Lesson 1

Essential Standard/Common Core Objective Central Focus of Unit

AH2.H.4.2: Analyze the economic issues and conflicts that 1930s America
impacted the United States since Reconstruction and the
compromises that resulted.
Learning Objective(s)
Students will be able to understand and analyze the economic effects of the Great Depression on America and the
American people.

Language Demands

Language Function: Content/Academic Vocabulary:

Understand, Evaluate, Analyze, Identify, Consider, Compare Economics, Speculation, Boom and Bust
and Contrast, Interpret

Discourse: Syntax:
Cause and Effect, Compare and Contrast, Analysis of Supporting claims, Use of historical evidence in
primary sources, Problem-solution, Analysis of images responses, Illustrate cause and effect, Coherent verbal
responses, Construction of complete sentences

Language Supports:
Teach students how to develop a thesis and support that thesis using historical evidence, Help students successfully
articulate their observations of an image, Help students understand perspective and bias, Define confusing or new
terms for students.

Adaptations to Meet Individual Needs (IEPs,504s, specific language needs, other learning needs)

IEP: Ensure that this student has prolonged time on assignments as she needs it. Do not ask student to read passages
out loud.

Underperforming Students: Ensure students are engaged and frequently check in that they are participating in group
discussion and individual work.

Instructional Resources & Materials

PowerPoint, Google documents, online media, Padlet.com, Thinglink.com

*INSERT LESSON PLAN HERE*

Lesson Plan # 1 Secondary History / Social Studies

Course Lesson Topic / Learning Segment (Unit) Date(s)

Honors American History II The Bust / 1930s America 03/11
Lesson Essential How did the economic problems of the 1930s affect life for all Americans?
Question (LEQ) or
Learning Objective
(LLO)
NC Essential ● AH2.H.4.2: Analyze the economic issues and conflicts that impacted the United States since
Standard(s) Reconstruction and the compromises that resulted.

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

1. Identify issues and problems of the past.

2. Consider multiple perspectives of various peoples of the past.

3. Analyze cause-and-effect relationships and multiple causation.

4. Evaluate competing historical narratives and debates among historians.

5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Alignment to LEQ/Standards/Goals Time

Pre-Lesson Begin the lesson by asking students to The first part of this activity requires 10
How do you prepare students write down three things they students to recall from previous Minutes
for content & skills remember from the previous unit knowledge and apply it to the new unit
acquisition, or use students’ 8:40
prior knowledge? How do you about the 1920s using Padlet.com. and lesson.
open this new lesson? When students have responded, read Students are then required to think
through some of their answers. Ask critically about cause and effect,
students the following question in satisfying a critical component of the
regard to answers repeated lesson's skill standard.
throughout students' responses: "How
do you think this will affect the next
decade, the 1930s?"
When students have given substantial
responses, ask students to share what
they know about the 1930s.
Acquisition Instructor will give a brief lecture on This acquisition will provide students 20
How will students acquire the following content: with the information they need to Minutes
new content or skills? Is achieve the standard and address the
acquisition teacher or student- ● Problems Before the Crash 9:00
centered? LEQ.
● Election of Hoover
[Explain lesson goals by
emphasizing LEQ/LLO]
● Stock Speculation

● Stock Market Crashes

● Domino Effect and Bank

Panics

● Global Ramifications
 ● Life in the Great Depression
Ensure students are engaged through
the use of pattern turn method
questioning.
Extending & Refining Divide students into four groups. This activity exposes students to first- 30
I (group) Assign each group a Thinglink photo. hand accounts from the Depression, Minutes
How will students practice Each group should work together to assisting students in understanding the 9:30
new content and skills by dissect the photo attached to their condition of the time period for most
working with classmates?
How does this activity Thinglink. Ask each group to come up Americans, thus aligning with the LEQ.
promote historical thinking with 3-5 comments on their photo.
skills and using These comments should be things they
primary/secondary sources?
notice about the photo and what that
information tells them about life
during the 1930s and the Great
Depression.
When students are finished, go over
each photo as a large group. After each
photo, ask the other groups if there is
anything extra they notice or
something they would like to add.
When finished, ask the group, "What
words would you use to describe life
during this time period?"
Adjustments If students struggle with material…
What adjustments will you Play for students the "What led to the This activity puts the lesson into
make if students struggle or
progress too quickly (before Great Depression?" video. When the context for struggling students, and
advancing further)? video is over, ask students, "what were helps them directly identify how the
the causes of the Great Depression?" causes of the Depression are related to
"Why is this going to cause problems the average American's life during this
for Americans and the American time period, thus aligning with the
economy?" LEQ.

If students progress too quickly…

Play for students the first-hand
accounts of the banking panic from This activity, again, aligns with the LEQ
Birdie Farr and Louise Dougherty. Ask by providing students with first-hand
students "How do you think this accounts and how it affected
affected these men's lives?" and "What Americans' lives.
does this tell you about how most
people reacted to the initial parts of
the depression?"

