Download - Presidential Decision-Making: The 1970s Energy Crisis ... · PDF filePresidential Decision-Making: The 1970s Energy Crisis ... to respond to the needs and demands of society and the

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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.


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.


Havestudentsresearchacurrentorrecentenergy-relatedstoryoreventandlistkeygeographicandpoliticalconsiderations.Havethemcomparetheeventtheyresearchedwiththeenergy-relatedissuesinthe1970s.





LearningObjectives

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Studentswill:

analyzeprimarysourcesrelatedtotheEnergyPolicyandConservationActof1975identifykeypoliticalconsiderationsrelatedtotheEnergyPolicyandConservationActof1975identifykeygeographicconsiderationsrelatedtotheEnergyPolicyandConservationActof1975

TeachingApproach

ConstructivistInterdisciplinary

TeachingMethods

CooperativelearningDiscussionsReadingWriting

SkillsSummary



CommunicationandCollaborationCriticalThinkingandProblemSolving

21stCenturyThemesCivicLiteracyGlobalAwareness

CriticalThinkingSkillsEvaluating

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UnderstandingGeographicSkills

AcquiringGeographicInformationAskingGeographicQuestions


IRA/NCTEStandardsfortheEnglishLanguageArts•Standard1:Studentsreadawiderangeofprintandnonprinttextstobuildanunderstandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;toacquirenewinformation;torespondtotheneedsanddemandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthesetextsarefictionandnonfiction,classicandcontemporaryworks.


NationalGeographyStandards•Standard11:ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface•Standard13:HowtheforcesofcooperationandconflictamongpeopleinfluencethedivisionandcontrolofEarth'ssurface•Standard17:Howtoapplygeographytointerpretthepast•Standard4:

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Thephysicalandhumancharacteristicsofplaces


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


PriorKnowledge

[]


None

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Vocabulary


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


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.



LanguageArtsReading


LearningObjectives

Studentswill:

identifyandanalyzepossibleconsequencestostakeholdersofmeasuresconsideredfortheEnergyPolicyandConservationActof1975

TeachingApproach

Constructivist

TeachingMethods

CooperativelearningDiscussionsInformationorganizationReading

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SkillsSummary





CriticalThinkingSkillsAnalyzingApplyingUnderstanding

GeographicSkillsAnalyzingGeographicInformation



NationalCouncilforSocialStudies

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CurriculumStandards•Theme2:Time,Continuity,andChange



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


PriorKnowledge

[]


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None

Vocabulary


intendedconsequences noun

resultsofanactionorsituationthataredeliberatelybroughtaboutand/oranticipated.

stakeholder nounpersonororganizationthathasaninterestorinvestmentinaplace,situationorcompany.

unintendedconsequences noun

resultsofanactionorsituationthatarenotdeliberatelybroughtaboutand/oranticipated.

Partner


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.


HaveeachstudentorpairofstudentsdoaclosereadingofadifferentsectionoftheEnergyPolicyandConservationActof1975andcreateasynopsis.Asaclass,identifysomeofthekeymeasuresoftheact.ThenhavestudentsreadtheCongressionalResearchServicedocument,EnergyPolicy:114 CongressIssues.Havestudentsidentifyissuesandpoliciesthataresimilarbetweenthe1975actandtoday'senergypolicies.





LearningObjectives

Studentswill:

th

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analyzeprimarydocumentsthatincluderecommendationstoPresidentFordfromhisadvisorsplanandwriteadecisionstatementidentifyingthemostimportantmeasurestoincludeintheEnergyPolicyandConservationActof1975

TeachingApproach

ConstructivistInterdisciplinary

TeachingMethods

CooperativelearningDiscussionsReadingWriting

SkillsSummary





CriticalThinkingSkillsAnalyzingApplyingEvaluating

GeographicSkillsAnalyzingGeographicInformation

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OrganizingGeographicInformation





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


PriorKnowledge

[]


None

Vocabulary


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stakeholdernounpersonororganizationthathasaninterestorinvestmentinaplace,situationorcompany.


Partner

Rubric

UsetheDecisionStatementRubrictoassessstudents’finalrecommendationtothepresident.

Funder

Partner

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