presidential decision-making: the 1970s energy crisis ... · pdf filepresidential...
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lesson
PresidentialDecision-Making:The1970sEnergyCrisisWhatfactorsdopresidentshavetoconsiderwhenmakingadecision?Howdopresidentialdecisionsaffectothers?
Activity1:TheEnergyCrisisofthe1970s|2hrs30mins
Directions1.Activatestudents'priorknowledgeaboutpresidentialdecision-making.
Asanentryticket,havestudentswriteandturninabriefdescriptionofarecentpresidentialdecision.Invitevolunteerstosharetheirdescriptions,andthendiscusswhothedecisionsaffectandwhatthepresidentmighthavetoconsiderwhenmakingthesedecisions.Guidetheconversationbyasking:Howdothesedecisionsaffectyou?Whoelsemighttheyaffect?Whatdoyouthinkthepresidenthadtothinkaboutwhenhewasmakingthesedecisions?Whodoyouthinkhemighthaveturnedtoforinformationheneededtomakethesedecisions?ExplaintostudentsthattheywillhaveachancetotakeontheroleofadvisortoPresidentGeraldR.FordindraftinglegislationtopreventanotherenergycrisissuchastheonetheU.S.experiencedin1973.TheirgoalwillbetobecomeinformedaboutdifferentfacetsofthetopicandadvisePresidentFordaboutwhichmeasureheshouldpushmoststronglywhenCongressnegotiatesthefinalbill.
Yourwebbrowser(Safari7)isoutofdate.Formoresecurity,comfortandthebestexperienceonthissite: Updateyourbrowser Ignore
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2.Havestudentsread,annotate,anddiscusstheEnergyCrisisBriefing.
DistributeacopyoftheEnergyCrisisBriefinghandoutandtheEnergyCrisisBriefingDiscussionPromptsworksheettoeachstudent.Havestudentsreadandannotatethebriefingbyhighlightingkeypoints,markinganyunfamiliarvocabulary,askinganyquestionsofthematerial,andbrieflysummarizingthecontent.Askstudentstojotdowntheirthoughtsaboutthediscussionpromptsastheyread.Whenstudentshavefinishedreading,discussthereadingusingthepromptsfromtheworksheet.Allowtimeforstudentstoaskquestionstheyhaveaboutthereading.
3.HavestudentsidentifystakeholdersintheU.S.energysystemin1975.
PlacestudentsintosmallgroupsanddistributetheStakeholderTableworksheettoeachgroup.HavegroupsbrainstormsomestakeholderswhowouldbeaffectedbyanychangesinU.S.energypolicyin1975.Encouragethemtothinkaboutbothdomesticandforeignintereststhatwouldbeaffected.Thenhavegroupssharetheirideaswiththeclassandcreateamasterlistofstakeholders.Thislistmightincludemiddle-classAmericans,impoverishedAmericans,Congress,OPECcountries,U.S.oilcompanies,andpeoplelivingnearU.S.oilsupplies.HavestudentslistthestakeholdersfromthemasterlistinthefirstcolumnoftheStakeholderTableworksheet.TheywillcompletetheremainderoftheworksheetinActivity3.
4.HavestudentsinvestigatepossiblemeasuresthatcouldbeincludedintheEnergyPolicyandConservationAct.
HavegroupsbrainstormonpapersomepossiblemeasuresthatcouldbeincludedintheEnergyPolicyandConservationAct.Invitegroupstosharesomeoftheirideas.Then,distributethePossibleMeasuresTableworksheettoeachgroupandexplainthatthistableincludessomeofthemeasuresthatFordandcongressconsideredforinclusionintheact.Havestudentsworkwiththeirgroupstoresearcheachmeasure.Haveeachgroupworkcollectivelytogeneratepossiblekeywordsforeachmeasure.Thenhavethemdivideupthemeasuresamong
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groupmemberstoresearch.Ifnecessary,modelhowtoselectreliableonlinesources.Asstudentsresearch,theyshouldtakenotes,keepingtrackoftheInternetsitestheyuse.
5.Havestudentsworkasagrouptodistilltheinformationtheygatheredintokeypoints.
Havestudentssharetheresearchtheygatheredindividuallywiththeirsmallgroup.Studentsshouldaskquestionsofeachgroupmember’sresearchtoensurethattheyfullyunderstandeachmeasure.Ifnecessary,studentscangobacktotheirresourcesorconductadditionalresearchtoanswerspecificquestions.Onceallgroupmembershavesharedtheirresearch,havestudentsworkasagrouptoidentifykeypointsforandagainsteachmeasureandrecordthemonthePossibleMeasuresTable.Thenhavethemranktheimportanceofeachmeasureonascaleof1to3.Asaclass,brieflydiscusstheactivityandaskstudentsforideasaboutotherinformationthatwouldbeusefulinevaluatingthemeasures.Collectstudents’annotatedEnergyCrisisBriefing,StakeholderTables,andPossibleMeasuresTablesforuseinformativeassessmentandinfutureactivities.