Virtual Students: Virtual students

should participate in the opening This ensures that all students are
activity and acquisition. For the engaged and achieving the standards
extending and refining I activity, virtual and LEQ.
students can be their own group or
they can join in-person students by
 putting the zoom in proximity to in-
person students. Virtual students can
choose to stay for the remainder of the
lesson or to complete the final two
activities on their own time.
Extending & Refining Have students read Lester Hunter's This activity requires students to 20
II (individual) poem "I'd Rather Not Be on Relief". consider another perspective, fulfilling Minutes
How do students (and teacher) Ask students to answer the questions an essential aspect of the skill 9:50
know if they are mastering the standard. It also shows students
content and/or skills for this provided in their Canvas with the
lesson? [Formal or informal document. another point of view of Americans
assessments to measure struggling during the time period,
learning] When students are finished go over
adding another layer of complexity to
the questions as a large group
assist students in answering the LEQ.
Closure Give each student a notecard. Ask This helps students critically think 10
How do students put it all students to use the notecard to write about cause and effect, an important Minutes
together for today’s lesson? how they think (or know) the problems aspect of their skill standard. It will also
The closure activity helps tie 10:00
this lesson to the overall unit. discussed during the lesson will be help students consider the
Re-emphasize LEQ/LLO, resolved during the 1930s. compromises that will be made to
UEQ/ULO, and “big picture” address the problems of the Great
understanding
Depression, therefore aligning with the
NCES.
Formative - Informal Summative - Formal

Assessments There are many formative assessments There is no summative assessment in this
throughout this lesson. The opening lesson.
activity measures that students have
understood the previous unit and are able
to move forward. The extending and
refining I will inform the instructor that
students are able to successfully interpret
an image and apply their observation to
the primary themes of the lesson.
Extending and refining II will show that
students can successfully interpret a
primary source and apply the perspective
to the lesson. The closing activity requires
students to reflect on the lesson and recall
some of the issues of the Great Depression
Materials & Supplies ● Notecards and extra ● PowerPoint ● Student Chromebooks OR
pens/pencils paper copies of assignments
Sources & Notes Sources Notes to self
Where did you research ● Hunter, Lester. “I’d Rather Not Be on ● Being a curious group, ensure you know your
content for today’s lesson?
Relief.” American YAWP. Archive of content and try your best to answer all of
Where did you find helpful
information, primary & Folk Culture, Library of Congress, 1938. their questions.
secondary sources, and lesson https://www.americanyawp.com/reader/2
plan ideas? 3-the-great-depression/lester-hunter-id- ● Try to engage the less active students. This
rather-not-be-on-relief-1938/. can be done by calling on them to share their
opinion.

● Call on virtual students as frequently as

possible in attempts to engage students at
home.
 Lesson 2

Essential Standard/Common Core Objective Central Focus of Unit

AH2.H.8.2: Explain how opportunity and mobility impacted 1930s America

various groups within American society since
Reconstruction.
Learning Objective(s)
Students will be able to identify the causes and effects of the American Dust Bowl.

Students will be able to analyze primary sources of varying perspectives.

Language Demands
Language Function: Content/Academic Vocabulary:
Evaluate, Analyze, Identify, Consider, Explain, Compare and Natural Disaster, Ramifications, Migration, Displacement
Contrast, Interpret, Synthesize

Discourse: Syntax:
Cause and Effect, Compare and Contrast, Analysis of Supporting claims, Use of historical evidence in
primary sources, Problem-solution, Analysis of images responses, Illustrate cause and effect, Coherent verbal
responses, Construction of complete sentences,
Successful written articulation, Use of reading
comprehension

Language Supports:
Teach students how to develop a thesis and support that thesis using historical evidence, Help students successfully
articulate their observations of an image, Help students understand perspective and bias.

Adaptations to Meet Individual Needs (IEPs,504s, specific language needs, other learning needs)

IEP: Ensure that this student has prolonged time on assignments as she needs it. Do not ask student to read passages
out loud.

Underperforming Students: Ensure students are engaged and frequently check in that they are participating in group
discussion and individual work.

Instructional Resources & Materials

PowerPoint, Google documents, online media, Canvas

*INSERT LESSON PLAN HERE*

Lesson Plan # 2 Secondary History / Social Studies

Course Lesson Topic / Learning Segment (Unit) Date(s)

Honors American History II The Dust Bowl / 1930s America 03/12
Lesson Essential How did the Dust Bowl affect American society?
Question (LEQ) or
Learning Objective
(LLO)
NC Essential ● AH2.H.8.2: Explain how opportunity and mobility impacted various groups within
Standard(s) American society since Reconstruction.

