Pre-Observation Form

Teacher Name: PIPPIN

Date of Observation: 3/4/16
Setting Instructional Outcomes—1c
Students will:

List the standards or learning
targets for the lesson.

o demonstrate an understanding of the interpretative nature of history using a
variety of tools (e.g., primary and secondary sources, Internet, timelines,
maps, data):
o investigate and analyze perceptions and perspectives (e.g., gender, race,
region, ethnic group, nationality, age, economic status, religion, politics,
geographic factors) of people and historical events in the modern world (world
civilizations, U.S. history)
o examine multiple cause-effect relationships that have shaped history (e.g.,
showing how a series of events are connected)

Demonstrating Knowledge of Content and Pedagogy—1a
Explain how this lesson fits
into your sequence of learning
for this class.
 Are there any key
concepts that are
prerequisite?
 How are the concepts
being taught central to
your discipline?

Over the course of the past week, students have been engaged in discussions
and content regarding the Great Depression. Students have investigated and
explored the major events and players of the Herbert Hoover administration.
They are aware of the idea that Hoover could not relate to the “common man.”
They also recognize that Hoover’s lack of charisma made it difficult for him to
inspire hope in the American people during this time of crisis.
During this lesson, students will be exposed to the Presidency of Franklin D.
Roosevelt. They will recognize the political climate that led to his election and
recognize the role that his charisma played into inspiring hope in the people
who were struggling. We will cap the class period off by looking at
Roosevelt’s first Inaugural Address as a primary source.
The concepts being covered in class today is essential in understanding the
themes of the time period and U.S. history content. Students will be required
to know this content in order to perform well on the End-of-Course Exam.

Demonstrating Knowledge of Students—1b
Describe your students.
 Are there students with
special needs?
 Did your students’
background, interest,
readiness or needs
influence your planning?
 What formative
assessment information
impacted your planning?

Students in this class are engaged, interested, and capable. It is my smallest
class (about 16 students). As a result, the class can be led in a more
conversational method. The students in this class are capable of performing
well on the EOC because they are bright, outgoing and attentive.
These students will be able to understand the political and historical context of
Roosevelt’s first Inaugural address. I believe I will be able to keep them
engaged as we explore the text. I took this into consideration as I was planning
instruction for the class.
Student background, interests, and readiness all influenced my planning of
instruction.

Demonstrating Knowledge of Resources—1d
List the resources you will use
for this lesson.

Gilder-Lehrman Institute of American History
The Presidents from The History Channel
YouTube

Pre-Observation Form
Designing Coherent Instruction—1e
List the learning activities you
will use.

We will begin class by discussing the political mood when Herbert Hoover
was running for re-election. Students will demonstrate their understanding of
the frustrations that people were feeling towards President Hoover.
After that discussion, we will view the FDR section of the Presidents series
from the History Channel. Students will take guided notes on the video that
will serve as a summary of the important events and ideas from the Roosevelt
Administration.
Lastly, I will work with students to analyze and understand a primary source
speech. In this case, we will be looking at FDR’s first Inaugural Address.
Students should be able to compare the tone and message of the speech to the
messages of the Hoover Administration. The primary source activity is from
the Gilder Lehrman Institute of American History.

Designing Student Assessments—1f
Describe how you will know
that your students have
mastered the learning target.
 Is there a formative
assessment?

Because most of the class will be discussion based, I will be able to gauge
student understanding based on their level of participation, engagement, and
responses. Students will also turn in their analysis packet at the beginning of
next week. This will help me, as a teacher, see if they are “getting” the content
and demonstrating high level content understanding.