Class Discussion
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Goals & Objectives
-Goal: Students will learn and analyze the importance of Ronald Reagan's role of the 1980s as he ran for reelection in 1984.
-Objective: By having students engaged in a Café Conversation activity, they will actively participate in a discussion to learn about the previous generations' history with past presidents and how it shaped their perspectives on Ronald Reagan.
-Objective: By having students engaged in a Café Conversation activity, they will actively participate in a discussion to learn about the previous generations' history with past presidents and how it shaped their perspectives on Ronald Reagan.
California State Content Standards
-11.9.5: Analyze the role of the Reagan administration and other factors in the victory of West in the Cold War.
-11.11.2: Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, & Clinton.
-11.11.2: Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, & Clinton.
Common Core Literacy Standards
-CCSS.ELA.RH.11-12.1: Cite Specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
-CCSS.ELA.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textural evidence, acknowledging where the text leaves matters uncertain.
-CCSS.ELA.LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on other's ideas and expressing their own clearly and persuasively.
-CCSS.ELA.LITERACY.SL.11-12.1A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
-CCSS.ELA.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textural evidence, acknowledging where the text leaves matters uncertain.
-CCSS.ELA.LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on other's ideas and expressing their own clearly and persuasively.
-CCSS.ELA.LITERACY.SL.11-12.1A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Driving Historical question
How did old and young Americans feel about reelecting Ronald Reagan when he revealed his strong stance against the Soviet Union?
Lesson Introduction
-The teacher ask a question for the students: to reflect on a time when they wanted to do an activity, but someone else (most likely an older person), objects to that activity by offering their perspective.
-Teacher then tells students to think about it and share with their neighbors on their experience for three minutes.
-Teacher then randomly picks a couple of students to share their experiences and then asks the neighbors their opinion about it. If the class finds one of the experiences interesting, the teacher will bounce the experience(s) with the rest of class and ask for their opinions on it.
-Teacher then tells students to think about it and share with their neighbors on their experience for three minutes.
-Teacher then randomly picks a couple of students to share their experiences and then asks the neighbors their opinion about it. If the class finds one of the experiences interesting, the teacher will bounce the experience(s) with the rest of class and ask for their opinions on it.
Vocabulary
Vocabulary will be worked in class and serve as Conversational Topics for the activity.
-Supply-Side Economics
-Reaganomics
-Budget deficit
-Reagan Doctrine
-"Evil Empire"
-Strategic Defense Initiative (SDI, aka Star Wars)
-Supply-Side Economics
-Reaganomics
-Budget deficit
-Reagan Doctrine
-"Evil Empire"
-Strategic Defense Initiative (SDI, aka Star Wars)
Content Delivery
-Teacher initiates the activity of Cafe Conversations.
-Class is split up into five groups of six, and to do so, students are assigned to a generation group by counting 1-6.
-For each Generation, the background information for each will be provided in the instructions. The backgrounds for each generation group are as follows: Korean war vets and Citizens of the 1950s are more likely to support Reagan after witnessing the effects of Communism, while Vietnam War vets and Citizens of the 1970s are pessimistic about Reagan because of the policies of the previous presidents' policies. The young Reagan supporters are highly enthusiastic about Reagan without experiencing much of the Cold War that the previous generations had experienced.
-After each group knows their generation's predisposition towards Reagan, the teacher provides a list of vocabulary terms, and those terms serve as conversational topics. Knowing the group's predisposed views towards Reagan, they must back up their perspectives with the primary sources; which are selected speeches of former presidents from Truman to Reagan up to 1984. The teacher will also provide textbooks for additional research and students can also use Guided notes from their binders to work on the material.
-There will be five chairs placed in center of the class and one member from each group will sit in those chairs and have a short 7-10 minute conversations sharing their point-of-views.
-Teacher serves as moderator in the Cafe Conversations in case if the conversations get intense and show expectations of students who are not participating to take notes on the conversation.
-Class is split up into five groups of six, and to do so, students are assigned to a generation group by counting 1-6.