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

1. Identify issues and problems of the past.

2. Consider multiple perspectives of various peoples of the past.

3. Analyze cause-and-effect relationships and multiple causation.

4. Evaluate competing historical narratives and debates among historians.

5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Alignment to Ti
LEQ/Standards/Goals me
Pre-Lesson For a visual, the instructor should This requires students to consider 10
How do you prepare students ensure that an image that maps the cause and effect while recalling Minutes
for content & skills region of the Great Plains is shown at information from a previous unit and
acquisition, or use students’ 8:40
prior knowledge? How do you the front of the classroom. Have chronologically organizing that
open this new lesson? students use Answer Garden to share information. All of these are
one reason that Americans moved out important aspects of the history skill
West toward the Great Plains standard.
Ask students to turn and talk to their
neighbor about these reasons for
moving West. Students should talk
about these reasons for Westward
expansion and any possible effects or
unforeseen consequences.
When students are finished, ask them
to share their findings.
Acquisition The Instructor should give a brief This acquisition will provide students 20
How will students acquire lecture on the following content… with the content information they Minutes
new content or skills? Is need to achieve the NCES and to
acquisition teacher or student- ● Causes of the Dust Bowl 9:00
centered? answer the LEQ.
● Show students photos from
[Explain lesson goals by
emphasizing LEQ/LLO] the Dust Bowl and provide
historical anecdotes

● Other problems of the Dust

Bowl- Locust, Jack Rabbits,
Dust Pneumonia, etc.

● The Okie Migration

 Ensure students are engaged through
the use of pattern turn method
questioning.
Extending & Refining Play for students the portion of the This video will help students 20
I (group) Ken Burns documentary on the Dust chronologically organize the content Minutes
How will students practice Bowl that is inserted into the discussed in acquisition. The 9:20
new content and skills by PowerPoint used for this unit. questions afterward require students
working with classmates?
How does this activity When the video is over, ask students to begin to consider the LEQ and how
promote historical thinking what stories or information stands out the Dust Bowl affected America.
skills and using
primary/secondary sources? to them. Ask students to share
examples of how the Dust Bowl
affected common peoples' lives.
Adjustments If students struggle with material… This again, allows students the
What adjustments will you Show students a series of photos from opportunity to see first-hand how the
make if students struggle or Dust Bowl affected Americans' lives,
progress too quickly (before the PBS Dust Bowl website. Have
advancing further)? students verbally respond with their assisting them with answering the
observations. LEQ.

If students progress too quickly…

Students should read the excerpt from
John Steinbeck's Grapes of Wrath. This activity provides students with
Students should then give about a 5 an extra opportunity to analyze how
sentence response to how this fictional mobility affected the lives of the
story reflects the struggles of the Okies Okies, a component of answering the
and people living during the Dust Bowl. LEQ and achieving the NCES.

Virtual Students: Virtual students

should participate in the opening
activity, the acquisition, and the
This ensures that all students are
refining and extending I activity. They
engaged and achieving the standards
are then free to complete the final
and LEQ.
activities on their own or to stay with
the rest of the class.
Extending & Refining Explain to students to think of all these This activity allows students to 30
II (individual) stories and how the Dust Bowl affected analyze various perspectives from the Minutes
How do students (and teacher) peoples' lives. Dust Bowl, an essential aspect of the 9:50
know if they are mastering the history skill standard. It also
content and/or skills for this Students should then individually read
lesson? [Formal or informal the Dust Bowl documents and answer addresses why Okies chose to stay in
assessments to measure the questions that accompany each the Great Plains or move out West,
learning] satisfying the NCES by addressing
document.
mobility and opportunity.
Closure Ask students to give a written response This question requires students to 10
How do students put it all in Canvas to the question: "How did directly answer the LEQ while Minutes
together for today’s lesson? these kinds of experiences change considering all aspects of the lesson.
The closure activity helps tie 10:00
this lesson to the overall unit. American society and culture in the It also requires students to
Re-emphasize LEQ/LLO, West?" understand cause and effect, an
UEQ/ULO, and “big picture” essential aspect of the history
understanding
 standard.
Formative - Informal Summative - Formal

Assessments The opening activity requires students to There is no summative assessment in this
recall and reflect from a previous lesson, lesson
showing that they remember it before
moving forward. The documents included
in Extending and refining II will illustrate if
students can successfully interpret primary
sources and understand historical
perspective. It also measures if students
have understood the primary theme of
migration in the lesson. The closing activity
requires students to reflect on the lesson
and apply what they have learned into a
coherent written response.
Materials & Supplies ● PowerPoint ● Student Chromebooks OR
paper copies of assignments
Sources & Notes Sources Notes to self
Where did you research ● Burns, Ken. The Dust Bowl: ● Try to keep virtual students engaged by
content for today’s lesson?
Environmental Catastrophe. PBS, 2012. asking them questions or if they have any
Where did you find helpful
information, primary & http://www.pbs.org/kenburns/dustbowl/ed questions.
secondary sources, and lesson ucators/lesson-plans/.
plan ideas? ● Share with students your passion for
● "Interview with Rev. Billie H. Pate." environmental history. This in turn should
California Odyssey: The 1930s Migration get them excited because you are excited.
of the South San Joaquin Valley. Mission
US. https://www.mission-us.org/teach/up-
from-the-dust/resources/part-5-primary-
sources/we-were-just-okies-to-her-rev-
billie-h-pate-on-moving-to-california/
 Lesson 3

