Students Will Be Able to Identify and Explain Academic Vocabulary Related to the Great

Students Will Be Able to Identify and Explain Academic Vocabulary Related to the Great

Program Information / [Lesson Title]
Franklin D. Roosevelt and the First Inaugural Address / TEACHER NAME
Carol Kile / PROGRAM NAME
Parma City School District
[Unit Title]
Twentieth Century America / NRS EFL(s)
3 – 5 / TIME FRAME
90 minutes
Instruction / ABE/ASE Standards – English Language Arts and Literacy
Reading (R) / Writing (W) / Speaking & Listening (S) / Language (L)
Foundational Skills / R 3.2 / Text Types and Purposes / Comprehension and Collaboration / S.2.3
S.3.4
S.4.3. / Conventions of Standard English
Key Ideas and Details / R.3.3
R.3.5
R.3.6
R.4.2 / Production and Distribution of Writing / Presentation of Knowledge and Ideas / Knowledge of Language
Craft and Structure / R.3.8
R.3.9
R.4.5
R.3.12
R.3.13
R.4.8
R.4.9
R.3.14
R.4.10 / Research to Build and Present Knowledge / Vocabulary Acquisition and Use / L.2.4
L.3.4
L.4.4
Integration of Knowledge and Ideas / Benchmarks identified inREDare priority benchmarks. To view a complete list of priority benchmarks and related Ohio ABLE lesson plans, please see theCurriculum Alignmentslocated on theTeacher Resource Center (TRC).
LEARNER OUTCOME(S)
  • Students will be able to listen to and read texts of primary sources related to the Great Depression and answer questions about the impact of the Great depression on American society.
  • Students will be able to identify and explain academic vocabulary related to the Great depression.
/ ASSESSMENT TOOLS/METHODS
Formative:
  • Teacher observation of student participation in class discussions.
  • Teacher observation of student understanding during class discussions.
  • Academic vocabulary review.
Summative:
  • Student written responses to Think-Ink-Pair-Share prompt.
  • Student answers to Great depression Word Search.

LEARNER PRIOR KNOWLEDGE
  • Events leading to the Crash of 1929 and the continuing struggle for recovery at the end of the Hoover presidency.
  • Some knowledge of the free market system and economics in general may be found in texts used for GED classes and/or on-line.
  • American social history as it developed after WW I.

INSTRUCTIONAL ACTIVITIES
  1. Begin class by having students view Brother, Can You Spare a Dime?
  2. Lead a class discussion about the images in the video and the lyrics of the song; ask students to identify what the video and lyrics of the song depict about American life?
  3. Students should be able to discuss causes of the Great depression and the impact the Depression had on life in the United States.
  4. In small groups, have student record definitions for The Great Depression and the First Inaugural Address of Franklin D. Roosevelt Vocabulary List.
  5. Review student definitions as a class.
  6. Watch the First Inaugural Address of Franklin D. Roosevelt. Provide students with a printed copy of the address too.
  7. Have students answer the comprehension questions on the Questions About Franklin D. Roosevelt’s First Inaugural Address worksheet.
  8. Review student answers to comprehension questions, monitor student participation in discussion and student understanding of content.
  9. Think-Ink-Pair-Share: How did Roosevelt’s First Inaugural address respond to the lyrics and images of Brother, Can You Spare a Dime? What reaction do you think the American people had to Roosevelt’s First Inaugural Address?
  10. Ask for student volunteers to share responses with the class.
  11. Collect student answers to be reviewed for evidence of understanding.
  12. For homework, have students complete the Great Depression Word Search.
/ RESOURCES
Computer with Internet access
Projector, ability to project
Speakers
Student copies of Brother, Can You Spare a Dime?lyrics
Songs of the Great Depression. (n.d.). Retrieved from
Brother, Can You Spare a Dime? video
Brother, Can You Spare A Dime? (n.d.). Retrieved from
Student copies of The Great Depression and the First Inaugural Address of Franklin D. Roosevelt Vocabulary List (attached)
Dictionaries
President Franklin Roosevelt 1933 Inauguration. (n.d.). Retrieved from
Student copies of the First Inaugural Address of Franklin D. Roosevelt
The Avalon Project: First Inaugural Address of Franklin D. Roosevelt. (n.d.). Retrieved from
Student copies of Questions About Franklin D. Roosevelt’s First Inaugural Address worksheet (attached)
Student copies of Great Depression Word Search
Great Depression Word Search. (n.d.). Retrieved from
DIFFERENTIATION
  • Vocabulary is analyzed and made more understandable using dictionaries in small groups with one reporting student to initiate discussion.
  • Oral reading of parts of the Address allows pauses for discussion and explanations by the instructor, who can then pose questions via the Socratic method and geared to the abilities of particular students.
  • The word search puzzle can be done in small groups.
  • Written work can be discussed in individual meetings.

Reflection / TEACHER REFLECTION/LESSON EVALUATION
The instructor can evaluate student responses to the material to track student achievement and make future adjustments to lesson planning.
ADDITIONAL INFORMATION
New material and resources may be added where and when they are available.

The Great Depression and the First Inaugural Address of Franklin D. Roosevelt

Vocabulary List

Term / Definition
Great Depression
Inaugural address
Preeminently
Frank, frankly, frankness
Curtail
Minister (noun and verb)
“Plague of locusts”
Incompetence
Unscrupulous
Evanescent
Callous
Restoration
Redistribution
Speculation
Nationalistic
Manifestation
Interdependence
Executive power
Arduous
Mandate

Questions About Franklin D. Roosevelt’s First Inaugural Address

  1. Reread the first two sentences of Roosevelt’s speech. What does he say the present situation requires him to do when speaking to the American people?
  1. In his first paragraph, Roosevelt uses the pronoun “we.” Why does he do this?
  1. What does Roosevelt state that Americans should fear? Why would he choose to begin his speech by addressing the citizens’ fears?
  1. Who or what caused the current economic situation, according to Roosevelt?
  1. When identifying actions that he proposes to address the country’s economic problems, Roosevelt repeats the phrase “it can be helped” six times in the same paragraph. He finishes by stating, “but it can never be helped by merely talking about it.” What idea or belief is he trying to give to the American people?
  1. Roosevelt states that there must be safeguards so that there is a resumption of work (more jobs). What safeguards should be put into place?
  1. How does Roosevelt explain the importance of the Constitution and the system of government that it has produced?
  1. At the end of the Address, Roosevelt stresses that the people have given him authority to act. Is he to act slowly and carefully or with direct action? Why do you think that is important?
  1. Throughout the speech, Roosevelt uses military terms and metaphors, such as "lines of attack” and the “great army of our people.” What connection is he trying to make to the situation that the United States was facing?

Ohio ABLE Lesson Plan – Franklin D. Roosevelt and the First Inaugural Address 1 of 5

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