Week 31

Monday

Learning Target: Students will be able to

  1. Explain and analyze the ideas of relief, recovery and reform as demonstrated in FDR’s New Deal policies
  2. Analyze how FDR’s response to the Great Depression changes the presidency and the role of government in lives of citizens

Lesson Design: Students will share their posters from Friday with the rest of the class. Students will then discuss with a partner, the chart they created from their weekend reading on the comparison between the stock market crash of 1929 and 1987.

Students will read and summarize pages 825 – 832 and take notes in their notebooks on the first 100 days policies.

** Write a 5-6 sentence fireside chat that Hoover would have given during this time.

Homework:: read “New Visibility for Women” to “nine Old Men on the Bench” – take notes of changes to the various aspects of society and changes in the role of the presidency.

Tuesday

Learning Target: Students will be able to:

  1. Explain and analyze the impact of New Deal programs on the social, economic and political aspects of life in the 1930s and today.

Second period will read for homework and respond on their notebooks to Harding’s Campaign speech and Hoover’s Rugged individualism; also read about the attempts by Roosevelt to change the makeup of the Supreme Court and the constitutional challenges this proposed.

Also create an analogy by completing the following statement – “The lasting impact of the New Deal on American society is like …

This lesson will be conducted in class for 4th period – first 15 minutes students will read the two primary source documents and respond in notebook and discuss with classmate.

Notebook entry – changes to women, minorities, labor and the environment from New Deal policies

Homework: Write analogy and read from “Nine Old Men on the Supreme Court” to the end of the chapter.

Wednesday

Learning Target: Students will be able to:

  1. Explain and analyze how Roosevelt’s attempts at packing the Supreme Court were attempts at expanding executive power by analyzing political cartoons.

Lesson Design: 15 minutes read and respond to Popular songs of the 1930s – discuss with a classmate; students will then be placed in groups of three to analyze three different political cartoons around Roosevelt’s actions as president – they will use a primary source document analysis sheet to complete each of these and then using what they know and what the documents tell them they will write a statement about government expansion.

Homework: Read and respond to “President FDRs First Inaugural Address in their notebooks

Define Key Vocabulary

Thursday

Learning Target: Students will be able to:

  1. Write and analytical constructed response on whether or not Roosevelt’s presidency can be considered the first modern presidency.

Lesson Design: Students will be given a prompt and will work individually to construct a response and then will compare their responses to benchmark student -released responses.

Homework: Primary Source response to at least three letters to the government during the Great Depression Due Monday

Friday-Alphabet Soup Presentations/Cereal Box Project