The New Deal
(1933-1941)
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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Information Sheet for Argumentation Module
Module title:
The New Deal
Module description
(overview):
The Great Depression lay heavily upon the land as Franklin D. Roosevelt boldly set up numerous New Deal
agencies designed to provide relief, recovery, and reform. He presided over one of the most active periods of
political innovation in the Republic’s history. His programs forever changed the structure of U.S. social and
economic life, although they never did fully defeat the devastating depression.
 Task 2
 Argumentative
 Level 2
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Were President Franklin Roosevelt’s administration’s policies to combat the problems (eg. Unemployment,
poverty, overproduction of goods, unequal distribution of wealth, lack of economic regulation, etc.) of the Great
Depression effective? After reading your textbook and associated primary resources, write an essay that addresses
the question and support your position with evidence from the texts. L2 Be sure to acknowledge competing views. L3
Give examples from past or current events or issues to illustrate and clarify your position.
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Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Social Studies
Author(s):
Stephanie Schneider, Jeffrey Schneider, Steve Remley, Aaron Sams
Contact
information:
Stephanie.schneider@kenton.kyschools.us
United States History
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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Section 1: What Task?
TEACHING TASK
Teaching task:
Did the New Deal effectively address the core problems of the Great Depression? After reading your textbook and associated
primary resources, write an essay that discusses the central purpose of FDR’s New Deal policies and evaluates the effectiveness of
the New Deal. Be sure to support your position with evidence from the texts. L2 Be sure to acknowledge competing views. L3 Give
examples from past or current events or issues to illustrate and clarify your position.
Reading texts:
Passage I: Document-Based Essay Question, The College Board, 2003
Document A: Meridel Lesueur, New Masses, January 1932
Document B: Letter to Senator Robert Wagner, March 7, 1934
Document C: Cartoon, The Evening Star (Washington, D.C.), April 26, 1934
Document D: William Lloyd Garrison, Jr., “The Hand of Improvidence,” The Nation, Nov. 1934
Document E: Poster for Social Security, 1935
Document F: Charles Evans Hughes, majority opinion, Schechter v. United States, 1935
Document G: NBC radio broadcast, John L. Lewis, December 13, 1936
Document H: “The New Deal in Review” editorial in The New Republic, May 20, 1940
Document I: “The Roosevelt Record,” editorial in The Crisis, November 1940
Document J: Chart, Unemployment of nonfarm workers by percentage and number
Passage II: David Kennedy & Thomas Bailey, The American Spirit, Vol. II, (Boston/New York: Houghton Mifflin Company,
2006)
1. A Boy in Chicago Writes to President Roosevelt (1936)
2. Republicans Roast Roosevelt (1940)
3. Assessing the New Deal (1935, 1936)
Passage III: Allen Winkler, The New Deal: Accomplishments and Failures, (Oxford, Ohio: Testimony before the US
Senate Committee on Banking, Housing, and Urban Affairs, 2009)
Discovery Education video series, “America in the 20th Century: The Great Depression” that visually summarizes the overall
topic.
Background to
share with
students:
The Great Depression lay heavily upon the land as Franklin D. Roosevelt boldly set up numerous New Deal agencies designed to
provide relief, recovery, and reform. He presided over one of the most active periods of political innovation in the Republic’s history.
His programs forever changed the structure of U.S. social and economic life, although they never did fully defeat the devastating
depression.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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Extension
(optional):
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
Argumentation: The following College and Career Readiness (CCR) anchor standards apply to reading and writing in argumentative
source:
template tasks. Refer to the 6-12 standards for grade-appropriate specifics that fit each task and module being developed. The
standards numbers and general content remain the same across all grades, but details vary
NUMBER
H/SS 1112 #1
H/SS 1112 #1
SS-HS5.2.5
SS-HS5.1.1
CONTENT STANDARDS
Reading
Writing
Students will evaluate how the Great Depression, New Deal policies, and World War II transformed America socially and politically at
home and reshaped its role in world affairs.
