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lesson
PresidentialDecision-Making:
The1970sEnergyCrisis
Whatfactorsdopresidentshavetoconsiderwhenmakingadecision?Howdo
presidentialdecisionsaffectothers?
Activity1:TheEnergyCrisisof
the1970s|2hrs30mins
Directions
1.Activatestudents'priorknowledgeaboutpresidentialdecision-making.
Asanentryticket,havestudentswriteandturninabriefdescriptionofarecent
presidentialdecision.Invitevolunteerstosharetheirdescriptions,andthen
discusswhothedecisionsaffectandwhatthepresidentmighthavetoconsider
whenmakingthesedecisions.Guidetheconversationbyasking:Howdothese
decisionsaffectyou?Whoelsemighttheyaffect?Whatdoyouthinkthepresident
hadtothinkaboutwhenhewasmakingthesedecisions?Whodoyouthinkhe
mighthaveturnedtoforinformationheneededtomakethesedecisions?Explain
tostudentsthattheywillhaveachancetotakeontheroleofadvisortoPresident
GeraldR.Fordindraftinglegislationtopreventanotherenergycrisissuchasthe
onetheU.S.experiencedin1973.Theirgoalwillbetobecomeinformedabout
differentfacetsofthetopicandadvisePresidentFordaboutwhichmeasurehe
shouldpushmoststronglywhenCongressnegotiatesthefinalbill.
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2.Havestudentsread,annotate,anddiscusstheEnergyCrisisBriefing.
DistributeacopyoftheEnergyCrisisBriefinghandoutandtheEnergyCrisis
BriefingDiscussionPromptsworksheettoeachstudent.Havestudentsreadand
annotatethebriefingbyhighlightingkeypoints,markinganyunfamiliarvocabulary,
askinganyquestionsofthematerial,andbrieflysummarizingthecontent.Ask
studentstojotdowntheirthoughtsaboutthediscussionpromptsastheyread.
Whenstudentshavefinishedreading,discussthereadingusingthepromptsfrom
theworksheet.Allowtimeforstudentstoaskquestionstheyhaveaboutthe
reading.
3.HavestudentsidentifystakeholdersintheU.S.energysystemin1975.
PlacestudentsintosmallgroupsanddistributetheStakeholderTableworksheetto
eachgroup.Havegroupsbrainstormsomestakeholderswhowouldbeaffected
byanychangesinU.S.energypolicyin1975.Encouragethemtothinkaboutboth
domesticandforeignintereststhatwouldbeaffected.Thenhavegroupsshare
theirideaswiththeclassandcreateamasterlistofstakeholders.Thislistmight
includemiddle-classAmericans,impoverishedAmericans,Congress,OPEC
countries,U.S.oilcompanies,andpeoplelivingnearU.S.oilsupplies.Have
studentslistthestakeholdersfromthemasterlistinthefirstcolumnofthe
StakeholderTableworksheet.Theywillcompletetheremainderoftheworksheetin
Activity3.
4.Havestudentsinvestigatepossiblemeasuresthatcouldbeincludedinthe
EnergyPolicyandConservationAct.
Havegroupsbrainstormonpapersomepossiblemeasuresthatcouldbeincluded
intheEnergyPolicyandConservationAct.Invitegroupstosharesomeoftheir
ideas.Then,distributethePossibleMeasuresTableworksheettoeachgroupand
explainthatthistableincludessomeofthemeasuresthatFordandcongress
consideredforinclusionintheact.Havestudentsworkwiththeirgroupsto
researcheachmeasure.Haveeachgroupworkcollectivelytogeneratepossible
keywordsforeachmeasure.Thenhavethemdivideupthemeasuresamong
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groupmemberstoresearch.Ifnecessary,modelhowtoselectreliableonline
sources.Asstudentsresearch,theyshouldtakenotes,keepingtrackofthe
Internetsitestheyuse.
5.Havestudentsworkasagrouptodistilltheinformationtheygatheredinto
keypoints.
Havestudentssharetheresearchtheygatheredindividuallywiththeirsmallgroup.
Studentsshouldaskquestionsofeachgroupmember’sresearchtoensurethat
theyfullyunderstandeachmeasure.Ifnecessary,studentscangobacktotheir
resourcesorconductadditionalresearchtoanswerspecificquestions.Onceall
groupmembershavesharedtheirresearch,havestudentsworkasagroupto
identifykeypointsforandagainsteachmeasureandrecordthemonthePossible
MeasuresTable.Thenhavethemranktheimportanceofeachmeasureonascale
of1to3.Asaclass,brieflydiscusstheactivityandaskstudentsforideasabout
otherinformationthatwouldbeusefulinevaluatingthemeasures.Collect
students’annotatedEnergyCrisisBriefing,StakeholderTables,andPossible
MeasuresTablesforuseinformativeassessmentandinfutureactivities.