Essential Standard/Common Core Objective Central Focus of Unit

AH2.H.4.1: Analyze the political issues and conflicts that 1930s America
impacted the United States since Reconstruction and the
compromises that resulted.
Learning Objective(s)
Students will be able to analyze the effectiveness of reforms led by Herbert Hoover to solve the problems of the Great
Depression.

Language Demands

Language Function: Content/Academic Vocabulary:

Analyze, Identify, Reconstruct, Differentiate, Compare and Reform, Protest
Contrast, Interpret, Defend

Discourse: Syntax:
Cause and Effect, Compare and Contrast, Analysis of Supporting claims, Use of historical evidence in
primary sources, Problem-solution responses, Illustrate cause and effect, Coherent verbal
responses, Construction of complete sentences,
Successful articulation of reading comprehension,
Developing and supporting an argument

Language Supports:
Teach students how to develop a thesis and support that thesis using historical evidence, Help students successfully
articulate their observations of an image, Help students understand perspective and bias, Assist students in successfully
articulating and presenting their research.

Adaptations to Meet Individual Needs (IEPs,504s, specific language needs, other learning needs)

IEP: Ensure that this student has prolonged time on assignments as she needs it. Do not ask student to read passages
out loud.

Underperforming Students: Ensure students are engaged and frequently check in that they are participating in group
discussion and individual work.

Instructional Resources & Materials

PowerPoint, Google documents, online media

*INSERT LESSON PLAN HERE*

Lesson Plan # 3 Secondary History / Social Studies

Course Lesson Topic / Learning Segment (Unit) Date(s)

Honors American History II The Great Depression and Hoover's Response / 1930s America 03/15
Lesson Essential Why did Hoover's government reforms fail?
Question (LEQ) or
Learning Objective
(LLO)
NC Essential ● AH2.H.4.1: Analyze the political issues and conflicts that impacted the United States since
Standard(s) Reconstruction and the compromises that resulted.

● AH2.H.1.2: Use Historical Comprehension to:

1. Reconstruct the literal meaning of a historical passage.

2. Differentiate between historical facts and historical interpretations.

3. Analyze data in historical maps.

4. Analyze visual, literary and musical sources.

Activity Details of Activities Alignment to Time

LEQ/Standards/Goals
Pre-Lesson The instructor will show students the This activity strengthens students' 5
How do you prepare students "It seems there wasn't any depression visual literacy while introducing Minutes
for content & skills at all!" political cartoon. Ask students them to perspectives on Hoover's
acquisition, or use students’ 8:35
prior knowledge? How do you what they see and what it could mean. reform, a critical part of
open this new lesson? understanding the LEQ.
Acquisition The Instructor should give a brief This acquisition will provide students 20
How will students acquire lecture on the following content… with the content information they Minutes
new content or skills? Is need to achieve the NCES and to
acquisition teacher or student- ● Hoover's limited successes 8:55
centered? answer the LEQ.
● The Hoover Dam
[Explain lesson goals by
emphasizing LEQ/LLO]
● Reconstruction Finance
Corporation

● Federal Home Loan Bank Act

● The Bonus Army

Ensure students are engaged through
the use of pattern turn method
questioning.
Extending & Refining As a large group, have students discuss The questions in this activity 30
I (group) the question "why do government requires students to think more Minutes
How will students practice policies and reforms fail?" "What kind deeply about the conflicts of the 9:25
new content and skills by of attributes make a good leader?" "Do Great Depression and why Hoover
working with classmates?
How does this activity you think Hoover had these failed to address them, therefore
promote historical thinking attributes?" "Do you think Hoover just helping them answer the LEQ in a
skills and using in the wrong place at the wrong time more abstract way.
primary/secondary sources?
or was it actually his policy?" and
"What do you think Hoover could have
 done better?"

Adjustments If students struggle with material… This activity assists students with
What adjustments will you Show students a series of photos from moving from a detailed look at
make if students struggle or Hoover's reforms to a broader
progress too quickly (before the Bonus Army from Getty Images.
advancing further)? Ask students to think about how overview and America's reaction,
people will react to this and how this helping them answer the LEQ.
event reflected Hoover's overall
reaction to the Great Depression. Also
ask students if they can make any
modern connections.