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g.,
gender, rate, region, ethnic group,, nationality, age, economic status, religion, politics, geographic factors) of people and historical
events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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COMMON CORE STATE STANDARDS
READING STANDARDS FOR ARGUMENTATION
“Built-in” Reading Standards
“When Appropriate” Reading Standards
1- Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the test.
3- Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
2- Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each
other and the whole.
4- Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
6- Assess how point of view or purpose shapes the content and style of a text.
10- Read and comprehend complex literary and informational texts independently
and proficiently.
7- Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
8- Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9- Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR ARGUMENTATION
“Built-in” Writing Standards
“When Appropriate” Writing Standards
1- Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
2- Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
3- Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6- Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7- Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
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SCORING RUBRIC FOR ARGUMENTATION TEMPLATE TASKS
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose. (L2)
Makes no mention of counter
claims.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt. (L3) Makes no
connections or a connection
that is irrelevant to argument or
claim.
1.5
Approaches Expectations
2
Addresses prompt appropriately
and establishes a position, but
focus is uneven.
Establishes a claim. (L2) Makes
note of counter claims.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations. (L3)
Makes a connection with a weak
or unclear relationship to
argument or claim.
2.5
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position.
Advanced
4
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
Establishes a credible claim. (L2)
Develops claim and counter claims
fairly.
Establishes and maintains a substantive
and credible claim or proposal. (L2)
Develops claims and counter claims fairly
and thoroughly.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim. (L3)
Makes a relevant connection to clarify
argument or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim. (L3) Makes a clarifying
connection(s) that illuminates argument
and adds depth to reasoning.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate, inappropriate,
or uneven features.
Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone appropriate to the
audience, purpose, and specific
requirements of the prompt. Cites
sources using appropriate format with
only minor errors.
Content
Understanding
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding
of content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
3.5
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required
by the specific prompt. Structure
enhances development of the reasoning
and logic of the argument.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using
appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
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Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
Pre-Reading
Ability to select appropriate texts and understand necessary reading strategies needed for the task.
Note Taking
Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
Organizing Notes
Ability to prioritize and narrow notes and other information
SKILLS CLUSTER 3: TRANSITION TO WRITING
Bridging conversation
Ability to transition from reading or researching phase to the writing phase.
SKILLS CLUSTER 4: WRITING PROCESS
Initiation of task
Ability to establish a claim and consolidate information relevant to task.
Development
Ability to construct an initial draft with an emerging line of thought and structure.
Revision & editing
Ability to apply revision strategies to refine development of argument, including line of thought, language, tone, and presentation.
Planning
Ability to develop a line of thought and text structure appropriate to an argumentation task.
SKILLS CLUSTER 5
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SKILLS CLUSTER 6
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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Section 3: What Instruction?
PACING
SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
INSTRUCTIONAL STRATEGIES
EXPECTATIONS” IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1 class
period
I. Task engagement
Short constructed response
Ability to
In a quick write, write your
establish
first reaction to the task
knowledge base
prompt. What strategies
and assess
might you use to gain
skills and
knowledge of the issue and
strategies
form a claim or proposition?
necessary to
manage task.
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
No Scoring
• Teach or review content required for the task
(effects of the New Deal) depending on when in
the sequence the students learn the content –
before or during the production of the task. If
teaching Levels 2 and/or 3, discuss the demands
embedded in these levels as well.
• Extra Support: Provide struggling students with
sentence starters and frame workers for their
quick-writes.
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1 class
period
II. Task and Rubric
Short Constructed Response
analysis
In your own words, write a
No Scoring
 Review each student’s response to ensure
she/he understands the task. Ensure relevant
Ability to
brief explanation of what the
reading material is selected or provided.
understand and
instructional task asks you
explain the
to do. What knowledge and
students can hear/know what each other is
teaching task’s
skills must you employ to
doing and encourage them to help each other
prompt and
complete this task?
when appropriate.
 Have students share responses so that
 Discuss in detail the prompt, type of writing
rubric
Rubric Translation: Students will
translate the rubric in their own
and structure, the product, and the rubric.
