Lesson Overview
In this lesson students will explore FDR’s New Deal program. They will then put themselves in the position of being strategists for a presidential campaign today. In doing so they will need to consider: what is important to the citizens of South Carolina at this time; can any of the components of the New Deal program be of assistance; how can these new ideas be presented in a campaign speech?
Essential Question
Which of FDR’s programs would South Carolina residents have supported and why?
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Recommended Technology:
Other Instructional Materials or Notes:
8
- Internet access, computer, tablets/iPads, or personal devices
- Applications for sharing work with fellow group/class members (Padlet, Evernote, etc.)
- Applications for drawing, creating graphics (Apple Notes, One Note, Adobe Sketch, etc.)
- Applications for presentation (PowerPoint, Prezi, etc.)
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Log In to View LessonStandards
- 8.5.P Analyze the transformation of South Carolina’s economy from the Great Depression to its current economic diversification.
- This indicator was designed to promote inquiry into the devastation of the Great Depression and the impact of the New Deal on a largely agricultural South Carolina. This indicator was also designed to foster inquiry into the economic diversification between World War II and the present, to include tourism, global trade and industry, and the maintenance of military bases.
- I Inquiry-Based Literacy Standards
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
- I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
- I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- RI.LCS.8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
- RI.LCS.11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
- RI.LCS.11.1 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
- RI.LCS.11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
- W.MCC Meaning, Context, and Craft
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- W.MCC.1.1 Write arguments that:
- W.MCC.1.1.a introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;
- W.MCC.1.1.b use relevant information from multiple print and multimedia sources;
- W.MCC.1.1.c support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;
- W.MCC.1.1.d use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;
- W.MCC.1.1.i provide a concluding statement or section that follows from and supports the argument.
- W.MCC.1.1 Write arguments that:
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- C Communication
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Log In to View LessonLesson Created By: Hannah Baker
Lesson Partners: Writing Improvement Network (WIN)