If students progress too quickly…

This activity requires students to
Now that students have seen Hoover
think about why Hoover failed,
and the failed attempts at reform. Ask
answering the LEQ, and what
students to work in pairs to create
compromises can be made to
their own government reform to fix a
address the Great Depression,
problem of the Great Depression. They
addressing the NCES.
will share with the class what problem
they are looking to address, the name
of their reform, how they are going to
implement their reform, and the
desired results of the reform.
Students should also type all of this
information into a google doc that
they can turn in.

This ensures that all students are

Virtual Students: Virtual students
engaged and achieving the
should participate in the opening
standards and LEQ.
activity, the acquisition, and the
extending and refining I activity. For
group work, they can work on zoom
with other virtual students or can be
placed in proximity to in-person
students. They can then choose to stay
and participate in the final two
activities or to do it on their own time.
Extending & Refining Individually, students should read the These documents directly provide 30
II (individual) primary sources related to Herbert students with evidence of why Minutes
How do students (and teacher) Hoover and his promises that things Hoover's reforms may have failed, 9:55
know if they are mastering the get better. Students should then addressing the LEQ. The documents
content and/or skills for this
lesson? [Formal or informal answer the accompanying questions. also ask them to consider multiple
assessments to measure If time permits, the instructor and class perspectives, addressing an
learning] important aspect of the history skill
can go over the answers together.
standard.
Closure On Answer Garden, ask students to This question allows students to 5
How do students put it all write 3 words (they should do 3 summarize the lesson through Minutes
together for today’s lesson? separate entries) they would use to addressing the LEQ directly, and the
The closure activity helps tie characterize the Hoover administration NCES by understanding what 10:00
this lesson to the overall unit.
Re-emphasize LEQ/LLO,
and its response to the Great compromises were unsuccessful.
UEQ/ULO, and “big picture” Depression.
understanding

Formative - Informal Summative - Formal

Assessments The opening activity once again measures There is no summative assessment in this
if students can interpret an image and lesson.
apply it to the primary themes of the
lesson. The extending and refining I activity
illustrates if students can observe why
Hoover's reforms failed and use that in a
creative way to produce their own ideas of
reform. The extending and refining II
activity illustrates if students can
successfully interpret primary sources and
use those sources to successfully answer
questions related to the LEW and NCES.
The closing activity illustrates if students
can recall content and ideas from the
entire lesson and produce a coherent
verbal response illustrating their individual
conclusions.
Materials & Supplies ● PowerPoint ● Student Chromebooks OR
paper copies of
assignments
Sources & Notes Sources Notes to self
Where did you research ● Fitzpatrick, D. R. “It Seems There Wasn't ● Continue to engage virtual learners as best
content for today’s lesson?
Any Depression at All!” Granger: you can.
Where did you find helpful
information, primary & Historical Picture Archive, 1935.
secondary sources, and lesson https://www.granger.com/results.asp? ● Try to address any misconceptions about
plan ideas? image=0035701. Hoover and his handling of the Depression.
You can ask students this: Was he actually
● Hoover, Herbert. “Oh Yeah?: Herbert a failure or just at the wrong place at the
Hoover Predicts Prosperity.” HISTORY wrong time?
MATTERS: The U.S. Survey Course on
the Web. Accessed March 9, 2021.
http://historymatters.gmu.edu/d/5063/.
 Lesson 4

Essential Standard/Common Core Objective Central Focus of Unit

AH2.H.5.2: Explain how judicial, legislative, and executive 1930s America
actions have affected the distribution of power between
levels of government since Reconstruction.
Learning Objective(s)
Students will analyze the effectiveness of policies led by Franklin Roosevelt to address the problems of the Great
Depression.

Language Demands

Language Function: Content/Academic Vocabulary:

Understand, Evaluate, Analyze, Identify, Consider, Explain, Reform, Insurance, Domestic Policy, Constitutionality,
Compare and Contrast, Interpret, Synthesize, Defend Perspective, Opposition

Discourse: Syntax:
Cause and Effect, Compare and Contrast, Analysis of Supporting claims, Use of historical evidence in responses,
primary sources, Problem-solution, Generate an argument, Illustrate cause and effect, Coherent verbal responses,
Analysis of images Construction of complete sentences, Successful
articulation of reading comprehension, Developing and
supporting an argument, Successful explanation of varying
perspectives, how to show bias

Language Supports:
Teach students how to develop a thesis and support that thesis using historical evidence, Help students successfully
articulate their observations of an image, Help students understand perspective and bias, Teach students how to
successfully conduct and organize historical research, Assist students in successfully articulating and presenting their
research.

Adaptations to Meet Individual Needs (IEPs,504s, specific language needs, other learning needs)

IEP: Ensure that this student has prolonged time on assignments as she needs it. Do not ask student to read passages out
loud.

