Goals & Objectives
Students will demonstrate their understanding of the economic and political factors that contributed to the economic boom and bust of the 1920’s, and the role played by the U.S. presidents through meaningful discussion and role-play.
Students will empathize with different perspectives in history by conducting a five-paragraph persuasive essay on the different presidential administrations and their roles in the economy of the 1920’s
Students will empathize with different perspectives in history by conducting a five-paragraph persuasive essay on the different presidential administrations and their roles in the economy of the 1920’s
California State Content Standards
11.5.1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
Common Core Literacy Standards
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.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Driving Historical Question
What economic and political factors contributed to America’s large economic boom, then bust in the 1920’s?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:10
The day’s lesson will begin with students getting into assigned groups/roles and discussing the information they will cover and planning for the role play activity. Here they will compare notes and can use cell-phones to access any additional information they need.
Teacher and students will place desks in the necessary areas for the day’s lesson. There needs to be 9 desks facing the class, 13 desks off to the side to serve as a jury, and three areas for each president and their lawyers.
Teacher and students will place desks in the necessary areas for the day’s lesson. There needs to be 9 desks facing the class, 13 desks off to the side to serve as a jury, and three areas for each president and their lawyers.
Vocabulary (Content Language Development) ‖ Time: Throughout Lesson
Teapot Dome, Ohio Gang, installment plan, price-supports, speculation, buying on margin, soup kitchens, bread lines, direct-relief, Bonus Army.
Key vocabulary terms were provided prior to the day’s lesson, with a vocabulary activity
Key vocabulary terms were provided prior to the day’s lesson, with a vocabulary activity
Content Delivery (Method of Instruction) ‖ Time:35 min.
Once the students have gotten into their assigned places around the class and given time to prepare, teacher will lead the activity by introducing each section of the mock-trial, including the Supreme Court, the U.S. presidents, and the jury. The teacher will then guide the activity by allowing the judges to ask their designated question to each president one at a time. Each president will be given the opportunity to respond to each question. Each president will be questioned for 10 minutes. Finally the Jury will decide for each president, whether they feel they are innocent (good), or guilty (bad) presidents. Their decision do not matter, however they must demonstrate sufficient reasoning with relevant information.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 35 min.
Students will conduct the role-play activity by taking turns discussing the role of each president. Students who are the Supreme Court will begin asking Warren G. Harding a set of questions which they have come up with prior to the lesson. Students playing the president and his lawyers will be given time to answer each question before the next one is asked. After 10 minutes, the “testimony” will be finished and the activity will move on to Calvin Coolidge for 10 minutes, then finally Herbert Hoover. The students playing the role of president and his lawyers will know the questions ahead of time, so answers will need to be thorough and accurate.
After each president is finished, the “jury” section will be “sequestered” where they will decide together whether or not each president is innocent, or guilty. One “jury leader” will then articulate for the class their reasoning of their verdict.
After each president is finished, the “jury” section will be “sequestered” where they will decide together whether or not each president is innocent, or guilty. One “jury leader” will then articulate for the class their reasoning of their verdict.
Lesson Closure ‖ Time: 8 min.
Teacher will lead a class discussion regarding the topic covered during the activity. During this time, students will pass a Koosh ball around class. Each student who receives the Koosh ball will answer aloud one way a U.S. president tried to help the country, then the next person up will provide one way in which a U.S. president hurt the country.
Teacher will pass out the rubric for the five-paragraph writing assignment and go over objectives and expectations for the paper. This paper will be submitted the day of the unit test.
Teacher will pass out the rubric for the five-paragraph writing assignment and go over objectives and expectations for the paper. This paper will be submitted the day of the unit test.
Assessments (Formative & Summative)
Formative assessment will be done by teacher facilitating the role-play activity and checking for understanding. Here, teacher is to take a limited role, to allow for a more organic discussion, however will need to redirect the class, when it starts to veer off topic. With a well-structured activity, teacher can easily check each group’s level of understanding.
Summative assessment will be conducted by assigning students a five-paragraph persuasive paper, where students synthesize the content from the day’s activity. These will be graded and returned with detailed feedback as soon as possible.
Summative assessment will be conducted by assigning students a five-paragraph persuasive paper, where students synthesize the content from the day’s activity. These will be graded and returned with detailed feedback as soon as possible.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL: With this lesson activity, English learners will be able to analyze and interpret historical content in a manner which includes oral communication and collaboration. Here, leaners hear more language, particularly in an academic setting and have more language directed toward them. With a class-discussion activity, their output is also increased. This activity allows the teacher to take a smaller role in facilitating content, giving the students more responsibility for clarifying their own meanings. Also, English learners will be provided with all of the information relevant to the activity including key vocabulary the day before, so they will have ample time to prepare.
SR: Struggling readers will be able to have the content delivered to them in a group-setting initially, which allows them to have the reading presented and discussed with other students who can help facilitate. The class-discussion again allows struggling readers to orally communicate and receive new content from their peers.
SSN: Students who are more shy and less willing to volunteer and interact in a class setting such as this will be allowed the take the role as juror, where they will be required to become involved with the learning process, yet do not have the pressure of speaking aloud in class in front of everyone. Their involvement will be limited to the interaction of the other members of the jury, followed by their personally written reflection.
SR: Struggling readers will be able to have the content delivered to them in a group-setting initially, which allows them to have the reading presented and discussed with other students who can help facilitate. The class-discussion again allows struggling readers to orally communicate and receive new content from their peers.
SSN: Students who are more shy and less willing to volunteer and interact in a class setting such as this will be allowed the take the role as juror, where they will be required to become involved with the learning process, yet do not have the pressure of speaking aloud in class in front of everyone. Their involvement will be limited to the interaction of the other members of the jury, followed by their personally written reflection.
Resources (Books, Websites, Handouts, Materials)
Handout: List of rules and roles for mock trial.
Reading: The Americans, McDougal Littell
Handout: Rubric, outlining teacher expectations of discussion activity, as well as, expectations for written reflection paper.
Reading: The Americans, McDougal Littell
Handout: Rubric, outlining teacher expectations of discussion activity, as well as, expectations for written reflection paper.