Direct instruction

Teacher(s): David Barr Subject: History

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Common Core: Strand one- PO 1- D: The New Deal.

ITSE Standards: Collaboration and Designer.
Objectives (Explicit): Use Blooms verbiage ae to identify thernd formula

Students will be able to identify the impact of the New Deal on the U.S (1932-1936)
Students will be able provide an accurate description of programs made during the New Deal.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.) The students will form a group and be assigned roles to debate the impact of the New Deal in a
positive and negative roles. The students will graded on their sources, historical information and by naming programs that
are still in use today. They will be graded on a rubric that I created that measures the credibility of the sources (i.e
Wikipedia = 1 and Federal budget commission = 5), the amount of accurate historical information used, such as the dates of
when programs were made and lastly, how many programs they named in their debate. I will be grading them during their
debate in class and make notes on historical information and programs. After that, I will then check their sources to make
sure they credible and not made up.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Students will be to identify credible material and sources for the New Deal.
Students will be able to describe the changes in the expectations of the Government during the new
deal.
Students will examine new government programs such as the TVA, Fireside Chats and Social Security.
Students will be able to evaluate New Deal programs and the effect they had on the United States.

Key vocabulary: Materials/Technology Resources to be Used:

Social Security Administration (SSA), Tennessee Valley Whiteboards, power point and videos.
Authority, Fireside Chat, FDIC.

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Today, we are going to learn about programs that are still affecting you all today. Social Security, Electricity expansion and
the money you will all earn in your life, come back to this four year period.

Teacher Will: Be specific Student Will: Be specific

Instructional

Explain new deal programs such as the SSA, TVA and Take notes on the SSA, TVA and Fireside Chats to use
Input

Fireside Chats. later in group work. They will write down specific
dates, usage of the programs and if they are around
today.
 Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

More specific input and close reading in order for them to comprehend the lesson. Furthermore, I will
asking the students questions throughout the lecture and answer any questions they may have.

Teacher Will: Be specific Student Will: Be specific

Put the students in 2 man groups and provide them with Work together to answer questions and write them
guiding questions that will be checked by the instructor. down and wait to be called on. The students will then
Guided Practice

Such as, name three new deal agencies. answer the questions and say what the agency
specifically did.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand? I will
walk around the class and ask each group where they are at and how they are doing. If they are having trouble, I
will provide assistance and ask the students questions that provide insight on what agency does or the name.

Teacher Will: Be specific Student Will: Be specific

I will put the students in their groups for the project Work with their group to start formulating their
Independent Practice

coming up. I will then assign roles to the groups. position on the New Deal today. They will also begin
to look for sources on the New Deal.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

I move around the classroom from group to group and answer their questions on proper, credible sources.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

That the agencies are still around today and still helping people. Do I know anyone who works for or is helped by one these
agencies? What other things from the past are affecting me?