TipTeacherTip
Ifstudentsdoneedhelpinidentifyingreliableonlinesources,conductamini-lessononthetopic.Modelhowtolookatwhattypeofwebsiteitis(e.g.,.edu),itsmainpurpose,andhowtoidentifythesource(personororganization)andanybiasestheymayhave.Demonstratehowtoassesstheappropriatenessofthesite’sdesignandanyobviouserrors,suchasspellingmistakes.Finally,showstudentshowtolookfordocumentedsourceswithinthesiteandcorroborationoftheinformationfoundonthesite.
InformalAssessment
Reviewstudents’annotatedcopiesoftheEnergyCrisisBriefingandPossibleMeasuresTablesasaformativeassessment.Checktheannotatedbriefingsforanycommonmarkedvocabularyorstudentquestionsandaddressthosetopicsbeforemovingontothenextactivity.UsethePossibleMeasuresTabletocheckforgeneralunderstandingofeachmeasure.
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ExtendingtheLearning
HavestudentsreturntothebriefdescriptionsofapresidentialdecisionthattheywroteinStep1.Askthemtobrainstormpossiblestakeholdersinthatdecisionandhowthedecisionwouldaffecteachstakeholder.
ObjectivesSubjects&Disciplines
GeographyHumanGeography
LanguageArtsReadingWriting(composition)
SocialStudiesUnitedStatesgovernmentUnitedStateshistory
LearningObjectives
Studentswill:
identifystakeholdersintheEnergyPolicyandConservationActof1975identifykeyinformationaboutmeasuresthatcouldbeincludedintheEnergyPolicyandConservationActof1975
TeachingApproach
Constructivist
TeachingMethods
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BrainstormingCooperativelearningDiscussionsReadingResearchWriting
SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesLearningandInnovationSkills
CommunicationandCollaboration21stCenturyThemes
CivicLiteracyGlobalAwareness
CriticalThinkingSkillsEvaluatingUnderstanding
GeographicSkillsAskingGeographicQuestions
NationalStandards,Principles,andPractices
IRA/NCTEStandardsfortheEnglishLanguageArts•Standard1:Studentsreadawiderangeofprintandnonprinttextstobuildanunderstandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;toacquirenewinformation;torespondtotheneedsanddemandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthesetextsarefictionand
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nonfiction,classicandcontemporaryworks.
NationalCouncilforSocialStudiesCurriculumStandards•Theme2:Time,Continuity,andChange
NationalGeographyStandards•Standard11:ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface•Standard13:HowtheforcesofcooperationandconflictamongpeopleinfluencethedivisionandcontrolofEarth'ssurface•Standard17:Howtoapplygeographytointerpretthepast•Standard4:Thephysicalandhumancharacteristicsofplaces
NationalStandardsforHistory•HistoricalThinkingStandard5:Thestudentengagesinhistoricalissues-analysisanddecision-making•U.S.HistoryEra10(5-12)Standard1:Recentdevelopmentsinforeignanddomesticpolitics•U.S.HistoryEra10(5-12)Standard2:Economic,social,andculturaldevelopmentsincontemporaryUnitedStates
CommonCoreStateStandardsforEnglishLanguageArts&Literacy•CCSS.ELA-LITERACY.RH.11-12.10:
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Bytheendofgrade12,readandcomprehendhistory/socialstudiestextsinthegrades11-CCRtextcomplexitybandindependentlyandproficiently.•CCSS.ELA-Literacy.RH.9-10.10:Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthegrades9-10textcomplexitybandindependentlyandproficiently.•WritingStandards11-12:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience. •WritingStandards6-12:RangeofWriting,W.11-12.10•WritingStandards6-12:TextTypesandPurposes,W.11-12.1•WritingStandards6-12:RangeofWriting,W.9-10.10•WritingStandards6-12:TextTypesandPurposes,W.9-10.1•WritingStandards9-10:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
TheCollege,Career&CivicLife(C3)FrameworkforSocialStudiesStateStandards•CausationandArgumentation:D2.His.14.9-12:Analyzemultipleandcomplexcausesandeffectsofeventsinthepast.•D2.Civ.3.9-12:Analyzetheimpactofconstitutions,laws,treaties,andinternationalagreementsonthemaintenanceofnationalandinternationalorder•D2.Eco.8.9-12:Describethepossibleconsequences,bothintendedandunintended,ofgovernmentpoliciestoimprovemarketoutcomes.•D2.His.1.9-12:Evaluatehowhistoricaleventsanddevelopmentswereshapedbyuniquecircumstancesoftimeandplaceaswellasbroaderhistoricalcontexts
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Preparation
Background&VocabularyBackgroundInformation
PriorKnowledge
[]
RecommendedPriorActivities
None
Vocabulary
Term PartofSpeech Definition
domestic adjectivehavingtodowithpoliciesorissueswithinanation.
