Teacher: Lauren Sordellini
Course: American History
Grade Level: 11th grade
Date: 3/12/2012
Dates of Lesson: to be determined (two day lesson)
Effects of the New Deal (Day one)
I. Lesson Objectives:
- Students will be able to analyze a variety of primary documents revolving around the different perspectives of the “court packing” scandal.
- Students will be able to construct a well-organized outline, illustrating their main arguments with reference to the reading material for support.
- Students will be able to assess the lasting impact the court packing scandal and the role of FDR during his presidency had on American society.
II. Lesson Context:
- This lesson deals directly with some of the unit essential questions in which students will need to be able to display an understanding of by the end of this unit. The unit questions, how did the concept of checks and balances relate to the New Deal, as well as, what parts of the New Deal legislation are still in effect today, will both be the primary focus of this two day lesson.
III. Standards:
- Common core standards: RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
- New York State Standards: This lesson satisfies standard one of the New York State Standards: “Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.” Key idea two of standard one: “ [students will discover ]important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.” Key ideas three of standard one: “[ students will] study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.” Key idea four of standard one: “[students will utilize] the skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.”
IV. Materials:
- Do Now activity
- The New Deal court packing scandal project handout
- Handouts of the letters, articles, and political cartoons
- Interpreting the facts guide sheet
o Political Cartoon analysis sheet
o Document analysis sheet
V. Anticipatory Set:
- Students will be given a “Do Now” assignment when they walk into the classroom. The “Do Now” assignment will be three different Regents questions revolving around the topic of the New Deal.
VI. Procedures:
1. Students will settle into their seats and begin the “Do Now” assignment. This should take them no more than five minutes to complete.
2. Once everyone has handed in their “Do Now” assignment, the class will be broken into four groups of four. Each group member will be given a project sheet where we will then introduce the project that will be occurring for the next two days.
a. During this time groups should be told what side of the argument they will be taking for the classroom debate (two groups should be against the court packing scandal and two groups should be in favor of the court packing scandal). Each group member will also be asked to pick the role they would like to play during the project.
i. The roles are: the common American (analyzing letters and excerpts from Stud Terkel’s Hard Times), the politician (analyzing political speeches), the political cartoonist (analyzing the political cartoons as well as excerpts from Stud Terkel’s Hard Times), and the News Reporter (analyzing news articles).
3. After the project has been introduced, the class will be instructed to begin working on the document analysis portion of the project.
4. Once all of the documents have been analyzed, the students will work with their groups in creating their outline for their debate speech.
a. Students should be using their documents as tools for developing their arguments as well as for supporting information.
5. Whatever document analysis that has not been completed by the end of the period is instructed to be completed for homework tonight.
VII. Conclusion:
- The class will be made aware again at the end of the period that if their group has not reviewed their documents and filled out their sheets, it will be assigned for homework.
- By the end of the period each group should have completed their document analysis and have begun to create the outline of their argumentative speech for tomorrow’s debate.
VIII: Assessment:
- The students will be required to create an outline that will be handed in at the end of class tomorrow which goes over their argument and includes relevant supporting information from their documents. The outline should include references to the provided text, the person or side in which they were assigned and developed or bulleted points of supporting information.
IX. Differentiation:
- For students who have disabilities, an alternate version of the reading materials may be provided so they are better able to break down the material for synthesis.
- The lesson will be centered on group and independent work. For students who have trouble working independently may look to their peers for help and independent learners will also be given time to work separately on certain project tasks.
- For students with visual impairments, a larger print text can be provided.
Effects of the New Deal (day two)
I. Lesson Objectives:
- -Students will be able to debate the varying perspectives of the court packing scandal.
- Students will be able to assess the lasting impact the court packing scandal and the role of FDR during his presidency had on American society.
II. Lesson Context:
- This lesson deals directly with some of the unit essential questions in which students will need to be able to display an understanding of by the end of this unit. The unit questions, how did the concept of checks and balances relate to the New Deal, as well as, what parts of the New Deal legislation are still in effect today, will both be the primary focus of this two day lesson.
III. Standards:
- Common core standards: RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
- New York State Standards: This lesson satisfies standard one of the New York State Standards: “Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.” Key idea two of standard one: “ [students will discover ]important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.” Key ideas three of standard one: “[ students will] study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.” Key idea four of standard one: “[students will utilize] the skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.”
IV. Materials:
- Group debate outlines (they should have brought these in from yesterday’s class)
- The New Deal Court Packing scandal project handout
- Interpreting the facts guide sheet
o Political cartoon analysis sheet
o Document analysis sheet
- Computer with access to You Tube as well as a projector
- FDR You Tube video: http://www.youtube.com/watch?v=kRZUaW0HwCM
V. Anticipatory Set/ The Hook:
- The hook for this lesson will be a short You Tube video clip on FDR’s campaign for office. The hook for today’s lesson will not be until after the class has had their debate and we are ready to move onto a reflection/ discussion on the role FDR had on American society and structure of government.
VI. Procedures:
1. Students will walk into class where they will be instructed to move into their assigned groups from yesterday and begin their outline for their debate speeches.
a. Student’s should have completed all of their document analysis work in the previous class or for homework last night and should be prepared to utilize the information gathered for their outlines.
2. This assignment should take groups 15-20 minutes total.
a. It should be reminded to the class that they are not instructed to make a complete essay. Each group needs an outline with enough supporting details from their documents and notes to prove their arguments.
3. After the outlines are completed (do not exceed 20 minutes), the class will move into the debate.
a. Before the debate begins the teacher should go over the rules of debate and expectations of those speaking and those listening.
4. After the debate has been completed, or when everyone has presented their arguments, the You Tube video on FDR’s campaign will play where students will be instructed to carefully listen and think about how FDR’s presidency impacted America.
5. If there is enough time, students will hold a meaningful discussion on the ways that FDR impacted American society and the changing role of government he had shaped for years to come.
a. If there is not enough time at the end of class, this will be turned into a homework question where students will be instructed to write a minimum of two paragraphs reflecting on the debate and how they think FDR’s New Deal made lasting impacts on America.
6. Before students leave they must hand in all their materials used for the class debate. (Their document and political cartoon reading guides and their debate outlines)
VII. Conclusion:
- The class will end in a discussion reflecting the major concepts and ideas they gathered from the debate and on the different role the government played during FDR’s presidency. This discussion will help students begin to think more critically about their inquiry project ideas with drawing connections to past events with more modern events in American history.
VIII: Assessment:
- Students will be assessed on their completion of the document and political cartoon guides as well as their debate outlines. They will also be assessed on their level of participation in the class debate and discussion.