Underperforming Students: Ensure students are engaged and frequently check in that they are participating in group
discussion and individual work.

Instructional Resources & Materials

PowerPoint, Google documents, online media, Canvas

*INSERT LESSON PLAN HERE*

Lesson Plan # 4 Secondary History / Social Studies

Course Lesson Topic / Learning Segment (Unit) Date(s)

Honors American History II FDR and the New Deal / 1930s America 03/16
Lesson Essential Why were Roosevelt's government reforms of the 1930s effective?
Question (LEQ) or
Learning Objective
(LLO)
NC Essential ● AH2.H.5.2: Explain how judicial, legislative, and executive actions have affected the
Standard(s) distribution of power between levels of government since Reconstruction.

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

1. Identify issues and problems of the past.

2. Consider multiple perspectives of various peoples of the past.

3. Analyze cause-and-effect relationships and multiple causation.

4. Evaluate competing historical narratives and debates among historians.

5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Alignment to Time
LEQ/Standards/Goals
Pre-Lesson Ask each student to verbally share This activity introduces students to the 5
How do you prepare students what they already know about Franklin idea that Roosevelt will be successful in Minutes
for content & skills Delano Roosevelt. This can be addressing the Great Depression and
acquisition, or use students’ 8:35
prior knowledge? How do you something students have heard in why that may be, addressing the LEQ.
open this new lesson? another history class or have seen in
media.
The instructor can also show students
the presidential rankings on Wikipedia,
illustrating how Roosevelt is typically in
the top three.
Acquisition The Instructor should give a brief This acquisition will provide students 30
How will students acquire lecture on the following content… with the content information they Minutes
new content or skills? Is need to achieve the NCES and to
acquisition teacher or student- ● Roosevelt and his "New Deal" 9:05
centered? answer the LEQ.
● First One Hundred Days
[Explain lesson goals by
emphasizing LEQ/LLO]
● Glass-Steagall Act

● Federal Deposit Insurance

Corporation

● Agricultural Adjustment Act

● Civilian Conservation Corps

● National Recovery Act

● Public Works Administration

● Tennessee Valley Authority

 Ensure students are engaged through
the use of pattern turn method
questioning.
Extending & Refining In small groups of two, students should This activity requires students to 30
I (group) research a reform passed by FDR address how FDR was able to address Minutes
How will students practice during the time period being discussed. the Great Depression, helping students 9:35
new content and skills by They should use a google doc with answer the LEQ. It also requires
working with classmates?
How does this activity suggested questions to guide their students to consider what
promote historical thinking research. This includes researching compromises were made to achieve
skills and using information such as what problem the that reform or any unforeseen
primary/secondary sources?
reform solved, how it solved this consequences such as increased
problem, any conflict such as rejection presidential power, addressing the
by the Supreme Court, and how / if we NCES.
see this reform in effect today.
Adjustments If students struggle with material…
What adjustments will you Play for students the video "How FDR's
make if students struggle or
progress too quickly (before New Deal Put America Back to Work This requires students to directly
advancing further)? During the Great Depression." When consider the LEQ. The "Why" that
the video is over, ask students to use students come up with should relate to
Padlet. com to write which reform they how it made life better for Americans,
believe was most effective and why?" addressing the NCES.
When students have responded, open
the ideas up for discussion.

If students progress too quickly…

Students can begin to read the Great
Depression DBQ. They should begin to This activity requires students to
read the documents and answer the consider multiple perspectives and
questions. If they finish the primary cause and effect, essential aspects of
documents, they should write a the history skill standard. It also asks
paragraph (not an essay) on the students to consider how American life
problems faced by people during the was affected and how the government
Depression and how the American changed overtime, addressing both
people and government dealt with NCESs for this lesson.
these problems.

Virtual Students: Virtual students

should participate in the opening This ensures that all students are
activity, acquisition and both engaged and achieving the standards
extending and refining activities. For and LEQ.
group work, virtual students can work
on zoom with other virtual students, or
they can be placed in proximity to in-
person students. They can finish the
closing activity with the rest of the
class or on their own time.
Extending & Refining When students are finished with their This gives students a more detailed 20
II (individual) research with their classmate, students view at the multiple compromises Minutes
How do students (and teacher) should teach the remainder of the made to help American's improve their 9:55
know if they are mastering the
content and/or skills for this
class about their chosen reform. quality of life and move more toward
lesson? [Formal or informal the typical "American Dream,"
assessments to measure simultaneously addressing the LEQ and
learning]
NCES.
Closure Ask students to give a 3-5 sentence By answering this question, this 5
How do students put it all written response in Canvas to the requires students to directly answer Minutes
together for today’s lesson? question "Which of Roosevelt's the LEQ.
The closure activity helps tie 10:00
this lesson to the overall unit. reforms do you think were most
Re-emphasize LEQ/LLO, effective? Why?" For homework,
UEQ/ULO, and “big picture” students should reply to at least one of
understanding
their classmates.
Formative - Informal Summative - Formal