embargo nountooutlawtradeofacertaingoodorservice,ortooutlawtradefromacertainplace.
energyconservationnoun
processofusinglessenergy,orusingitmoreefficientlyandsustainably.
energyefficiency noun
useofarelativelysmallamountofenergyforagiventask,purpose,orservice;achievingaspecificoutputwithlessenergyinput.
energyresource noun
sourceofenergyfoundinnaturethathasnotbeensubjecttoanyhuman-inducedenergytransfersortransformations;forexample,oil,coal,gas,wind,orsunlight.
energysource noun
locationinwhichtheenergyresource(oil,coal,gas,wind,etc.)isconvertedintoelectricalenergy.
export verb totransportgoodstoanotherplacefortrade.
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export noun goodorservicetradedtoanotherarea.foreign adjectivehavingtodowithanotherculture,country,ornation.import verb tobringinagoodorservicefromanotherareafortrade.import noun goodtradedfromanotherarea.
OilCrisis noun(~1972-1980)timeduringwhichmanyoil-exportingnationsreducedtheirexports,creatingoilshortagesinmanydevelopedcountries.AlsocalledtheEnergyCrisis.
oilreserve nounpetroleumfromaspecificreservoirthatcanbesuccessfullybroughttothesurface.
Term PartofSpeech Definition
Partner
BeforeMovingontotheNextActivity
InActivity1,studentswereintroducedtothe1970senergycrisisandtheEnergyPolicyandConservationAct.Theyreadabriefing,identifiedstakeholdersintheU.S.energysystem,andresearchedmeasuresbeingconsideredforinclusionintheact.InActivity2,theywillgatherinformationaboutpoliticalandgeographicconsiderationsimportanttotheEnergyPolicyandConservationAct.
Activity2:TheGeographicandPoliticalContextofEnergyPolicy
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|1hr30mins
Directions1.Brieflyreviewthepreviousactivity.
Distributestudents’annotatedcopiesoftheEnergyCrisisBriefingfromActivity1forreference,andthendiscusswhatstudentslearnedinthepreviousactivity.Invitevolunteerstobrieflysummarizetheenergycrisisof1973andtheEnergyPolicyandConservationActof1975.Ask:Whoweresomeofthestakeholdersthatwouldbeaffectedbytheact?Whatweresomeofthemeasuresthatcouldbeincludedintheact?Discussanycommonmisconceptionsorvocabularytermsfoundinareviewofstudents’workinthepreviousactivity.AskstudentstorecallthesuggestionstheyhadforothertypesofinformationthatwouldhelpthemmakeaninformeddecisionaboutwhatmeasuresweremostimportanttoincludeintheEnergyPolicyandConservationAct.
2.HavestudentsreadandannotatetheGeographicandPoliticalBriefinghandout.
ExplainthatstudentswillbegivenanadditionalbriefingonthegeographicandpoliticalcontextoftheenergycrisisandtheEnergyPolicyandConservationAct.DistributeacopyoftheGeographicandPoliticalBriefinghandoutandGeographicandPoliticalBriefingDiscussionPromptsworksheettoeachstudentandaskthemtoreadandannotatethebriefingastheydidtheEnergyCrisisBriefinginActivity1.Remindthemtohighlightkeypoints,markanyunfamiliarvocabulary,askanyquestionsofthematerial,andbrieflysummarizeeachsectionofthebriefing.AskstudentstojotdowntheirthoughtsaboutthediscussionpromptsinPart1oftheDiscussionPromptsworksheetastheyread.Whenstudentshavefinishedreading,discussthereadingusingtheprompts.
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3.HavestudentslocateplacesthatarekeytotheenergycrisisandtheEnergyPolicyandConservationAct.
Placestudentsinthesamesmallgroupsfromthepreviousactivity.HavegroupsbrainstormsomeoftheplacesthatwereimportantintheenergycrisisandtheEnergyPolicyandConservationAct.Havegroupssharetheirthoughtswiththeclassanddevelopamasterlistofkeyplaces.Thesecouldinclude:membersofOAPECthatparticipatedintheembargo(Syria,Egypt,Algeria,Bahrain,Libya,Qatar,UnitedArabEmirates,SaudiArabia,andKuwait);othermajoroil-exportingcountries(Iraq,Venezuela,Ecuador,Angola,Nigeria,andIndonesia);Israel;andU.S.oilproductionsitesthatsawincreasedproductionfollowingthecrisis(Texas,Oklahoma,Louisiana,Colorado,Wyoming,andAlaska).Haveeachgroupopentheprovided1975WorldPoliticalMaponacomputerandlocateeachoftheseplacesonthemap.Asstudentslocatetheplaces,havethemjotdowntheirthoughtsonthediscussionquestionsinPart2oftheGeographicandPoliticalBriefingDiscussionprompts.Whenstudentshavefinished,discussthelocationoftheseplaces,usingtheprompts.
4.HavestudentsexamineprimarydocumentstoaddtotheirknowledgeofthepoliticalsituationsurroundingtheenergycrisisandtheEnergyPolicyandConservationAct.
ExplaintostudentsthattheywillworkwiththeirgroupstoanalyzethreekindsofprimarydocumentsabouttheenergycrisisandEnergyPolicyandConservationAct:videoofaspeechgivenbyPresidentFord,letterswrittentothepresidentbymembersofthepublic,andpoliticalcartoonsonthesubjectoftheenergycrisis.Havestudentsanalyzethespeech,twoletters,andacartoonusingthequestionsontheAnalyzingPrimaryDocumentsworksheet.Assigndifferentlettersandpoliticalcartoonstoeachgroup.Havegroupsshareoneofthelettersorpoliticalcartoonstheyanalyzedwiththeclass.Discusswhatinformationthedocumentsasacollectiongiveaboutthatperiodoftime.
5.HavestudentssynthesizewhattheyhavelearnedaboutthegeographicandpoliticalcontextoftheenergycrisisandEnergyPolicyandConservationAct.
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DistributetheGeographicandPoliticalConsiderationsworksheettoeachgroup.HavestudentsidentifykeygeographicandpoliticalconsiderationsthatwouldbeimportantwhendecidingwhatmeasurestoincludeintheEnergyPolicyandConservationAct.Havestudentsaddthesekeyconsiderationstothetable,alongwithanexplanationofwhytheyareimportantandevidencetobackuptheirreasoning.CollecttheGeographicandPoliticalConsiderationsworksheet,aswellasthetwoannotatedbriefingsforuseinfutureactivities.
InformalAssessment
Usestudents’completedGeographicandPoliticalConsiderationsworksheetasaformativeassessment.
ExtendingtheLearning
Havestudentsresearchacurrentorrecentenergy-relatedstoryoreventandlistkeygeographicandpoliticalconsiderations.Havethemcomparetheeventtheyresearchedwiththeenergy-relatedissuesinthe1970s.
ObjectivesSubjects&Disciplines
GeographyHumanGeography
LanguageArtsReadingWriting(composition)
SocialStudiesUnitedStatesgovernmentUnitedStateshistory
LearningObjectives
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Studentswill:
analyzeprimarysourcesrelatedtotheEnergyPolicyandConservationActof1975identifykeypoliticalconsiderationsrelatedtotheEnergyPolicyandConservationActof1975identifykeygeographicconsiderationsrelatedtotheEnergyPolicyandConservationActof1975
TeachingApproach
ConstructivistInterdisciplinary
TeachingMethods
CooperativelearningDiscussionsReadingWriting
SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesLearningandInnovationSkills
CommunicationandCollaborationCriticalThinkingandProblemSolving
21stCenturyThemesCivicLiteracyGlobalAwareness
CriticalThinkingSkillsEvaluating
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UnderstandingGeographicSkills
AcquiringGeographicInformationAskingGeographicQuestions
NationalStandards,Principles,andPractices
IRA/NCTEStandardsfortheEnglishLanguageArts•Standard1:Studentsreadawiderangeofprintandnonprinttextstobuildanunderstandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;toacquirenewinformation;torespondtotheneedsanddemandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthesetextsarefictionandnonfiction,classicandcontemporaryworks.
NationalCouncilforSocialStudiesCurriculumStandards•Theme2:Time,Continuity,andChange
NationalGeographyStandards•Standard11:ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface•Standard13:HowtheforcesofcooperationandconflictamongpeopleinfluencethedivisionandcontrolofEarth'ssurface•Standard17:Howtoapplygeographytointerpretthepast•Standard4:
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Thephysicalandhumancharacteristicsofplaces
NationalStandardsforHistory•HistoricalThinkingStandard5:Thestudentengagesinhistoricalissues-analysisanddecision-making•U.S.HistoryEra10(5-12)Standard1:Recentdevelopmentsinforeignanddomesticpolitics•U.S.HistoryEra10(5-12)Standard2:Economic,social,andculturaldevelopmentsincontemporaryUnitedStates
CommonCoreStateStandardsforEnglishLanguageArts&Literacy•CCSS.ELA-LITERACY.RH.11-12.10:Bytheendofgrade12,readandcomprehendhistory/socialstudiestextsinthegrades11-CCRtextcomplexitybandindependentlyandproficiently.•CCSS.ELA-Literacy.RH.9-10.10:Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthegrades9-10textcomplexitybandindependentlyandproficiently.•WritingStandards11-12:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience. •WritingStandards6-12:TextTypesandPurposes,W.11-12.1•WritingStandards6-12:TextTypesandPurposes,W.9-10.1•WritingStandards6-12:RangeofWriting,W.9-10.10•WritingStandards6-12:RangeofWriting,W.11-12.10•WritingStandards9-10:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
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TheCollege,Career&CivicLife(C3)FrameworkforSocialStudiesStateStandards•CausationandArgumentation:D2.His.14.9-12:Analyzemultipleandcomplexcausesandeffectsofeventsinthepast.•D2.Civ.13.9-12:Evaluatepublicpoliciesintermsofintendedandunintendedoutcomes,andrelatedconsequences•D2.Eco.1.9-12:Analyzehowincentivesinfluencechoicesthatmayresultinpolicieswitharangeofcostsandbenefitsfordifferentgroups.•D2.Eco.8.9-12:Describethepossibleconsequences,bothintendedandunintended,ofgovernmentpoliciestoimprovemarketoutcomes.•D2.His.1.9-12:Evaluatehowhistoricaleventsanddevelopmentswereshapedbyuniquecircumstancesoftimeandplaceaswellasbroaderhistoricalcontexts
Preparation
Background&VocabularyBackgroundInformation
PriorKnowledge
[]
RecommendedPriorActivities
None
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Vocabulary
Term PartofSpeech Definition
domesticadjectivehavingtodowithpoliciesorissueswithinanation.