-For each Generation, the background information for each will be provided in the instructions. The backgrounds for each generation group are as follows: Korean war vets and Citizens of the 1950s are more likely to support Reagan after witnessing the effects of Communism, while Vietnam War vets and Citizens of the 1970s are pessimistic about Reagan because of the policies of the previous presidents' policies. The young Reagan supporters are highly enthusiastic about Reagan without experiencing much of the Cold War that the previous generations had experienced.
-After each group knows their generation's predisposition towards Reagan, the teacher provides a list of vocabulary terms, and those terms serve as conversational topics. Knowing the group's predisposed views towards Reagan, they must back up their perspectives with the primary sources; which are selected speeches of former presidents from Truman to Reagan up to 1984. The teacher will also provide textbooks for additional research and students can also use Guided notes from their binders to work on the material.
-There will be five chairs placed in center of the class and one member from each group will sit in those chairs and have a short 7-10 minute conversations sharing their point-of-views.
-Teacher serves as moderator in the Cafe Conversations in case if the conversations get intense and show expectations of students who are not participating to take notes on the conversation.
Student engagement
-Students are split up into five groups of six (Korean War vets, 1950s 'Young Adults', Vietnam War vets, 1970s 'Young Adults', & young Reagan supporters). They are assigned to each group based on the numbers from 1-6.
-Each group is given a list of instructions to take on a viewpoint of that generation group they are assigned to (either favoring Reagan or are anti-Reagan). The students are then given a list of vocab terms that serves as conversational topics. These topics will be talked about during the Café Conversation, and the students have to back up those predisposed viewpoints of their generations with evidence. Examples would be that if the topic is about Reagan's stance on the military, treatment towards the Soviet Union, or his economic policies, students must show evidence of support or protesting it depending on their groups' generations' views towards Reagan, which was already declared in the instructions. The evidence can be obtained through the primary sources of previous presidential speeches, textbooks in class, and guided notes from the students' binder.
Students will take about 10-15 minutes to do the research. When researching, they must also ask these questions in perspective of the generation they're assigned to, as these questions serve a purpose of finding out the answers other generations might give out and counteract that with a differing opinion or a supporting opinion:
_Why are they supporting for Reagan?
_Why are they pessimistic at Reagan?
_Our generation is typically pro/anti Reagan. How can we convince the others to vote for him or to vote for someone else, even if it was his Democratic opponent Walter Mondale?
_Using the vocabulary terms in class as conversational topics, if we are pro-Reagan or anti-Reagan, how can we use our previous experiences with former presidents and their policies and tie it in with the topics?
-As each group comes up with a reasonable amount of key points (at least three) to support or protest against Reagan's reelection, one member of each group will participate and share their opinions of Ronald Reagan. The goal for each activity is for the participants to agree on whether or not to vote for Reagan. Conversations will last between 7-10 minutes.
-Students who are not participating at the time will be assigned to take notes on the conversations, especially on what stood out on the conversations.
-Each group is given a list of instructions to take on a viewpoint of that generation group they are assigned to (either favoring Reagan or are anti-Reagan). The students are then given a list of vocab terms that serves as conversational topics. These topics will be talked about during the Café Conversation, and the students have to back up those predisposed viewpoints of their generations with evidence. Examples would be that if the topic is about Reagan's stance on the military, treatment towards the Soviet Union, or his economic policies, students must show evidence of support or protesting it depending on their groups' generations' views towards Reagan, which was already declared in the instructions. The evidence can be obtained through the primary sources of previous presidential speeches, textbooks in class, and guided notes from the students' binder.
Students will take about 10-15 minutes to do the research. When researching, they must also ask these questions in perspective of the generation they're assigned to, as these questions serve a purpose of finding out the answers other generations might give out and counteract that with a differing opinion or a supporting opinion:
_Why are they supporting for Reagan?
_Why are they pessimistic at Reagan?