Assessments In this lesson, the extending and refining I There is no summative assessment in this
activity will show if students have lesson
understood various Roosevelt reforms. It
also proves to the instructor that students
can successfully conduct historical research
to answer questions. In the closing activity,
students must prove that they have
understood the LEQ and primary concepts
by applying what they have learned
throughout the day into coherent written
responses
Materials & Supplies ● PowerPoint ● Student Chromebooks OR
paper copies of assignments.
Sources & Notes Sources Notes to self
Where did you research ● How FDR's New Deal Put America Back ● Continue to engage virtual learners.
content for today’s lesson?
to Work During the Great Depression.
Where did you find helpful ● Attempt to encourage more participation of
information, primary & YouTube. GPB Education, 2019.
secondary sources, and lesson https://www.youtube.com/watch? students who appear less engaged than their
plan ideas? v=oyXWtLzsSFk. peers. Call on these students to share their
opinion or talk to them during group work.
 Lesson 5

Essential Standard/Common Core Objective Central Focus of Unit

AH2.H.5.2: Explain how judicial, legislative, and executive 1930s America
actions have affected the distribution of power between
levels of government since Reconstruction.
AH2.H.8.4: Analyze multiple perceptions of the "American
Dream" in times of prosperity and crisis since
Reconstruction.
Learning Objective(s)
Students will be able to analyze primary sources of varying perspectives.

Students will be able to analyze the effects of the New Deals.

Students will analyze the effectiveness of policies led by Franklin Roosevelt to address the problems of the Great
Depression.

Language Demands

Language Function: Content/Academic Vocabulary:

Understand, Evaluate, Analyze, Identify, Consider, Explain, Reform, Insurance, Domestic Policy, Constitutionality,
Compare and Contrast, Interpret, Synthesize, Defend Perspective, Opposition

Discourse: Syntax:
Cause and Effect, Compare and Contrast, Analysis of Supporting claims, Use of historical evidence in
primary sources, Problem-solution, Generate an argument, responses, Illustrate cause and effect, Coherent verbal
Analysis of images responses, Construction of complete sentences, Use of
reading comprehension, Developing and supporting an
argument, Successful explanation of varying
perspectives, how to show bias

Language Supports:
Teach students how to develop a thesis and support that thesis using historical evidence, Help students successfully
articulate their observations of an image, Help students understand perspective and bias, Teach students how to
successfully conduct and organize historical research, Assist students in successfully articulating and presenting their
research.

Adaptations to Meet Individual Needs (IEPs,504s, specific language needs, other learning needs)

IEP: Ensure that this student has prolonged time on assignments as she needs it. Do not ask student to read passages
out loud.

Underperforming Students: Ensure students are engaged and frequently check in that they are participating in group
discussion and individual work.

Instructional Resources & Materials

PowerPoint, Google documents, online media, Canvas,
*INSERT LESSON PLAN HERE*
Lesson Plan # 5 Secondary History / Social Studies

Course Lesson Topic / Learning Segment (Unit) Date(s)

Honors American History II FDR and the Effects of the 30s / 1930s America 03/18
Lesson Essential Is the legacy of the New Deal and the Great Depression present today? Why?
Question (LEQ) or
Learning Objective
(LLO)
NC Essential ● AH2.H.5.2: Explain how judicial, legislative, and executive actions have affected the
Standard(s) distribution of power between levels of government since Reconstruction.

● AH2.H.8.4: Analyze multiple perceptions of the "American Dream" in times of prosperity

and crisis since Reconstruction.

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

1. Identify issues and problems of the past.

2. Consider multiple perspectives of various peoples of the past.

3. Analyze cause-and-effect relationships and multiple causation.

4. Evaluate competing historical narratives and debates among historians.

5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Alignment to Time
LEQ/Standards/Goals
Pre-Lesson To open the lesson, play the PBS video This activity helps students to recall 5
How do you prepare students on the achievements of the New Deal. what they know from the previous Minutes
for content & skills week, connecting the lessons and
acquisition, or use students’ When finished, ask students what they 8:35
prior knowledge? How do you remember about the New Deal from reminding students of the LEQ and
open this new lesson? the last lesson. NCESs.

