Learning Goals

Learning Goal/
Objectives
LG 1: Students will
be able to identify/
categorize various
Government relief
programs of the
1930s and 40s.
Students will be
able to understand
the impact of the
New Deal.
Students will be
able to craft and
defend a P.O.V. of
Roosevelts New
Deal

Maine State Learning

Results

Maine State Learning

Standards C1. b.
Maine State Learning
Standards E1. B.
Maine State Learning
Standards E1. C.

Marzanos
Taxonomy Level

* Retrieval
(Identify)
* Comprehension
(Use Models)

* Analysis
CCSS.ELA LITERACY.RH. (Classifying)
11-12.1
CCSS.ELA LITERACY.RH.
11-12.2

LG 2: Students will
consider Roosevelts
use of executive
power and public
opinions of New Deal
program.

* Retrieval
(Identify,
Executing)

Maine State Learning

Standards E1. a.
Maine State Learning
*Comprehension
Standards
E1.
d.
Students will be
(Depict)
able to closely read CCSS.ELA LITERACY.RH.
a variety of
11-12.6
*Knowledge
primary texts to
Utilization (Take a
gather key ideas
and effectively be
Position On).
able to summarize
those ideas.
LG 3: Students will
identify and form
connections between
events leading up to
WWII

Maine State Learning

Standards A1. e.
Maine State Learning
Standards A1. g.

* Retrieval
(Identify,
Executing)

 Students will be
able to effectively
draw conclusions

CCSS.ELA LITERACY.RH. * Comprehension

11-12.1
(Draw/
Represent)

LG 1: Students will be able to identify/ categorize

various Government relief programs of the 1930s
and 40s.
Students will be able to understand the impact of the New Deal
programs, positively and negatively.
Students will be able to craft and defend a P.O.V. of Roosevelts New
Deal

Marzanos Taxonomy Level: Retrieval (Identify),

Comprehension (Use Models), Analysis (Classifying)
This Learning Goal hits all of these levels on Marzanos Taxonomy
because although the beginning of the lessons pertaining to these
learning goals begins with retrieval of information, the students dig
deeper into content by analyzing the primary and secondary sources
in other to categorize and reflect on the impacts of New Deal
Programs. Moreover, students will be creating models connecting to
purpose of New Deal Programs, which requires cognitive
comprehension.

Maine State Learning Results Standard Alignment

Maine State Learning Standards E1. B.
Analyze and critique major historical era, major enduring themes,
turning points, events, consequences, and people in the history of the
United States and world and the implications for the present and
future.
Maine State Learning Standards E1. C.
Trace and critique the roots and evolution of democratic ideals and
constitutional principles in the history of the United States and the

world using historical sources.

CCSS.ELA LITERACY.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 LITERACY.RH. 11-12.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
Maine State Learning Standards C1. b.
Explain and analyze the role of financial institutions, the stock
market, and government, including fiscal, monetary, and trade
policies, in personal, business, and national economics .
Rationale: In reference to this Learning Goal students will be
introduced to the ideas and concepts of the New Deal, specifically
tracing how democratic ideals changed and the role of the
government therein. Moreover, students will be given the primary
source of FDRs Fire Side Chat, analyzing it to summarize key idea and
cite specific evidence to that end. Students will be practicing the skill
to do this with me facilitating. Students will then learn about the New
Deal programs in depth, exploring the governments role in
economics with how these programs fit into pre-existing systems and
the publics reaction. Students will look through primary and
secondary sources to answer depth seeking questions, key ideas and
be able to analyze programs under the 3Rs ( Reform, Recovery,
Relief) as well as defend their positions therein.

LG 2: Students will consider Roosevelts use of

executive power and public opinions of New Deal
program.
Students will be able to closely read a variety of primary texts
to gather key ideas and effectively be able to summarize those
ideas.

Marzanos Taxonomy Level: Retrieval (Identify, Executing),

Comprehension (Depict), Knowledge Utilization (Take a Position On).
This Learning Goal hits all of these levels on Marzanos Taxonomy
because although the beginning of the lessons begins with retrieval of
information, the students dig deeper into content by analyzing the
primary sources to review the various criticisms about FDRs use of
executive power. Through discussion and reflection on information
Students will take a position on if the New Deal Programs were a
good or bad or mixed event in United States History which is
Knowledge Utilization.

Maine State Learning Results Standard Alignment

Maine State Learning Standards E1. a. Explain that history
includes the study of the past based on the examination of a variety
of primary and secondary sources and how history can help one
better understand and make informed decisions about the present
and future.
Maine State Learning Standards E1. d. Analyze and critique
varying interpretations of historic people, issues, or events, and
explain how evidence is used to support different interpretations.
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event
or issue by assessing the authors' claims, reasoning, and evidence.
Rationale: In reference to this Learning Goal students will be able to
examine primary and secondary sources to construct varying
interpretations of the New Deal events for themselves within a
broader context, citing various textual evidence. Students will
question the authors reasoning in their view of the New Deal. By
filling out the Facts and Opinion sheet and discussing their analyzing
to the whole class students show that they have done this using the
primary and secondary texts.

LG 3: Students will identify and form connections

between events leading up to WWII

 Students will be able to effectively draw conclusions.

Marzanos Taxonomy Level: Retrieval (Identify, Executing)

and Comprehension (Draw/Represent)
This Learning Goal hits both these levels on Marzanos Taxonomy
because although the beginning of the lessons begins with retrieval of
information, the students dig deeper into content through discussions
of the timeline of events leading to WWII. Through this, students will
be able to form connections between analyzing the primary sources
to review the various criticisms about FDRs use of executive power.
Through discussion and reflection on information students will be able
to construct a Concept Map to represent those connections.

Maine State Learning Results Standard Alignment

CCSS.ELA-LITERACY.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.
Maine State Learning Standards A1. e. Utilize media relevant to
audience and purpose that extend and support oral, written, and
visual communication.
Maine State Learning Standards A1. g. Develop a clear well
-supported position.
Rationale: In reference to this Learning Goal, students will be
meeting these standards mainly through the poster presentations and
the writing of the essay, where they must develop a clear position on
the textual evidence gained from analyzing primary and secondary
sources and defend that position.