embargo noun tooutlawtradeofacertaingoodorservice,ortooutlawtradefromacertainplace.
energyresource noun
sourceofenergyfoundinnaturethathasnotbeensubjecttoanyhuman-inducedenergytransfersortransformations;forexample,oil,coal,gas,wind,orsunlight.
energysource noun
locationinwhichtheenergyresource(oil,coal,gas,wind,etc.)isconvertedintoelectricalenergy.
export verb totransportgoodstoanotherplacefortrade.export noun goodorservicetradedtoanotherarea.foreign adjectivehavingtodowithanotherculture,country,ornation.import verb tobringinagoodorservicefromanotherareafortrade.import noun goodtradedfromanotherarea.
Partner
BeforeMovingontotheNextActivity
InActivity2,studentsreadabriefingandanalyzedprimarydocumentstoidentifygeographicandpoliticalconsiderationsrelatedtotheEnergyPolicyandConservationAct.InActivity3,studentswillexplorethecascadingconsequencesofthemeasuresbeingconsideredforinclusionintheactbycreatinga
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consequenceswebandcompletingastakeholdertable.
Activity3:HowEnergyPolicyAffectsStakeholders|50mins
Directions1.HavestudentsreviewdocumentsfrompreviousactivitiestoidentifypotentialconsequencestostakeholdersoftheEnergyPolicyandConservationAct.
Returnstudents’completedStakeholderTables,PossibleMeasuresTables,GeographicandPoliticalConsiderationsworksheets,andbothannotatedbriefings.Brieflyremindstudentsofwhateachdocumentincludes.HavestudentsworkinthesamesmallgroupsfromthepreviousactivitiestoreviewthesedocumentsandhighlightanyinformationrelatingtoconsequencestostakeholdersofthemeasuresunderconsiderationforinclusionintheEnergyPolicyandConservationAct.
2.HaveeachgroupcreateaconsequenceswebfortwoofthemeasuresidentifiedonthePossibleMeasuresTable.
Modelhowtomakeaconsequenceswebbydrawingasquareinthemiddleoftheboardandwriting“Measure1”inthesquare.Thendrawacircleandconnectittothesquarewithaline.Inthecirclewrite“directconsequence1.”Drawanothercircleandlineinthesamewayandlabelthesecondcircle“directconsequence2.”ExplainthatstudentsshoulddrawasmanycirclesastheyneedtolistallthedirectconsequencesofFord’sdecision.Thenmodelhowtoillustrateindirectconsequences.Drawalinefromoneofthecirclestoanewcircle.Inthenewcirclewrite“indirectconsequence.”AssigneachgrouptwoofthemeasureslistedonthePossibleMeasuresTable.Havestudentsworkwiththeirgroupstodrawaconsequenceswebforeachmeasurebasedonwhattheyhavelearnedinpreviouslessonsandthecascadingconsequencestheythinkthedecisionto
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includethatmeasurewouldcreate.Givestudentstimetobrieflyreviewtheconsequenceswebscreatedbyothergroups.
3.HavegroupsexploretheeffectsoftheEnergyPolicyandConservationActonstakeholders.
DirectstudentstotheStakeholderTablestheybeganinActivity1.Modelhowtousethetablebyfillinginthefirstrowwiththeclass.Thenhavegroupscompletetherestofthetable.Studentsshouldreferencethebriefingsandotherhandoutsfrompreviousactivitiestohelpthemcompletethechart.Besurestudentsunderstandthattheyarelookingattheeffectsoftheactasawhole,notjustindividualmeasures.
