Teacher(s) ____John McFadden
____________________________________________________
Subject(s)/Course(s):___US
History____________ Grade/Level:
_________11 / 12_________________________
Unit Topic/Focus:
_____________Watergate
Scandal_________________________________________
Integration with other content areas (if applicable)___ ________________________________
Estimated
time for implementation:__________5
Days__________________________________________________
Connections
to previous/future learning: ______Vietnam War / Government Separation of
Power, Checks and balances_____________
Standards
|
2.20 Students understand, analyze, and interpret
historical events, conditions, trends, and issues to develop historical
perspective |
SS-H-HP-U-2 Students will understand that history is a series of connected events
shaped by multiple cause-effect relationships, tying past to present.
SS-H-HP-U-US1 Students will understand that U.S. History can be analyzed by
examining significant eras (Reconstruction, Industrialization, Progressive
Movement, World War I, Great Depression and the New Deal, World War II, Cold
War, Contemporary United States) to develop chronological understanding and
recognize cause-and-effect relationships and multiple causation. |
SS-HS-5.2.6 Students
will explain and give examples of how after WWII, DOK 3 |
Interdisciplinary, Meaningful and Authentic Connections
History is an account of events, people, ideas, and their interaction over
time that can be interpreted through multiple perspectives. In order for
students to understand the present and plan for the future, they must
understand the past. Studying history engages students in the lives,
aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context
in order to understand significant ideas, beliefs, themes, patterns and events,
and how individuals and societies have changed over time in
National Social Studies Standards:
V Individuals, Groups, and
institutions
Social studies programs
should include experiences that provide for the study of interactions among
individuals, groups, and institutions.
VI Power, Authority, and
Governance
Social studies programs
should include experiences that provide for the study of how people create and
change structures of power, authority, and governance.
Context:
The
Students will learn the connections between the Watergate scandal and the
Vietnam War.
The
Students will be able to explain how the check and balances in the US
Constitution affected the outcome of Watergate.
The
Student will examine the “watchdog” role of the press
Essential
Questions:
What
was the connection between Watergate and the Vietnam War?
What
role did the press play in Watergate?
What
constitutional issues were involved in the scandal?
Culminating
Activity/Assessment:
The Students will
conduct an oral history with Watergate-era adult and submit a computer printed report
of the interview. The interview will be based on the three essential questions
and the student will elaborate on the answers the adult had of the three
Watergate affair questions to demonstrate their knowledge of Watergate.
Resources
/ Technology:
A screen
Computer with internet access
Movie All the President’s Men
VCR or DVD player depending on
movie media
Television
PowerPoint software
Computer Lab
Email accounts and access
Get out trouble tickets for
Jeopardy winners
http://www.washingtonpost.com/wp-srv/onpolitics/watergate/chronology.htm
http://www.oocities.org/mcfaddenjm/vft.doc
http://youtube.com/watch?v=XatkKzjV90w&mode=related&search=
http://youtube.com/watch?v=iWN6775EVw4&mode=related&search=
http://youtube.com/watch?v=etvXOETStjM
http://youtube.com/watch?v=xG1l5uR63VY
http://www.youtube.com/watch?v=NAJDFyxlDkk
http://youtube.com/watch?v=BxeFMHyOx3I&mode=related&search=
http://youtube.com/watch?v=BN8OfPc_aQ8
Outline
of Daily Plans
Day 1.
( 5 minutes)
Ask students to share their
knowledge of Watergate. (5 to 10 minutes)
Present introduction of the
Watergate Scandal with PowerPoint presentation and web links.
http://www.oocities.org/mcfaddenjm/vft.doc
http://www.washingtonpost.com/wp-srv/onpolitics/watergate/chronology.htm
Explain Oral History assignment
and give due date of 2 weeks (3 minutes)
Have students complete exit slip
to determine level of knowledge. (2 minutes)
Day 2.
Explain to students that they have
been emailed a list of 10 people to be researched for Watergate and tell them
they must supply at least 3 sentences of each person’s involvement in Watergate
and provide the url. Students will create a word processing document for this
assignment and email it to me.
Go to Computer Lab.
Review internet research by having
students visit http://www.bellarmine.edu/faculty/lsusan/EDUC616/Summer2007/information_literacy.asp
Explain website and hazards of
internet research.
Have students access email for the
list and have them start their research.
Notify students when 5 minutes are
left so they can email assignment.
Day 3.
Explain to students that we will
be watching short videos covering President Nixon and they will be required to
generate a timeline of President Nixon’s political career based on the videos.
Watch Videos – be sure to setup
each video for the students.-
http://youtube.com/watch?v=XatkKzjV90w&mode=related&search=
Checkers speech
http://youtube.com/watch?v=iWN6775EVw4&mode=related&search=
Nixon comeback
http://youtube.com/watch?v=etvXOETStjM
Nixon in 1968 wins with less than 1% margin
http://youtube.com/watch?v=xG1l5uR63VY
http://www.youtube.com/watch?v=NAJDFyxlDkk
Ends Vietnam War ( Jan, 27 1973)
http://youtube.com/watch?v=BxeFMHyOx3I&mode=related&search=
I am not a crook (November 17, 1973)
http://youtube.com/watch?v=BN8OfPc_aQ8
Resigns (August 9, 1974)
Collect timelines.
Day 4.
Explain that class will be
watching clips of the movie All the
President’s Men.
Clips – Attorney General denying story,
linking the burglary to CREEP, discussion on regarding the risks on running the
story. (50 minutes)
Open Response Question. Is the freedom of the press an important
part of democracy? (homework)
Day 5.
Reminder that there is one week
left before oral history is due.
Review the material with the
students. (20 minutes)
Play Watergate Jeopardy and divide
the class into teams, winning team gets a get out of trouble pass to be used
with quizzes and small assignments. (35 minutes)
Participation points also awarded
to team members based upon team ranking.
Rubric
|
Oral History |
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Amount
of Information |
All topics
are addressed and all questions answered. At least 2 pages. |
All topics
are addressed and most questions answered. At least 2 pages long. |
All topics
are addressed, and most questions answered. With at least 1 page. |
One or
more topics were not addressed. |
|
Quality
of Information |
Information
clearly relates to the main topic. It includes several supporting details
and/or examples. |
Information
clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. |
Information
clearly relates to the main topic. No details and/or examples are given. |
Information
has little or nothing to do with the main topic. |
|
Mechanics
|
No
grammatical, spelling or punctuation errors. |
Almost no
grammatical, spelling or punctuation errors |
A few
grammatical spelling, or punctuation errors. |
Many
grammatical, spelling, or punctuation errors. |
|
Organization
|
Information
is very organized with well-constructed paragraphs and subheadings. |
Information
is organized with well-constructed paragraphs. |
Information
is organized, but paragraphs are not well-constructed. |
The
information appears to be disorganized. |
Date Created: Jun 13, 2007 09:04 pm (CDT)
|
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