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    Oil Crisis of 1973

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    The document provides a lesson plan for teaching students about the 1973 Oil Crisis. The lesson plan includes an overview, essential questions, materials to be used, and descriptions of the anticipatory set, direct instruction, guided practice, closure, independent practice, and assessment. During direct instruction, the teacher will give a PowerPoint lecture covering OPEC, the oil embargo, its economic and political consequences, and the decline of OPEC. For guided practice, students will analyze primary source images and political cartoons in groups and report their findings. In closure, the teacher will review the key impacts of the crisis and connect it to current events. For independent practice, students will interview someone who experienced the embargo or summarize an additional primary source

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    Oil Crisis of 1973

    Uploaded by

    api-550167398
    74 views4 pages
    The document provides a lesson plan for teaching students about the 1973 Oil Crisis. The lesson plan includes an overview, essential questions, materials to be used, and descriptions of the anticipatory set, direct instruction, guided practice, closure, independent practice, and assessment. During direct instruction, the teacher will give a PowerPoint lecture covering OPEC, the oil embargo, its economic and political consequences, and the decline of OPEC. For guided practice, students will analyze primary source images and political cartoons in groups and report their findings. In closure, the teacher will review the key impacts of the crisis and connect it to current events. For independent practice, students will interview someone who experienced the embargo or summarize an additional primary source

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    The document provides a lesson plan for teaching students about the 1973 Oil Crisis. The lesson plan includes an overview, essential questions, materials to be used, and descriptions of the anticipatory set, direct instruction, guided practice, closure, independent practice, and assessment. During direct instruction, the teacher will give a PowerPoint lecture covering OPEC, the oil embargo, its economic and political consequences, and the decline of OPEC. For guided practice, students will analyze primary source images and political cartoons in groups and report their findings. In closure, the teacher will review the key impacts of the crisis and connect it to current events. For independent practice, students will interview someone who experienced the embargo or summarize an additional primary source

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    74 views4 pages

    Oil Crisis of 1973

    Uploaded by

    api-550167398
    The document provides a lesson plan for teaching students about the 1973 Oil Crisis. The lesson plan includes an overview, essential questions, materials to be used, and descriptions of the anticipatory set, direct instruction, guided practice, closure, independent practice, and assessment. During direct instruction, the teacher will give a PowerPoint lecture covering OPEC, the oil embargo, its economic and political consequences, and the decline of OPEC. For guided practice, students will analyze primary source images and political cartoons in groups and report their findings. In closure, the teacher will review the key impacts of the crisis and connect it to current events. For independent practice, students will interview someone who experienced the embargo or summarize an additional primary source

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    of 4

    LESSON TITLE: The Oil Crisis of 1973

    Names: Grade: 11 Date: 5/12/21


    Haley Schmidt Subject: United States Time Duration: 45-60 min.
    Nick Ruffer

    I. Overview (Less than 1 minute): Purpose is to guide instruction toward a coherent objective.
    Should be a significant and measurable statement of what students will know and be able to do
    as a result of the lesson.

    Students should understand the Oil Crisis of 1973, as well as the causes of the U.S. Oil
    embargo. By the end of the lesson, students will understand the implications and
    consequences that the Oil Crisis had on U.S. economy and foreign policy.

    1. What are the CA Content Standard(s) AND Common Core Standards addressed?
    CACS: 11.9- Students analyze U.S. foreign policy since World War II.
    CACS: 11.11- Students analyze the major social problems and domestic policy issues in
    contemporary American society.
    CCSS.ELA-LITERACY.RH.11-12.2
    CCSS.ELA-LITERACY.RH.11-12.6
    CCSS.ELA-LITERACY.RH.11-12.7

    2. What is/are the Essential Question(s) for the day?


    ● How did the 1973 Oil Crisis affect U.S. economy and foreign policy?

    3. What materials (e.g...handouts, readings, primary sources, graphic organizer, video,


    PowerPoint, etc...) will be used? (Need to bring all materials on day of lesson)
    ● Primary sources (political cartoons, images, and statements)
    ● Powerpoint &. Video
    ● Graphs and charts