4.Havegroupscomparetheircompletedtablestothoseoftheothergroups.
Makeenoughcopiesofeachgroup’sStakeholderTableforeachgrouptohaveonefullset.DistributethecopiestogroupsalongwiththeStakeholderDiscussionPromptshandout,andaskstudentstotakeafewminutestocompareothergroups’tablestotheirown.AskstudentstodiscussthequestionsfromPart1ofthehandoutwithintheirgroup.Thenaskgroupstolookmorecloselyatatablethatdifferssignificantlyfromtheirs.HavethemdiscussthequestionsfromPart2ofthehandoutwithintheirgroup.Allowtimeforgroupstosharesomeoftheirinsightswiththeclass.Collectstudents’StakeholderTable,PossibleMeasuresTable,PoliticalandGeographicConsiderationsworksheet,andbothannotatedbriefingsforuseinthefinalactivityofthislesson.
TipTeacherTip
InStep2,iftherearemeasuresremainingafteryouhaveassignedtwotoeachgroup,assignthemtogroupsthatneedanadditionalchallengeortogroupswhofinishtheirconsequenceswebsfirst.
InformalAssessment
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Usestudents’consequenceswebsandstakeholdertablesasaformativeassessment.Lookforevidencethatstudentsunderstandhowvariousmeasurescouldaffectstakeholders.
ObjectivesSubjects&Disciplines
GeographyHumanGeography
LanguageArtsReading
SocialStudiesUnitedStatesgovernmentUnitedStateshistory
LearningObjectives
Studentswill:
identifyandanalyzepossibleconsequencestostakeholdersofmeasuresconsideredfortheEnergyPolicyandConservationActof1975
TeachingApproach
Constructivist
TeachingMethods
CooperativelearningDiscussionsInformationorganizationReading
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SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesLearningandInnovationSkills
CommunicationandCollaborationCriticalThinkingandProblemSolving
21stCenturyThemesCivicLiteracyGlobalAwareness
CriticalThinkingSkillsAnalyzingApplyingUnderstanding
GeographicSkillsAnalyzingGeographicInformation
NationalStandards,Principles,andPractices
IRA/NCTEStandardsfortheEnglishLanguageArts•Standard1:Studentsreadawiderangeofprintandnonprinttextstobuildanunderstandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;toacquirenewinformation;torespondtotheneedsanddemandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthesetextsarefictionandnonfiction,classicandcontemporaryworks.
NationalCouncilforSocialStudies
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CurriculumStandards•Theme2:Time,Continuity,andChange
NationalGeographyStandards•Standard11:ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface•Standard13:HowtheforcesofcooperationandconflictamongpeopleinfluencethedivisionandcontrolofEarth'ssurface•Standard17:Howtoapplygeographytointerpretthepast•Standard4:Thephysicalandhumancharacteristicsofplaces
NationalStandardsforHistory•HistoricalThinkingStandard5:Thestudentengagesinhistoricalissues-analysisanddecision-making•U.S.HistoryEra10(5-12)Standard1:Recentdevelopmentsinforeignanddomesticpolitics•U.S.HistoryEra10(5-12)Standard2:Economic,social,andculturaldevelopmentsincontemporaryUnitedStates
CommonCoreStateStandardsforEnglishLanguageArts&Literacy•CCSS.ELA-LITERACY.RH.11-12.10:Bytheendofgrade12,readandcomprehendhistory/socialstudiestextsinthegrades11-CCRtextcomplexitybandindependentlyandproficiently.•CCSS.ELA-Literacy.RH.9-10.10:Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthe
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grades9-10textcomplexitybandindependentlyandproficiently.
TheCollege,Career&CivicLife(C3)FrameworkforSocialStudiesStateStandards•D2.Civ.13.9-12:Evaluatepublicpoliciesintermsofintendedandunintendedoutcomes,andrelatedconsequences•D2.Eco.1.9-12:Analyzehowincentivesinfluencechoicesthatmayresultinpolicieswitharangeofcostsandbenefitsfordifferentgroups.•D2.Eco.8.9-12:Describethepossibleconsequences,bothintendedandunintended,ofgovernmentpoliciestoimprovemarketoutcomes.•D2.His.1.9-12:Evaluatehowhistoricaleventsanddevelopmentswereshapedbyuniquecircumstancesoftimeandplaceaswellasbroaderhistoricalcontexts•D2.His.4.9-12.:Analyzecomplexandinteractingfactorsthatinfluencedtheperspectivesofpeopleduringdifferenthistoricaleras.
Preparation
Background&VocabularyBackgroundInformation
PriorKnowledge
[]
RecommendedPriorActivities
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None
Vocabulary
Term PartofSpeech Definition
intendedconsequences noun
resultsofanactionorsituationthataredeliberatelybroughtaboutand/oranticipated.
stakeholder nounpersonororganizationthathasaninterestorinvestmentinaplace,situationorcompany.
unintendedconsequences noun
resultsofanactionorsituationthatarenotdeliberatelybroughtaboutand/oranticipated.
