Final+Assignment

= Lesson Plan and Technology Project = G. Johnson

**Introduction**
The purpose of this lesson is to provide students the opportunity to analyze, compare/contrast, evaluate, and synthesize main ideas embedded in the inauguration speeches of U.S. presidents.

**Task**
The lesson is intended for students in American history and civics classes.

The writing skills that are fundamental to the assignment are basic essay writing and the comparison/contrast essay.

The students read and analyze the Emancipation Declaration, the Declaration of Independence, and inauguration speeches of American presidents..

**Standards**
Colorado Content Standards in American History

Standard 1: Students understand the chronological organization of history and know how to organize events and people into major era to identify and explain historical relationships.
 * 1.1: Students know the general chronological order of events and people in history.

Standard 2: Students know how to use the processes and resources of historical inquiry.
 * 2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.

The thinking skills that will be utilized are identifying and articulating, grouping, deduction, and analyzing, evaluating, and synthesizing perspectives.

**Process**
Purpose/Objective: The purpose of today's lesson is to provide each student with the opportunity to engage in historical inquiry. As a result of the historical inquiry process, the student will examine primary and/or secondary source documents. The student will read an inauguration speech and use multiple thinking strategies to determine its main ideas and goals.

Anticipatory Set
 * The teacher displays color photographs on the wall in the classroom of the U.S. Presidents. Also, the student will be given handout #1.
 * Materials: Internet connection, multimedia projector, laptop, set of handout #1
 * Length: Approximately three to five forty-five minute class periods



Inputs
 * After the students enter the classroom, the teacher directs students to examine the color photographs of the U.S. Presidents.
 * Ask for volunteers to name each photograph.
 * Distribute handout #1 (individual work or small group activity)

Modeling
 * The teacher displays the following two web sites: Emancipation Proclamation (primary document); Text of Emancipation Proclamation (secondary document)
 * The teacher reads the emancipation proclamation to the students.
 * The teacher reads and fills in the blanks on handout #2 with the aid of the computer and multimedia projector.
 * The students fill in the blanks with the teacher.



Guided Practice
 * The students go to the following web sites: Declaration of Independence (primary document); Text of Declaration of Independence (secondary document)

Check for Understanding
 * Where did you locate the documents (URL)?
 * What is the name of each web site?
 * What is the difference between a primary and a secondary source?

Independent Practice
 * Distribute another class set of handout 2 to the students.
 * Assign each student to a different president.
 * Provide the students with an opportunity to volunteer for a particular president. Assign students who did not volunteer.
 * Take students to the computer lab, or schedule the computer carts for 2 days. This will allow students to use individual computers in the classroom.
 * Students use the following web sites to locate inauguration speeches: inauguration speeches (web site 1); inauguration speeches (web site 2)
 * First, students read an inauguration speech. Second, student complete the information on handout #2.

Closure

Ask the following questions:
 * Did the president talk about a state, national, or global issue?
 * What was the main idea of the speech?
 * Did the president talk about foreign policy?
 * Did the president mention a particular problem or situation that required an immediate response or will the problem required some significant interventions in the future?

Enrichment Activity

Assign students to small groups who read and analyze the four inauguration speeches of FDR. Then the groups write a comparison/contrast, argumentative, or persuasive essay, which incorporates primary and secondary documents to support their thesis.

=Rubrics=

Short Constructed-Response



Extended Constructed-Response