LESSON PLAN FORMAT

Teachers Name: Brittany Courtot

March 3, 2016 & March 7, 2016 (Day 2)

United States History II: College Prep

Topic: New Deal to WWII (1933 1941)

Learning Objectives and Assessments:

Objective:
Students will consider Roosevelts use of executive power and public
opinions of New Deal program.
Objective #2:
Student will be able to closely read a variety of primary texts to gather key
ideas and effectively be able to summarize those ideas.
Objective #3:
Students will be able to craft and defend a point of view on Roosevelts New
Deal Programs.
Pre-Assessment:
I will review information from previous class, then I will pose the question:
What do you think might have been possible criticisms of the New Deal? Students
will write down their reply this this time being given the option to draw a
diagram or jot down a few words. Again at the end of class I will ask a similar
question of: What did you learn? What were some issues people have with FDRs
New Deal? With FDR himself?
Formative:
Briefly I will outline with direct instruction the criticism of the New Deal
and of FDR himself as president. After this, students will work in smalls to read
through their choice of one of two primary documents; one by Huey Long and one

by Hoover. After this, students will be expected to fill out a Fact and Opinion
graphic organizer picking out core ideas and making personal reflections upon it.
As a class we will discuss the key ideas and some students thoughts on the topic
itself.
Students will turn in their project proposal to me and then have time to work
on their New Deal Poster Project with me facilitating and giving in-the-moment
feedback to them on their ideas.
Summative: Note: This lesson will span two days, March 3 and March 7
Students will be given a brief open notes Quiz over New Deal terms, a
mixture of short answer and vocabulary from the previous class periods. My
reasoning for it being open notes is to not to test memorization, but to assess how
much the students have analyzed the documents. Once the students finish the Quiz
they will work on their Poster Project (filling out a Project Checklist at the end of
the class period to reflect on progress). Before class ends, I will outline a
persuasive writing essay assignment due March 16, 2016 this building off
knowledge of criticism of the New Deal and the students personal opinion on the
long term impact or worth of the New Deal program.
STANDARDS:
E1. a. Explain that history includes the study of the past based on the examination
of a variety of primary and secondary sources and how history can help one better
understand and make informed decisions about the present and future.
E1. d. Analyze and critique varying interpretations of historic people, issues, or
events, and explain how evidence is used to support different interpretations.
CCSS.ELA-LITERACY.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.
Rationale: Students will be able to examine primary and secondary sources to
construct varying interpretations of the New Deal events for themselves within a
broader context, citing various textual evidence. Students will question the authors
reasoning in their view of the New Deal. By filling out the Facts and Opinion sheet
and discussing their analyzing to the whole class students show that they have done
this using the primary and secondary texts.
Integration of Other Content Areas
- English (Essay)
- Art (Poster Project)
- Analyzing Primary Documents
o Core Ideas
o Reflecting with personal opinions
Instructional Strategies to Differentiate Instruction

I will be using direct

instruction during this
lesson as well as small
group work coupled with
graphic organizers and
primary documents. Iwill

Verbal: Small groups and pairs.

Logical: Primary Document Reading
Visual: Facts and Opinion.
Musical: N/A
Intrapersonal: Facts and Opinion chart
Interpersonal: Work with small, large groups
Naturalist: (Student Poster Project depending

on chosen Program)
Kinesthetic: N/A

also be using various types

of presenting the
information such as video,
visual, audio, and my own definitions (specifically focused on connecting the
content to the students lives.) I will also be using prompting questions to incite
group discussions and group activities as well as allowing students in-class time to
work on projects while I facilitate.
Modifications/Accommodations/Extensions:
The students are in a College Prep class, so despite being diverse students, the only
real struggle is focusing their motivation. One student requires a modification of
more time to read and write with the materials. I will be offering my help and
accommodating whenever and wherever I am able. Some students may need to
have clarification on some concepts, so I will provide multiple means of displaying
those or explaining those. Other students might require multiple check-ins to make
sure that they remain on task, specifically some students in Period 1. Given some
people have been absent, I will be scaling the quiz grades for them since they lack
those notes yet I will get them caught up as well.
Materials, Resources and Technology
Fact and Opinion Sheet
Primary Document: Hoover and Huey Long

Binder Checklist
New Deal Quiz
Essay Rubric
Poster Project Rubric
Laptops
Projector

Sources for Lesson Plan and Resources

https://sites.google.com/a/maine.edu/us-history-2-skowhegan/: My Google
site, which I will be using for the agenda and making sure that student have
access to the content that they need for assignment or if they have questions.

 http://prezi.com/z-6odgf8jguq/?
utm_campaign=share&utm_medium=copy&rc=ex0share: Prezi, my
presentation of the New Deal concepts and events leading up World War II.

Teaching and Learning Sequence:

Thursday, March 3, 2016
1. Check In [8:30 8:40] [12:59 1:09]
Blurt Concept Map
2. Lecture [8:40 8:55] [1:09 1:24]
3. Pros and Cons (Primary Resources) [8:55 9:30] [1:24 1:59]
Huey Long and Hoover Primary Documents/ Fact and Opinion Sheet
Group Discussion
4. Poster Project Q&A [9:30 9:46] [1:59 2:15]
Proposal Due
Work Time
Binder Organization
NEXT CLASS: Short Open Notes Quiz
Monday, March 7, 2016
1. Check In [8:30 8:35] [12:59 1:04]
2. Review Notes (Groups) [8:35 8:45] [1:04 1:14]
3. Quiz Open Notes [8:45 9:05] [1:14 1:34]
4. Project Checklist/ Project Work [9:05 9:35] [1:34 2:04]
5. Essay Outline [9:35 9:46] [2:04 2:15]
Homework:
Poster Project: March 11, 2016
1 Page Essay: March 16, 2016

Reflection: The students seemed to do relatively well with this lesson, the only
real struggle they had came down to the informations reading level and
vocabulary level perhaps outpacing their own at times. However, by working in
pairs and having me there to facilitate when needed the students managed to work
through the two documents and provide insightful comments into the criticisms of
the New Deal. This graphic organizer really will be helpful for the students when
they begin to write their essay. One thing that I need to work on at times is being
more explicit with my students in what the expectations are because some students
were confused about the graphic organizer and what they were meant to do with it.