Acquisition The Instructor should give a brief This acquisition will provide students 30
How will students acquire lecture on the following content… with the content information they Minutes
new content or skills? Is need to achieve the NCES and to
acquisition teacher or student- ● Fireside Chats 9:05
centered? answer the LEQ.
● The Second New Deal
[Explain lesson goals by
emphasizing LEQ/LLO]
● Fair Labor Standards Act

● Social Security Act

● Indian New Deal

● Wagner Act

● Court Packing

● Opposition

● Reflection on FDR
Ensure students are engaged through
the use of pattern turn method
questioning.
Extending & Refining Divide students into four groups. Each This activity requires students to 25
I (group) group should be given one of the anti- consider multiple perspectives, an Minutes
How will students practice New Deal speeches: Herbert Hoover essential aspect of the history skill 9:30
new content and skills by on the New Deal, Huey Long's "Every standard. It also addresses that the
working with classmates?
How does this activity Man a King," Huey Long's "Share our opposition often abhorred the increase
promote historical thinking Wealth," and Charles Coughlin's of presidential power under FDR,
skills and using "Somebody Must be Blamed" therefore addressing the NCES.
primary/secondary sources?

Student groups should answer the

questions attached to each document.
They should then summarize what
their document argued and share the
group's findings.
Adjustments If students struggle with material… This activity strengthens students'
What adjustments will you Show students a series of political visual literacy while simultaneously
make if students struggle or helping students consider how FDR's
progress too quickly (before cartoons related to FDR and his
advancing further)? policies from both New Deals as well reform improved the quality of life for
as court packing. Students should go to Americans and returning the idea of
these images via Thinglink and leave 2 the American Dream, an aspect of the
observations on each image. These NCES.
observations should then be shared
with the large group and the class
should discuss what the political
cartoon means, what reform it applies
to, and how it will affect the Great
Depression.
This gives students more opportunity
If students progress too quickly… for more in-depth analysis of both the
LEQ and NCESs.
Give students increased time on the
extending and refining II activity.

Virtual Students: Virtual students

should participate in the opening This ensures that all students are
activity, the acquisition, and the engaged and achieving the standards
extending and refining I activity. and LEQ.
Students can work with other virtual
students via Zoom or they can work
with in-person students by having the
computer placed nearby. Students can
remain on zoom for the rest of the
class, or can complete the lesson on
their own time.
Extending & Refining Students should open the FDR Fireside This will give students a direct 25
II (individual) chat transcript in Canvas and the opportunity to understand why FDR's Minutes
How do students (and teacher) accompanying questions. Students can reforms were effective, answering the 9:55
know if they are mastering the read this to themselves or they can LEQ, and how he was able to
content and/or skills for this
lesson? [Formal or informal listen and follow along while the encourage the American people of
assessments to measure instructor plays the recording of the prosperity, addressing the NCES.
learning] fireside chat. (Play recording to
timestamp 22:00)
When finished, students should answer
the accompanying questions. If time
permits, the questions can be reviewed
as a large group
Closure Using the discussion board feature on This acts as a summary for the entire 5
How do students put it all Canvas, students should share three unit. Students should answer these Minutes
together for today’s lesson? examples of how America sees the questions only after considering LEQs
The closure activity helps tie 10:00
this lesson to the overall unit. reforms of the New Deal in effect and NCESs from the entire learning
Re-emphasize LEQ/LLO, today, two things they found segment. However, this asks students
UEQ/ULO, and “big picture” interesting about the 1930s that they to directly consider the LEQ for the
understanding
did not know before, and one question current lesson.
they still have or one thing they are
still confused about
Formative - Informal Summative - Formal

Assessments In this lesson, the opening activity requires After this lesson is finished, for homework,
students to recall from the previous day, students will complete a summative quiz on
showing if they are ready to move on. The the Great Depression, the Dust Bowl, Hoover,
extending and refining I activity illustrates and Roosevelt. This will prove to the instructor
that students can successfully interpret a that students have understood and remember
primary source and understand historical the content and primary themes of the entire
perspective. They must then answer learning segment.
questions related to the LEQ and NCES,
showing that they have understood the
primary concepts of the lesson. The
extending and refining II activity proves
that students understand the importance
of public opinion in the effectiveness of
reform, complicating the LEQ and showing
that students can consider multiple
avenues of the primary themes of the
lesson. The closing activity will show that
students can recall everything they have
learned to apply it to the 21st century, can
recall two interesting facts, and it allows
them the opportunity to share something
they are confused about, showing what
students feel they have not mastered.
Materials & Supplies ● PowerPoint ● Student Chromebooks OR
paper copies of assignments
Sources & Notes Sources Notes to self
Where did you research ● New Deal Achievements. PBS, 2014. ● Continue to engage virtual learners
content for today’s lesson?
https://www.pbs.org/video/roosevelts-
Where did you find helpful ● Remember that the students in this lesson
information, primary & new-deal-acheivements/.
secondary sources, and lesson
were virtual for the previous two. Try to
plan ideas? ● Roosevelt, Franklin Delano. “May 7, remind them of what they learned by briefly
1933: Fireside Chat 2: On Progress reviewing previous content.
During the First Two Months.” Miller
Center. University of Virginia, April 26,
2017. https://millercenter.org/the-
presidency/presidential-speeches/may-7-
1933-fireside-chat-2-progress-during-
first-two-months.