7.10 The New Deal
- Rosie Jayde Uyola
- Mar 2
- 2 min read
I. DO NOW: Defining the "Heavy Lifting"
Our instructional "North Star" is student-led cognitive lift, where students do the "heavy lifting" by designing questions and tasks.
Reflect on the Great Depression: Identify one specific economic "burden" (e.g., bank failures, unemployment, lack of electricity) that the federal government had to "lift" for the American people in 1933. Why was this task too "heavy" for private citizens or businesses to handle alone? (5 - 8 sentences minimum) |
II. LEARNING TARGET
I CAN analyze the causes and impacts of New Deal legislation by using pre-planned questions and structured discussion protocols to move from simple talk to rigorous academic discourse.
III. KEY VOCABULARY
Alphabet Agencies: The various government agencies (like the CCC, TVA, and SEC) created as part of the New Deal to provide relief, recovery, and reform.
Safety Net: Government programs intended to provide a floor of economic security for citizens, such as the Social Security Act.
Deficit Spending: When the government spends more money than it receives in revenue to stimulate the economy.
Cognitive Lift: The act of students performing the rigorous work of analyzing, justifying, and challenging academic content rather than the teacher doing the work.
IV. THE TASK: Divide & Conquer Research
In your assigned groups, research your New Deal legislation. Prepare your analysis slide with a "laser focus" on the following:
Contextual Cause: Explain the specific gap or crisis that made this legislation necessary (e.g., "Banks lost people's money in the stock market crash").
Legislative Action: Describe the law in your own words.
Evidence of Impact: Provide specific data or "worked examples" showing the effect (e.g., "People felt safer to place their money in banks").
Visual Anchors: Include two images, cartoons, or graphs. Your group must explain how these visuals represent the legislation.
V. ACADEMIC DISCOURSE PROTOCOL
To ensure equitable academic discourse, use these pre-planned questions to challenge and justify thinking during peer presentations:
To Challenge: "Looking at the visual evidence or data you provided, how does it specifically prove that this program solved the 'cause' you identified?"
To Justify: "Can you explain why this specific legislation was a more 'disciplined' or effective solution than simply giving money directly to citizens?"
VI. PRESENTATIONS
VII. EXIT TICKET: Evidence-Anchored Synthesis
Pick TWO New Deal programs you learned about today (not your own). Which one required the government to do the most "heavy lifting" to fix the country? Using specific facts or data you heard in the presentations, explain which one caused a bigger change for the American people. Use at least two vocabulary terms in your answer. |