TipTeacherTip
Ifstudentsdoneedhelpinidentifyingreliableonlinesources,conductaminilessononthetopic.Modelhowtolookatwhattypeofwebsiteitis(e.g.,.edu),its
mainpurpose,andhowtoidentifythesource(personororganization)andany
biasestheymayhave.Demonstratehowtoassesstheappropriatenessofthe
site’sdesignandanyobviouserrors,suchasspellingmistakes.Finally,show
studentshowtolookfordocumentedsourceswithinthesiteandcorroborationof
theinformationfoundonthesite.
InformalAssessment
Reviewstudents’annotatedcopiesoftheEnergyCrisisBriefingandPossible
MeasuresTablesasaformativeassessment.Checktheannotatedbriefingsfor
anycommonmarkedvocabularyorstudentquestionsandaddressthosetopics
beforemovingontothenextactivity.UsethePossibleMeasuresTabletocheck
forgeneralunderstandingofeachmeasure.
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ExtendingtheLearning
Havestudentsreturntothebriefdescriptionsofapresidentialdecisionthatthey
wroteinStep1.Askthemtobrainstormpossiblestakeholdersinthatdecisionand
howthedecisionwouldaffecteachstakeholder.
Objectives
Subjects&Disciplines
Geography
HumanGeography
LanguageArts
Reading
Writing(composition)
SocialStudies
UnitedStatesgovernment
UnitedStateshistory
LearningObjectives
Studentswill:
identifystakeholdersintheEnergyPolicyandConservationActof1975
identifykeyinformationaboutmeasuresthatcouldbeincludedintheEnergy
PolicyandConservationActof1975
TeachingApproach
Constructivist
TeachingMethods
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Brainstorming
Cooperativelearning
Discussions
Reading
Research
Writing
SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomes
LearningandInnovationSkills
CommunicationandCollaboration
21stCenturyThemes
CivicLiteracy
GlobalAwareness
CriticalThinkingSkills
Evaluating
Understanding
GeographicSkills
AskingGeographicQuestions
NationalStandards,Principles,andPractices
IRA/NCTEStandardsfortheEnglish
LanguageArts
•Standard1:
Studentsreadawiderangeofprintandnonprinttextstobuildanunderstanding
oftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;to
acquirenewinformation;torespondtotheneedsanddemandsofsocietyandthe
workplace;andforpersonalfulfillment.Amongthesetextsarefictionand
5of33
nonfiction,classicandcontemporaryworks.
NationalCouncilforSocialStudies
CurriculumStandards
•Theme2:
Time,Continuity,andChange
NationalGeographyStandards
•Standard11:
ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface
•Standard13:
Howtheforcesofcooperationandconflictamongpeopleinfluencethedivision
andcontrolofEarth'ssurface
•Standard17:
Howtoapplygeographytointerpretthepast
•Standard4:
Thephysicalandhumancharacteristicsofplaces
NationalStandardsforHistory
•HistoricalThinkingStandard5:
Thestudentengagesinhistoricalissues-analysisanddecision-making
•U.S.HistoryEra10(5-12)Standard1:
Recentdevelopmentsinforeignanddomesticpolitics
•U.S.HistoryEra10(5-12)Standard2:
Economic,social,andculturaldevelopmentsincontemporaryUnitedStates
CommonCoreStateStandardsforEnglish
LanguageArts&Literacy
•CCSS.ELA-LITERACY.RH.11-12.10:
6of33
Bytheendofgrade12,readandcomprehendhistory/socialstudiestextsinthe
grades11-CCRtextcomplexitybandindependentlyandproficiently.
•CCSS.ELA-Literacy.RH.9-10.10:
Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthe
grades9-10textcomplexitybandindependentlyandproficiently.
•WritingStandards11-12:
Produceclearandcoherentwritinginwhichthedevelopment,organization,and
styleareappropriatetotask,purpose,andaudience. 
•WritingStandards6-12:
RangeofWriting,W.11-12.10
•WritingStandards6-12:
TextTypesandPurposes,W.11-12.1
•WritingStandards6-12:
RangeofWriting,W.9-10.10
•WritingStandards6-12:
TextTypesandPurposes,W.9-10.1
•WritingStandards9-10:
Produceclearandcoherentwritinginwhichthedevelopment,organization,and
styleareappropriatetotask,purpose,andaudience. 