Partner
BeforeMovingontotheNextActivity
InActivity3,studentscreatedaconsequenceswebtoexplorethecascadingconsequencesofsomeofthemeasuresbeingconsideredforinclusionintheEnergyPolicyandConservationActandcompletedastakeholdertabletoevaluatestakeholders’influences.Inthefinalactivity,studentswillsynthesizewhattheylearnedthroughoutthepreviousactivitiestowritearecommendationtoPresidentFordofwhichmeasureheshouldadvocateforinclusioninthefinalact.
Activity4:MakingEnergyPolicy
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Decisions|2hrs
Directions1.Brieflyreviewallpreviousactivitiesinthislesson.
Asanentryticket,havestudentswritedowntheirbiggesttakeawaysfromeachofthefirstthreeactivitiesofthislesson.Invitevolunteerstosharetheirthoughtsandusethatasaspringboardtobrieflyreviewthepreviousactivities.Explainthat,inthisfinalactivity,studentswillputtogethereverythingtheylearnedinthepreviousactivitiestowritearecommendationtothepresidentaboutwhichmeasureheshouldadvocatemoststronglyforincludingintheEnergyPolicyandConservationAct.Placestudentsinthesamesmallgroupstheyworkedwithinpreviousactivities,andreturnstudents’StakeholderTables,PossibleMeasuresTables,GeographicandPoliticalConsiderationsworksheets,andbothannotatedbriefingsfromthepreviousactivities.Explainthattheywillusetheirworkinpreviousactivitiesasevidenceintheirfinalrecommendationtothepresident.
2.Havestudentsreviewtheinformationtheygatheredonstakeholders.
DistributeacopyoftheDecisionStatementPlannerworksheettoeachsmallgroup.HavethemusetheinformationtheygatheredonstakeholdersinActivities1-3tocompletePart1oftheworksheet.TheyshouldrefertotheirStakeholderTableasareminderofwhattheylearned.
3.Havestudentsreviewtheeffectsofdifferentpossiblemeasuresonstakeholdersandassesstheirimportance.
HavestudentsreviewthePossibleMeasuresTables,theStakeholderTables,andtheconsequenceswebstheycreatedinActivity3.ThenhavethemcompletePart2oftheDecisionStatementPlannerworksheettoidentifytheconsequencesof
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eachpossiblemeasureforstakeholdersandthelevelofimportanceofeachmeasure.
4.IntroducestudentstoaprimarydocumentincludinganalysisoftheEnergyPolicyandConservationActof1975andrecommendationsfromPresidentFord’sadvisors.
DistributecopiesoftheexcerptsfromtheMemorandumtothePresidentontheEnergyPolicyandConservationActof1975toeachstudent.ExplainthatthedocumentcontainsanexcerptfromananalysisoftheactbyoneofFord’sstaffandthenrecommendationsfromseveralofhisadvisors.Intheirgroups,havestudentsscanpages27-40toseehowtheanalysisisorganized.Atthispoint,itisnotimportantthatstudentsreadtheentireanalysis.Theyshouldfocusonwhatelementsitincludesandhowitisorganized.Discussthissectionwithstudentsandasaclasscreateanoutlineoftheanalysis.Then,haveeachgroupselecttworecommendationsfromFord’sadvisors—oneadvisinghimtosigntheactandoneadvisinghimtovetoit.Anumberoftheserecommendationscanbefoundonpages65-76ofthememorandum.Havestudentsreadthetworecommendationsanddiscussintheirgroupswhichonewasmostpersuasive.Ask:
Whichrecommendationwouldyoufollow?Why?Whichrecommendationhadthebestrationaleandthemostevidence?Howimportantdoyouthinkthoseelementswouldbetoapresident?Ifyouwerepresident,wouldyoubemorelikelytofollowtherecommendationgivenbythemajorityofyouradvisorsortherecommendationthatmadethebestargument?Why?Whatotherfactorsmightinfluenceyourultimatedecision?
5.Havestudentswritetheirrecommendation.
Remindstudentsthatalllegislationistheresultofcompromise—noonegetseverythingtheywant.Inthisfinalactivity,theirjobistorecommendtoPresidentFordwhichofthemeasurestheystudiedisthemostimportanttoincludeintheEnergyPolicyandConservationAct.Havestudentsusetheinformationthey
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gatheredandsummarizedinParts1and2oftheDecisionStatementPlannerworksheettowriteafinalrecommendationtothepresident.Explainthatstudents’recommendationsmustincludeananalysisofthreepossiblemeasuresandtheirdecisionstatementofwhichmeasureisthemostimportant.Thisdecisionstatementmustincludetheirdecision,arationalefortheirdecisionwithevidencetosupportit,andidentificationofwhichstakeholderswillbenegativelyimpactedandwhichwillbepositivelyimpactedbytheirdecision.Whenstudentshavecompletedtheirdecisionstatements,collectthemforformalassessmentofthefulllesson.
