Student: Ryan Mulholland

Course: EDU 521

Grade: 8
Content Area: Social Studies

Professor Moroney
Date: December 5, 2015
Topic: The New Deal

*2-day lesson*
INSTRUCTIONAL OBJECTIVE(S)
After engaging in an activity where students log on to the LivingNewDeal.org map and picking one
project that is ongoing on Long Island today that wouldnt have occurred without the New Deal,
students will get in pairs and teach each other the strategy. Students will remain in pairs with that
student and will begin preparation for a class debate where students will be assigned to take the side
of whether the New Deal was a success or a failure. Students will use the resources on the class
website, knowledge gained from the LivingNewDeal.org map and other online resources in order to
build their case. The following day in class students will perform their debates throughout the class
period and will be required to meet all criteria in the rubric including demonstrating knowledge of
New Deal programs and effects with 90% accuracy, and uploading the video to YouTube with 100%
accuracy.
STANDARDS AND INDICATORS FROM NEW YORK STATE
COMMON CORE LEARNING STANDARDS
Social Studies Standard (NYS) #1: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in the history of the United States and New York.
Indicator: This will be evident as students demonstrate their understanding of the overall impact of
the New Deal through their research and class debate.
Social Studies Standard (NYS) #3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography
of the interdependent world in which we livelocal, national, and globalincluding the distribution
of people, places, and environments over the Earths surface.
Indicator: This will be evident as students study the LivingNewDeal.org map which displays the
impact of the New Deal across the country, and how it affected certain areas more than others.
English Language Arts and Literacy (NYS): Speaking and Listening (SL 8.1)
Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing
their own clearly.
Indicator:

This will be evident when students work together on the LivingNewDeal.org map and in
preparation for the class debate, and finally while performing the class debate. Students will
rely on each other to learn and to be successful in their debate.

MOTIVATION
Students will immediately open their Google Chromebooks and log on to
www.livingnewdeal.org/map and in 5 minutes will be responsible for picking a project that resulted
from a New Deal program and learn about it so they can teach another student.
MATERIALS

Smart Board
HD Video camera
Google Chromebooks
New Deal Debate response form
3-2-1 worksheet

STRATEGIES

Reciprocal Teaching: Students will be responsible for learning about their own project that
resulted from the New Deal and will also learn from their fellow students about the projects
they researched on LivingNewDeal.org. Students will also learn from each other during the
debates as they will receive a worksheet where they will have to write a brief summary of
what they learned during each debate. The idea is that each student will likely come up with
new reasons why the New Deal was a success or a failure that another student might not have
thought of.
Cooperative Learning: Students will work in pairs to complete the LivingNewDeal.org map
activity as well as the class debate.
3-2-1: At the end of the class on the 2nd day, each student will write 3 new things they learned
about the New Deal during the debate, 2 things they still have questions on, and 1 concept
they mastered, likely something they learned in their own debate research.

ADAPTATIONS
The teacher will pair students up and will match up lower achieving students with higher achieving
students in order to help them better understand the task at hand.
A student in the class with poor fine motor skills will use speech recognition technology while doing
their research for their debate on their Google Chromebook. They will use Dragon Speech
recognition software.

DIFFERENTIATION OF INSTRUCTION
Tier 1: Students will be responsible for learning about their project on LivingNewDeal.org
independently and teaching another student, as well as preparing for their class debate and
performing it.
Tier 2: Students will be given a list of online resources to access that will assist them in
gathering information for their class debate.
Tier 3: Students will be given a list of online resources to access that will assist them in
gathering information for their class debate. Additionally, while other students will have to
provide 3 facts to their partner when teaching them about their New Deal project, Tier 3
students will just have to provide 1 fact.
DEVELOPMENTAL PROCEDURES
Developmental Procedures include Activities and Key Questions.

Students will log on to the LivingNewDeal.org map and pick one project that is ongoing on
Long Island today that wouldnt have occurred without the New Deal, and will get in pairs
and teach each other the project.
o What projects are currently occurring on Long Island because of the New Deal? What
New Deal program caused these projects to happen? What are the details of the
project and how does it help residents?
Students will prepare for a class debate where they will be assigned to take the side of
whether the New Deal was a success or a failure. Even if a student thinks the New Deal was a
success, if they are assigned failure they will have to argue that side. Students will use the
resources on the class website, knowledge gained from the LivingNewDeal.org map and other
online resources in order to build their case. The following day in class students will perform
their debates throughout the class period and will upload the video to YouTube and using the
same rubric the teacher is using, critique themselves. They will have one week to complete
that task.
o Why was the New Deal a success? Why was the New Deal a failure? What do people
who lived during that time think of the New Deal? What are some examples of how
citizens benefitted from the New Deal? What are some examples of how citizens were
harmed by the New Deal? What do historians think?
While their classmates present, students will be responsible for filling out a worksheet that
lists why their classmates thought the New Deal was a success or failure.
o What are some new viewpoints on this topic that I did not think of earlier? Has my
mind changed at all?
At the end of class, students will fill out a 3-2-1 worksheet.
o What are 3 things I learned over the past 2 days? What are 2 things I still have
questions about? What is 1 thing I have mastered?

ASSESSMENT

Students will be assessed during the class debate on their knowledge of information, facts, statistics,
ability to rebut their opponents point, presentation style, organization, and posting the video
successfully to YouTube.
INDEPENDENT PRACTICE
Students will complete the online quiz at https://quizlet.com/4690167/new-deal-relief-recoveryreform-flash-cards/.
FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT
Academic Intervention:
The teacher will be available for extra help in the morning in order to help students prepare for their
debates, and to teach them how to upload a video to YouTube.
Academic Enrichment:
Research another project from www.livingnewdeal.org/map and using 2 more online resources write
a 150 word paper about the benefit of this project to the residents of Long Island.
TEACHER REFERENCES
Davidson, J., & Stoff, M. (2007). America. History of our nation. Boston, MA: Pearson.
Quizlet. New Deal: Relief, Recovery and Reform. Retrieved October 23, 2015 from:
https://quizlet.com/4690167/new-deal-relief-recovery-reform-flash-cards
The Living New Deal. Map. Retrieved December 4, 2015 from: https://livingnewdeal.org/map/

Name_____________________________________

Date______________________

New Deal Debate Response

In the boxes below fill out what you learned from the participant in each debate and if they changed
your mind at all on if the New Deal was a success or a failure.
Success
(List name of student and
his or her arguments)

Failure
(List name of student and
his or her arguments)

Was your mind changed? If

so, why?

Name__________________________Date___________________

3-2-1
BEFORE you leave class, list below 3 new things that you learned
during the debates, 2 questions you still have, and 1 concept that you
mastered.
3
1.
2.
3.

2
1.
2.

1
1.