Lesson Plan Template

Title The New Deal: Good or Bad?

Date 05/27/14
Author Feyla McNamara
Subject Area US Hitory !ra"e #e$el 10
%&tro"uctio& o' the leo&( )uil"i&* e&*a*eme&t a&"
etti&* +ur+oe
-Review the day's agenda, allow students to
get their materials together
Students will be arranged in groups of three,
each group has a moderator, a pro new deal
person and an anti new deal person.
If there are absences we will re-arrange some
groups.
Rules and Roles:
Di''ere&tiatio&
-Students have access to all of their notes
-Directions for the debate are orally given and written on
the board
-Rules for the debate are orally given and written on the
board
-word period gives students who may feel anxious or who
work best in writing time to write their responses instead
of just having to directly respond to their opponents
#ear&i&* Tar*et a&" Aeme&t
#o&* Term Tar*et
Understands of the causes of the Great
epression and how the Great
epression affected the U.S
economically, politically and socially
Understands !resident Roosevelt's
response to the Great epression and the
"ew eal program
Aeme&t ,F #ear&i&*(
The debate itself
Aeme&t F,- lear&i&*(
-Students notes, completed outlines, literal observation,
reflection of the process
Moderator: Asks questions of each person,
takes notes on their answers- these notes
are then used as evidence for who made
the most compelling argument for the
moderator to declare a winner
Pro: Answers questions posed !
moderator and opposition" Takes notes on
opposition#s responses to craft well
thought out responses$
Against: Answers questions posed !
moderator and opposition" Takes notes on
opposition#s responses to craft well
thought out responses$
#a$e thorough notes %your notes will be
handed in&'
"o interrupting each other
(hen the time is called, you must finish
your sentence and stop
-Students will be alerted of the following
schedule for the debate)
* minute opening statements for each
side %+'
,oderator as$s first -uestions to each
side, response times are . minutes %*'
,oderator as$s second -uestion to
each side, response times are . minutes
%*'
,oderator as$s third -uestion to each
side, response times are . minutes %*'
. minute rebuttal time for each side-
opposing sides as$ -uestions of each
other %*'
. minute rebuttal time for each side-
opposing sides as$ -uestions of each
other %*'
. minute rebuttal time for each side-
opposing sides as$ -uestions of each
other %*'
2
. minute wor$ period to craft closing
statement %moderators organi/e their
thoughts on the arguments, what they
would li$e to hear in the closing
statements' %.'
* minute closing statement for each side
%+'
* minute wor$ period for moderators,
each side begins their written reflection
on the process. ,oderators declare a
winner from each trio, give an
e0planation using their notes %*'
Sca''ol"i&* +la& 'or the bo"y o' the i&tructio&

Students debate %1* minutes'
Sy&thei( Ho. .ill tu"e&t y&thei/e their
u&"erta&"i&*0
-Students will be given the opportunity to
reflect on the entire debate process verbally,
they will be assigned a one page written
reflection on the process.
2uestion) id your prior opinion of the "ew
eal change through this pro3ect4 (hat new
details did you learn4 (hat parts of the "ew
eal were successful4 (hat were some of its
shortcomings4
Mount Holyoke ollege ! "xpeditionary #earning #esson $lan %emplate &'(&
1o&i"eratio& i& term o' the leo& +la& a a .hole
Material -e2uire" 'or thi leo& 3ut the tu"e&t a&" their &ote4
Social 3utice ,rie&tatio& Students aruin for the New Deal have been encouraed to
stud! the modern da! benefits we still feel from the New
Deal, students who are aruin aainst the New Deal were
encouraed to research the wa!s in which the proram ma!
have been selective reionall! and raciall!
Tech&olo*y %&te*ratio& Sto+.atch4
Aeme&t o' %&tructio& 5Teacher6 De$elo+me&t7
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