Quagmire and Stagflation ‖ 9.

4 The Stagnant 70s

Goals & Objectives

Students will understand how the downfall of Nixon lead to the mediocre run of Ford as
president of the United States.
Students will understand this in conjuncture to the Oil embargo and other foreign policy
complications.

California State Content Standards

11.11. 2. Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy,
Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights,
economic policy, environmental policy).

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
1.B. 6. Reading closely literary and informational texts and viewing multimedia to determine
how meaning is conveyed explicitly and implicitly through language

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:

15 minutes
Students will engage in a bell ringer activity “How did the Nixon Administration change the
public’s view of the Executive Branch?” Students will log their answers into their bell ringer
logs and share this information with the class when called on.

Vocabulary (Content Language Development) ‖ Time:

33. Oil Embargo of 1973 34. Stagflation 35. Iran Hostage Crisis 36. Camp David Accords 37. Three Mile Island

Content Delivery (Method of Instruction) ‖ Time:

25 Minutes
Mini Lecture
The Students will engage and participate in a mini lecture on the Ford and Carter
Administration and their struggle to manage foreign policy and stagflation. The students
will actively take notes using their preferred format under previously discussed guidelines.
The students will take their time to pause for group discussion and “Think, pair, share”.

Student Engagement (Critical Thinking & Student Activities) ‖ Time:

45 Minutes
History vs. Nixon
Students will embark on a deep examination of the Nixon administration in order to
determine how we should remember it. In pairs of 2 the students will research both the
positive and negative attributes of the Nixon Administration. The students will spend the
first half of the time researching Nixon on a Hyperdoc. One student will read and take notes
on the positives and the other student on the negatives. Once they are done, they will
switch papers and debrief. Once everyone is done, the students will engage in a whole class
debate trying to answer the question, “How should we remember the Nixon
Administration?”

Lesson Closure ‖ Time:

Students will reflect on their content by answering their EQ questions assigned for the day.
The students will be able to showcase their understanding of the key concepts by
answering the main points of the unit. If the students do not finish, they may take it home
for homework and further reflection.

Assessments (Formative & Summative)

The students will be formatively assessed throughout the lesson with pointed teacher
questions. The students will have the summative assessment of the Butler questions.

Accommodations for English Learners, Striving Readers and Students with Special Needs
Strategic grouping
The students have been placed in cooperative learning groups according to motivation,
ability, and personality. The students have been designed to sit in this fashion in order to
promote conversation as well as the ability to bounce ideas off of each other.
Visuals
Both the content delivery and the activity are filled with visuals, graphs, maps, and other
visual tools to help clarify the content that is being processed.
Pre-teaching
The students will have been pretaught the important vocabulary necessary for the
comprehension of this unit. The students will also be given access to important background
information and some reading strategies.

Resources (Books, Websites, Handouts, Materials)

Prezi, the Butler