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Lesson Plan One

Specialized Methods and Practicum


Ottawa University
Amy Beckis
Brent Seager
March 15, 2015

LESSON ONE
2
Hoover and Roosevelt Great Depression Policies
In this lesson, the students will be introduced to six major policies implemented by
Presidents Hoover and Roosevelt, which will allow them to assess prior knowledge and compare
and contrast the two presidents. To begin this lesson, the students will view a power point
presentation that highlights six major policies implemented by these two presidents. The next
activity is a cooperative group project in which the students will count off between one and six,
and be assigned to cooperative groups. The students will then draw a number, and that is the
topic that they will complete the worksheet over. The groups will then present their topics to the
entire class, and will answer questions from the teachers and other students. The students will
then move to the wrap-up activity, which is a video of the 1933 inaugural speech of President
Roosevelt. This will allow the students to see and hear the similarities and differences between
Presidents Hoover and Roosevelt. The lesson will help the students to identify the major policies
and their impacts on the United States and its citizens, as this knowledge will prepare students
for future lessons in this content area.

OTTAWA UNIVERSITY
TEACHER EDUCATION DEPARTMENT
LESSON PLAN OUTLINE
Level 1
Name: Brent Seager
Date: 3/26/2015
School: Lansing High School

Grade Level: 11th


Approximate length of time: 50 min.
Subject: AP American History

LESSON ONE
3
Title: Hoover and Roosevelt Great Depression Policies
Unit Goal: The students will be able to identify and describe the most important policies

implemented by Presidents Hoover and Roosevelt during the Great Depression.


STANDARD, BENCHMARK, INDICATOR(S):

CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how
an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
CCSS.ELA-LITERACY.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.
(Common Core Standards, 2015)
WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?

The student will be able to identify six major policies designed by Presidents Hoover and
Roosevelt, and the implications that these policies had on the United States and its citizens. The
student will analyze the different policy goals and achievements of Presidents Hoover and
Roosevelt. The student will also compare these Presidents in Roosevelts inauguration speech in
1933.
HOW WILL YOU ASSESS STUDENT LEARNING?

Formative Assessment will be used by the student responses and questions during the power
point presentation and video of this unit.
Formal Assessment will be used in the worksheet portion of this unit.
Informal Assessment will be used in observing students and classroom discussion.
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS
LESSON?

The students will need a blank worksheet, which the students will use to describe their selected
policy topic.
The students will begin this lesson by reviewing the power point presentation over policies
designed by Presidents Hoover and Roosevelt. Students will then move into six groups and
complete the policies worksheet activity that will be presented to the class. Students will then
watch the 1933 inauguration video of President Franklin Roosevelt.
White board with overhead projector, computer, paper, pencils.
Some questions to check for understanding are: Who designed more effective policies, Hoover or
Roosevelt?

LESSON ONE
4
Which of these policies are still in effect today? How did these policies affect the American
people?
(Melissa LaGree, my cooperating teacher, on the video presentation)
WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?

Students will be allotted extra time to complete the worksheet activity. Students who are absent
or choose to work independently will be allowed to do so. For the power point presentation and
video, students will be allowed to access this information from the schools website.
WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?

Technology integration will be used in the form of a power point, cooperative learning groups to
complete worksheet activity, and discovery learning in the presentation of the different policies
by the different groups of students.
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?

Pre-requisite skills: Familiarity with American history and the Great Depression.
Independent practice and verbal response will be used to check for student comprehension of the
materials in this lesson.
From here on, write as if you are talking to the children/students.
FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)

In the power point activity, you will be shown a series of slides of the policies designed and
implemented by Presidents Hoover and Roosevelt.
PURPOSE (THE WHY OF THE LESSON)

During this lesson, you will learn how to locate and identify six major Great Depression policies
that were enacted by Presidents Hoover and Roosevelt. This will help you to identify and gain a
better understanding of the implications and benefits of these policies on the United States and
its citizens during the Great Depression and into present day.
DELIVERY OF INFORMATION

The students will complete the power point presentation, which will draw on previous skills and
knowledge. The information in the power point presentation will be used to introduce you to the
six major policies that will be discussed in the group activity and worksheet. The group activity
worksheet will allow you to reflect on the policies implemented by Presidents Hoover and
Roosevelt, and the positive and negative effects of these policies. The inauguration video will
allow you to see how both Presidents addressed the situation of people living in the United States
during the Great Depression.
MODELING/DEMONSTRATION/SKILL CUES

The power point presentation will be reviewed and this will prepare the students for the group
activity worksheet and presentation to the class.
GUIDED PRACTICE

Small group learning will take place during the worksheet activity, and students will be able to
work in conjunction to identify and describe each of the major policies and then present their
findings to the entire class.

LESSON ONE
5
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS

Students will independently work as the information contained within the power point is
presented, students will also work independently while viewing the inauguration video. During
the worksheet activity, students will work cooperatively in small groups, and will present their
answers to the members of the class.
CLOSURE/WRAP-UP (ENDING THE LESSON)

The wrap up inauguration video will allow the students to see the differing views that Presidents
Hoover and Roosevelt had about policies and the Great Depression. This will allow the students
to check student comprehension of this lesson. This will also allow the students to transition into
the next lesson.
REVIEW, EVALUATE, AND REFLECT
Based on the information obtained from planning, teaching and assessing this lesson, respond to
the following questions:
What data do you have to support the instruction?
What indications do you have, in addition to the data, that your instruction was
successful?
What do you perceive as the strengths of your instruction?
What would you change when teaching this lesson again?
What have you learned about content, teaching and learning from teaching this lesson?

References
Common Core Standards. (2015). Retrieved from: http://www.corestandards.org/ELALiteracy/RH/6-8/
C-Span. (2009). President Franklin Roosevelt 1933 Inauguration [Video File]. Retrieved from:
https://www.youtube.com/watch?v=MX_v0zxM23Q
Hoover, Herbert. (2014). Retrieved from:
http://www.britannica.com/EBchecked/topic/271392/Herbert-Hoover
Kennedy, D.M. & Cohen, L. (2013). The American Pagent (15th ed., p. 745-746, 754-759).
United States of America: Wadsworth Cengage Learning.

LESSON ONE
6
Roosevelt, Franklin, D. (2015). Retrieved from: http://www.history.com/topics/uspresidents/franklin-d-roosevelt/pictures/franklin-d-roosevelt/men-eating-soup-duringgreat-depression

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