TheCollege,Career&CivicLife(C3)
FrameworkforSocialStudiesStateStandards
•CausationandArgumentation:D2.His.14.9-12:
Analyzemultipleandcomplexcausesandeffectsofeventsinthepast.
•D2.Civ.3.9-12:
Analyzetheimpactofconstitutions,laws,treaties,andinternationalagreements
onthemaintenanceofnationalandinternationalorder
•D2.Eco.8.9-12:
Describethepossibleconsequences,bothintendedandunintended,of
governmentpoliciestoimprovemarketoutcomes.
•D2.His.1.9-12:
Evaluatehowhistoricaleventsanddevelopmentswereshapedbyunique
circumstancesoftimeandplaceaswellasbroaderhistoricalcontexts
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Preparation
Background&Vocabulary
BackgroundInformation
PriorKnowledge
[]
RecommendedPriorActivities
None
Vocabulary
Term
Partof
Speech
Definition
domestic
adjectivehavingtodowithpoliciesorissueswithinanation.
tooutlawtradeofacertaingoodorservice,ortooutlaw
embargo
noun
tradefromacertainplace.
energy
processofusinglessenergy,orusingitmoreefficientlyand
noun
conservation
sustainably.
useofarelativelysmallamountofenergyforagiventask,
energy
noun
purpose,orservice;achievingaspecificoutputwithless
efficiency
energyinput.
energy
resource
noun
energy
source
noun
export
verb
sourceofenergyfoundinnaturethathasnotbeensubject
toanyhuman-inducedenergytransfersortransformations;
forexample,oil,coal,gas,wind,orsunlight.
locationinwhichtheenergyresource(oil,coal,gas,wind,
etc.)isconvertedintoelectricalenergy.
totransportgoodstoanotherplacefortrade.
8of33
Term
Partof
Speech
Definition
export
foreign
import
noun
goodorservicetradedtoanotherarea.
adjectivehavingtodowithanotherculture,country,ornation.
verb
tobringinagoodorservicefromanotherareafortrade.
import
noun
OilCrisis
noun
oilreserve
noun
goodtradedfromanotherarea.
(~1972-1980)timeduringwhichmanyoil-exportingnations
reducedtheirexports,creatingoilshortagesinmany
developedcountries.AlsocalledtheEnergyCrisis.
petroleumfromaspecificreservoirthatcanbesuccessfully
broughttothesurface.
Partner
BeforeMovingontotheNextActivity
InActivity1,studentswereintroducedtothe1970senergycrisisandtheEnergy
PolicyandConservationAct.Theyreadabriefing,identifiedstakeholdersinthe
U.S.energysystem,andresearchedmeasuresbeingconsideredforinclusionin
theact.InActivity2,theywillgatherinformationaboutpoliticalandgeographic
considerationsimportanttotheEnergyPolicyandConservationAct.
Activity2:TheGeographicand
PoliticalContextofEnergyPolicy
9of33
|1hr30mins
Directions
1.Brieflyreviewthepreviousactivity.
Distributestudents’annotatedcopiesoftheEnergyCrisisBriefingfromActivity1
forreference,andthendiscusswhatstudentslearnedinthepreviousactivity.
Invitevolunteerstobrieflysummarizetheenergycrisisof1973andtheEnergy
PolicyandConservationActof1975.Ask:Whoweresomeofthestakeholders
thatwouldbeaffectedbytheact?Whatweresomeofthemeasuresthatcouldbe
includedintheact?Discussanycommonmisconceptionsorvocabularyterms
foundinareviewofstudents’workinthepreviousactivity.Askstudentstorecall
thesuggestionstheyhadforothertypesofinformationthatwouldhelpthem
makeaninformeddecisionaboutwhatmeasuresweremostimportanttoinclude
intheEnergyPolicyandConservationAct.
2.HavestudentsreadandannotatetheGeographicandPoliticalBriefing
handout.
Explainthatstudentswillbegivenanadditionalbriefingonthegeographicand
politicalcontextoftheenergycrisisandtheEnergyPolicyandConservationAct.
