with land acceded by Maryland and Virginia.
Project a road map of Washington, D.C., Virginia and Maryland so students can view it.
• Is it possible to travel to D.C. from Maryland without crossing a bridge?
• Is it possible to travel to Virginia from D.C. without crossing a bridge?
• Is it possible to travel between Virginia and Maryland without crossing a bridge?
Maps are also available in this curriculum guide.
How did people cross the Potomac River and Anacostia River before bridges were built?
Where are towns with “ferry” in their names located?
When bridge repair begins on Memorial Bridge, what alternative modes of transportation do residents have to get to work, sports and cultural events and other activities in D.C.? What if Metro repair work coincides with the bridge repair? Do commuters from Arlington and Fairfax and other western counties have an alternative?
Research the Bridges of D.C.
Art, English, Geography, U.S. History
There are major bridges across the Potomac and Anacostia rivers and additional ones crossing Rock Creek. Students may work alone or in pairs to research one of these bridges. Give them "Bridges of D.C." to guide their choose of a bridge.
“Approaching Bridges of D.C. Research” provides teachers with background information and suggestions for introducing this research project. Whether they study 14th Street Bridge, Memorial Bridge, Taft Memorial Bridge or one of more than a dozen other choices, students need to use reliable sources. Refer students to “Bridges of D.C.” The five questions at the beginning indicate the kind of information that students will find about the bridges of their study — locals’ adoption, statuary, history, type and material used for construction.
As students research the history of one of D.C.’s bridges, teachers should encourage students to consider the reasons for its placement as well as the benefits that occur daily from a bridge at that particular location.