_Our generation is typically pro/anti Reagan. How can we convince the others to vote for him or to vote for someone else, even if it was his Democratic opponent Walter Mondale?
_Using the vocabulary terms in class as conversational topics, if we are pro-Reagan or anti-Reagan, how can we use our previous experiences with former presidents and their policies and tie it in with the topics?
-As each group comes up with a reasonable amount of key points (at least three) to support or protest against Reagan's reelection, one member of each group will participate and share their opinions of Ronald Reagan. The goal for each activity is for the participants to agree on whether or not to vote for Reagan. Conversations will last between 7-10 minutes.
-Students who are not participating at the time will be assigned to take notes on the conversations, especially on what stood out on the conversations.
Lesson closure
-Teacher asks note-taking students to tell what parts of the conversation stood out for them. Teacher then writes it down on the whiteboard for class to copy.
-Teacher then discusses with the class by letting them write a reflection on today's activity. Students will write about what did they learn about today's activity, which characters do the classmates feel more aligned to, and that when all points of views are presented and backed with evidence, would the student choose to elect Reagan or not.
-Teacher then discusses with the class by letting them write a reflection on today's activity. Students will write about what did they learn about today's activity, which characters do the classmates feel more aligned to, and that when all points of views are presented and backed with evidence, would the student choose to elect Reagan or not.
Assessments
-Formative: Teacher will walk around and check on each group's pace and ask if they need any clarification. Also, the teacher will be looking for students pointing out particular sections to use and discussing about the section's effectiveness amongst themselves and explaining it to the teacher.
-Summative: It will be focusing on the students' involvement in the Cafe Conversation. Students must show proof of researching the primary sources and using it as sources for their claims, as well as showing an attempt to stand by their beliefs that are backed by the primary and secondary sources.
-Summative: It will be focusing on the students' involvement in the Cafe Conversation. Students must show proof of researching the primary sources and using it as sources for their claims, as well as showing an attempt to stand by their beliefs that are backed by the primary and secondary sources.
Accommodations for English learners, striving readers, & Students w/ special needs
For English Learners: the group activity will give them opportunities to interact in English with other mainstream English speakers, and researching the primary sources together will develop the ELs English-Reading capabilities as well as learning about the key notes in the primary sources. Also, the Cafe Conversation activity will give ELs an opportunity to interact with others outside their groups and to think critically in English while citing their sources in their conversations.
For Striving readers: placing them in groups will help with their needs. Since the group's activity is to do research and read the primary sources, other group members will provide aide by discussing about what sections to use, the important highlights of the section(s), and answer any questions that need to be solved. The group activity will allow striving readers the opportunity to share their opinions about the sections being put into consideration, as well as help them
Students with special needs: Depending on their needs, it will be accommodated by the teacher and their fellow group members. The teacher will help accommodate their needs by observing them and ask them questions on any clarification they need, and their group will work together with them to help make sure that everyone is on the same path and agree with the same answers before participating on the café conversation.
For Striving readers: placing them in groups will help with their needs. Since the group's activity is to do research and read the primary sources, other group members will provide aide by discussing about what sections to use, the important highlights of the section(s), and answer any questions that need to be solved. The group activity will allow striving readers the opportunity to share their opinions about the sections being put into consideration, as well as help them
Students with special needs: Depending on their needs, it will be accommodated by the teacher and their fellow group members. The teacher will help accommodate their needs by observing them and ask them questions on any clarification they need, and their group will work together with them to help make sure that everyone is on the same path and agree with the same answers before participating on the café conversation.
Resources
-Books: Textbook for references and background knowledge.
-Websites: University of Virginia Miller Center for U.S. Presidents' primary sources on speeches.
-Handouts: Instructions designed specifically for each of the five groups.
-Materials: Pencil, pen, notebook, small note-cards for Cafe Conversations.
-Websites: University of Virginia Miller Center for U.S. Presidents' primary sources on speeches.
-Handouts: Instructions designed specifically for each of the five groups.
-Materials: Pencil, pen, notebook, small note-cards for Cafe Conversations.