ExtendingtheLearning
HaveeachstudentorpairofstudentsdoaclosereadingofadifferentsectionoftheEnergyPolicyandConservationActof1975andcreateasynopsis.Asaclass,identifysomeofthekeymeasuresoftheact.ThenhavestudentsreadtheCongressionalResearchServicedocument,EnergyPolicy:114 CongressIssues.Havestudentsidentifyissuesandpoliciesthataresimilarbetweenthe1975actandtoday'senergypolicies.
ObjectivesSubjects&Disciplines
GeographyHumanGeography
LanguageArtsReadingWriting(composition)
SocialStudiesUnitedStatesgovernmentUnitedStateshistory
LearningObjectives
Studentswill:
th
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analyzeprimarydocumentsthatincluderecommendationstoPresidentFordfromhisadvisorsplanandwriteadecisionstatementidentifyingthemostimportantmeasurestoincludeintheEnergyPolicyandConservationActof1975
TeachingApproach
ConstructivistInterdisciplinary
TeachingMethods
CooperativelearningDiscussionsReadingWriting
SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesLearningandInnovationSkills
CommunicationandCollaborationCriticalThinkingandProblemSolving
21stCenturyThemesCivicLiteracyGlobalAwareness
CriticalThinkingSkillsAnalyzingApplyingEvaluating
GeographicSkillsAnalyzingGeographicInformation
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OrganizingGeographicInformation
NationalStandards,Principles,andPractices
IRA/NCTEStandardsfortheEnglishLanguageArts•Standard1:Studentsreadawiderangeofprintandnonprinttextstobuildanunderstandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;toacquirenewinformation;torespondtotheneedsanddemandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthesetextsarefictionandnonfiction,classicandcontemporaryworks.
NationalCouncilforSocialStudiesCurriculumStandards•Theme2:Time,Continuity,andChange
NationalGeographyStandards•Standard11:ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface•Standard13:HowtheforcesofcooperationandconflictamongpeopleinfluencethedivisionandcontrolofEarth'ssurface•Standard17:Howtoapplygeographytointerpretthepast•Standard4:Thephysicalandhumancharacteristicsofplaces
NationalStandardsforHistory
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•HistoricalThinkingStandard5:Thestudentengagesinhistoricalissues-analysisanddecision-making•U.S.HistoryEra10(5-12)Standard1:Recentdevelopmentsinforeignanddomesticpolitics•U.S.HistoryEra10(5-12)Standard2:Economic,social,andculturaldevelopmentsincontemporaryUnitedStates
CommonCoreStateStandardsforEnglishLanguageArts&Literacy•CCSS.ELA-LITERACY.RH.11-12.10:Bytheendofgrade12,readandcomprehendhistory/socialstudiestextsinthegrades11-CCRtextcomplexitybandindependentlyandproficiently.•CCSS.ELA-Literacy.RH.9-10.10:Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthegrades9-10textcomplexitybandindependentlyandproficiently.•WritingStandards11-12:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience. •WritingStandards6-12:TextTypesandPurposes,W.11-12.1•WritingStandards6-12:TextTypesandPurposes,W.9-10.1•WritingStandards6-12:RangeofWriting,W.9-10.10•WritingStandards6-12:RangeofWriting,W.11-12.10•WritingStandards9-10:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
TheCollege,Career&CivicLife(C3)FrameworkforSocialStudiesStateStandards
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•CausationandArgumentation:D2.His.14.9-12:Analyzemultipleandcomplexcausesandeffectsofeventsinthepast.•D2.Civ.13.9-12:Evaluatepublicpoliciesintermsofintendedandunintendedoutcomes,andrelatedconsequences•D2.Eco.1.9-12:Analyzehowincentivesinfluencechoicesthatmayresultinpolicieswitharangeofcostsandbenefitsfordifferentgroups.•D2.Eco.8.9-12:Describethepossibleconsequences,bothintendedandunintended,ofgovernmentpoliciestoimprovemarketoutcomes.•D2.His.1.9-12:Evaluatehowhistoricaleventsanddevelopmentswereshapedbyuniquecircumstancesoftimeandplaceaswellasbroaderhistoricalcontexts
Preparation
Background&VocabularyBackgroundInformation
PriorKnowledge
[]
RecommendedPriorActivities
None
Vocabulary
Term PartofSpeech Definition
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stakeholdernounpersonororganizationthathasaninterestorinvestmentinaplace,situationorcompany.
Term PartofSpeech Definition
Partner
Rubric
UsetheDecisionStatementRubrictoassessstudents’finalrecommendationtothepresident.
Funder
Partner
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