    II. Anticipatory Set/aka Opener (About 4 minutes): Purpose is to access prior knowledge,
    connect prior knowledge to new knowledge, cue attention toward day’s topic, and/or create
    interest. The opener introduces the lesson, but should not overwhelm the it. A good set
    seamlessly flows into instruction.
    Summary of Opener: Teacher will ask students what they know about oil/gasoline to
    introduce the lesson topic and have students start thinking critically about the
    significance of oil in everyday lives.
    III. Direct Instruction (About 15 minutes): This is an instructional approach to learning driven by
    the teacher. The purpose is to get information, usually new material, to students relatively
    quickly. While this can take various forms, lecture is the most widely recognized. You will deliver
    a PowerPoint lecture in this portion of your lesson.
    -OPEC (organization of the Petroleum Exporting Countries) → embargo (what it was and
    how effective it was)
    -Shift from domestic oil to oil in foregin countries (domestic oil could not keep up with
    demand; Oil in the Middle East was cheaper to produce and import; domestic oil
    production was already in decline)
    -consequences & President Nixon (economic effects, price control/rationing,
    conservation and reduction in demand, alternative energy sources, macro-economy,
    international relations, automobile industry, consequences for future energy)
    -decline of OPEC

    1. How are you checking for understanding during lecture? Here you want to ensure that
    students comprehend the information and are ready to use it.
    ● Students will have the opportunity to ask questions about material. Key terms will
    be highlighted throughout the lesson.

    IV. Guided Practice (The Bulk of Time in a Real Class – However, you will explain in about 5 to
    10 minutes): Purpose is to provide students the space to develop a deeper understanding of the
    content and to hone critical thinking skills. The teacher provides the instructions and the
    resources for an activity and then allows students to work through (often collaboratively) the
    content and concepts to make their own. Teacher serves as a facilitator, providing support when
    necessary. This should be a student-centered approach to learning. For your lesson, the activity
    should be rooted in primary source analysis. (When you deliver your lesson, you should display
    the instructions, primary source documents and give specific examples of what students will be
    doing).
    Summary of Guided Practice: Students will be broken up into 10 groups of 4. Groups 1-5
    will be given images to analyze (who, what, when, why, how?); groups 6-10 will analyze
    political cartoons from the time period.

    After this practice, a spokesperson from each group will briefly describe what is going
    on in the picture. If students missed something, teachers will follow up with questions.

    After each group is finished, teachers will talk about the themes of the lesson.

    V. Closure (About 3 minutes): Purpose is to highlight new learning for students. Students
    should take an active role in this summary. It reinforces the big takeaways for the day and
    answers questions like, “So what? Why did we do this? What is this good for?” This is also a
    good time to circle back to the essential question(s) for the day.
    Summary of strategy/technique for Closure:
    Ask the EQ: How did the 1973 Oil Crisis affect U.S. economy and foreign policy?
    Summarize how this crisis affects daily lives? Why is this important? Do you still see
    effects of this crisis today? ** current oil shortage

    VI. Independent Practice (About 2 minutes): Purpose is to reinforce content knowledge and
    continue to hone skills focused on in day’s lesson. This is done independently. Teacher will
    check at the completion of the assignment to assess students’ skill level and understanding.
    Sometimes occurs during class if time permits. For your lesson, this will be a homework
    assignment.
    Summary of Independent Practice:
    Students will be assigned a short oral history assignment: find a person who was alive
    during this embargo and ask them what it was like during this time. If no person could be
    found, find a primary source that we did not describe in class and write a small summary,
    be sure to include citations. Note that the finer details focus more on government that
    will be covered next year.

    VII. Summative Assessment (Less than 30 seconds): Purpose is to evaluate student


    performance of the objectives. Usually performed by students individually with teacher
    monitoring integrity.
    1. How will the content and the skills be tested at the end of the unit? For this lesson, no need to
    create actual assessment, just explain.

    Students will be asked to write a short paper (1 page, double space) discussing how the
    oil crisis affects different people. Each student will be assigned a person based on their
    last name.

    VIII. Identify 5 Sources Used to Design Lesson: This can be sources that assisted you in
    content mastery and/or lesson plan development. (Use Turabian/Chicago Manual of Style)

    Congress.gov. "H.R.9049 - 93rd Congress (1973-1974): Emergency Petroleum Allocation Act."


    June 28, 1973. https://www.congress.gov/bill/93rd-congress/house-bill/9049.

    Issawi, Charles. "The 1973 Oil Crisis and After." Journal of Post Keynesian Economics 1, no. 2
    (Winter 1979), 3-26. https://www.jstor.org/stable/4537467.

    Myre, Greg. "The 1973 Arab Oil Embargo: The Old Rules No Longer Apply." NPR.org. Last
    modified October 16, 2013. https://www.npr.org/sections/parallels/2013/10/15/234771573/the-
    1973-arab-oil-embargo-the-old-rules-no-longer-apply.
    Nixon, Richard. "Address to the Nation about National Energy Policy." Speech, Washington
    D.C., November 25, 1973.

    United States Department of State. "Milestones: 1969–1976." Office of the Historian. Last
    modified April 8, 2018. https://history.state.gov/milestones/1969-1976/oil-embargo.

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