 Rubric Translation Activity: Introduce rubric to
class. In small groups, students will translate
words.
their assigned piece of the rubric in their own
words. Students will then participate in a
jigsaw and gallery walk to share/take notes
on rubric translations.
• Extra-support: specifically plan groups to
provide ideal peer-support for students who need
it.
SKILLS CLUSTER 2: READING PROCESS
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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1 class
Pre-Reading: ability to
Reading Strategy List:
period
select appropriate texts
1. What strategies do you use to
and understand
necessary reading
strategies needed for
the task.
help process your reading?
2. What information do you already
know about topic of the first article?
• List of 5-6 of strategies
for reading (can be
strategies of others as
well)
• As individuals, students write down 1 or 2
• Participates in class
discussion of reading
strategies and current
knowledge of article
topic.
pairs then must find 3 other strategy ideas from
strategies that they use to help them understand
what they read. Students share responses in
classmates to add to their lists (“ give one, get
one” activity)
• create a class list of reading strategies and
content knowledge of first article
• Extra Support: Create bookmarks or laminated
cards of reading strategies so students have
consistent reminders of strategies.
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3 class
Active Reading: ability
Annotated Articles: Use
• Annotated or “actively read”
• Students record key words in Vocabulary Notes
periods
to understand
annotation techniques and other
article has a variety of marks
section of their writers Notebook.
necessary reading
reading strategies to demonstrate
(circles, underlining, stars,
strategies needed for
your reading process and your
highlights, etc.). Annotation
• Instruction for the first article should be very
the task and develop
level of interaction with the text.
also includes written questions,
an understanding of a
Vocabulary List In your notebook,
connections, and insights in the
text by locating words
and phrases that
identify key concepts
and facts, or
information.
list words and phrases essential
to the texts. Add definitions and
(If appropriate) notes on
connotation in the context.
margins. * Use annotation
rubric to provide students
feedback on their reading.
explicit and include group/partner work and
teacher modeling:
• Teacher reads first 3 sentences
of the article, modeling active reading and
strategies.
• Students finish reading the rest of the
article using a “think aloud” process with a partner.
• Teacher asks for a list vocabulary that
students with and class discusses strategies for
understanding words in context. Students record
new vocabulary in the Vocabulary Notes section of
their Writer’s Notebook.
•Students actively read and annotate the next 3
articles mostly independently with some teacher
guidance and reflection in pairs.
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Note-taking: ability to
Notes and Short Response:
• Summaries contain “Who,
• Brief review of summary writing strategies.
read purposefully and
summarize the articles and respond
what, where, when and why”
select relevant
to focus questions to demonstrate
• use a variety of reading/writing activities to help
information; to
depth and understanding.
• focus questions have an
students improve processing skills of main idea
appropriate response-emerging
and significance.
summarize and/or
paraphrase.
or clear opinion is evident
• writes in readable prose
• 25 word summary; QAR, reciprocal
teaching, etc
• students get independent work time to respond
to focus questions after completing the summary,
Focus questions should lead students to take a
stance on the market and command aspects of the
article’s subject. When possible, students should
discuss response in pairs or as a group.
•extra support- these activites are designed to
provide support for all reading-levels
LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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1 class
Organizing Notes ability
Notes and Graphic Organizer
• Creates a prioritized set of
• Students place relevant information from the
period
to prioritize and narrow
Prioritize relevant information in the
notes that categories evidence
texts and their own background knowledge into the
notes and other
“organizing notes” section of your
graphic organizer
information
Writer’s Notebook
• suggests implications drawn
from information about the
• students will prioritize the information in the
economic systems
graphic organizer by identifying which pieces of
•Writes in readable prose
evidence they will use in their essay
• Extra Support provide students with specific
examples of what kinds of information belongs in
each section of the graphic organizer. Create a
list of “leading questions” to help guide students in
process.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1 class
period
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LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011
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MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
FOR STUDENTS
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Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Background to share
with students
(optional):
Reading texts:
ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC
[As of September 2011, this rubric is under construction]
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Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.
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