DistributeacopyoftheGeographicandPoliticalBriefinghandoutandGeographic
andPoliticalBriefingDiscussionPromptsworksheettoeachstudentandaskthem
toreadandannotatethebriefingastheydidtheEnergyCrisisBriefinginActivity
1.Remindthemtohighlightkeypoints,markanyunfamiliarvocabulary,askany
questionsofthematerial,andbrieflysummarizeeachsectionofthebriefing.Ask
studentstojotdowntheirthoughtsaboutthediscussionpromptsinPart1ofthe
DiscussionPromptsworksheetastheyread.Whenstudentshavefinished
reading,discussthereadingusingtheprompts.
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3.Havestudentslocateplacesthatarekeytotheenergycrisisandthe
EnergyPolicyandConservationAct.
Placestudentsinthesamesmallgroupsfromthepreviousactivity.Havegroups
brainstormsomeoftheplacesthatwereimportantintheenergycrisisandthe
EnergyPolicyandConservationAct.Havegroupssharetheirthoughtswiththe
classanddevelopamasterlistofkeyplaces.Thesecouldinclude:membersof
OAPECthatparticipatedintheembargo(Syria,Egypt,Algeria,Bahrain,Libya,
Qatar,UnitedArabEmirates,SaudiArabia,andKuwait);othermajoroil-exporting
countries(Iraq,Venezuela,Ecuador,Angola,Nigeria,andIndonesia);Israel;and
U.S.oilproductionsitesthatsawincreasedproductionfollowingthecrisis(Texas,
Oklahoma,Louisiana,Colorado,Wyoming,andAlaska).Haveeachgroupopenthe
provided1975WorldPoliticalMaponacomputerandlocateeachoftheseplaces
onthemap.Asstudentslocatetheplaces,havethemjotdowntheirthoughtson
thediscussionquestionsinPart2oftheGeographicandPoliticalBriefing
Discussionprompts.Whenstudentshavefinished,discussthelocationofthese
places,usingtheprompts.
4.Havestudentsexamineprimarydocumentstoaddtotheirknowledgeofthe
politicalsituationsurroundingtheenergycrisisandtheEnergyPolicyand
ConservationAct.
Explaintostudentsthattheywillworkwiththeirgroupstoanalyzethreekindsof
primarydocumentsabouttheenergycrisisandEnergyPolicyandConservation
Act:videoofaspeechgivenbyPresidentFord,letterswrittentothepresidentby
membersofthepublic,andpoliticalcartoonsonthesubjectoftheenergycrisis.
Havestudentsanalyzethespeech,twoletters,andacartoonusingthequestions
ontheAnalyzingPrimaryDocumentsworksheet.Assigndifferentlettersand
politicalcartoonstoeachgroup.Havegroupsshareoneofthelettersorpolitical
cartoonstheyanalyzedwiththeclass.Discusswhatinformationthedocuments
asacollectiongiveaboutthatperiodoftime.
5.Havestudentssynthesizewhattheyhavelearnedaboutthegeographicand
politicalcontextoftheenergycrisisandEnergyPolicyandConservationAct.
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DistributetheGeographicandPoliticalConsiderationsworksheettoeachgroup.
Havestudentsidentifykeygeographicandpoliticalconsiderationsthatwouldbe
importantwhendecidingwhatmeasurestoincludeintheEnergyPolicyand
ConservationAct.Havestudentsaddthesekeyconsiderationstothetable,along
withanexplanationofwhytheyareimportantandevidencetobackuptheir
reasoning.CollecttheGeographicandPoliticalConsiderationsworksheet,aswell
asthetwoannotatedbriefingsforuseinfutureactivities.
InformalAssessment
Usestudents’completedGeographicandPoliticalConsiderationsworksheetasa
formativeassessment.
ExtendingtheLearning
Havestudentsresearchacurrentorrecentenergy-relatedstoryoreventandlist
keygeographicandpoliticalconsiderations.Havethemcomparetheeventthey
researchedwiththeenergy-relatedissuesinthe1970s.
Objectives
Subjects&Disciplines
Geography
HumanGeography
LanguageArts
Reading
Writing(composition)
SocialStudies
UnitedStatesgovernment
UnitedStateshistory
LearningObjectives
12of33
Studentswill:
analyzeprimarysourcesrelatedtotheEnergyPolicyandConservationActof
1975
identifykeypoliticalconsiderationsrelatedtotheEnergyPolicyand
ConservationActof1975
identifykeygeographicconsiderationsrelatedtotheEnergyPolicyand
ConservationActof1975
TeachingApproach
Constructivist
Interdisciplinary
TeachingMethods
Cooperativelearning
Discussions
Reading
Writing
SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomes
LearningandInnovationSkills
CommunicationandCollaboration
CriticalThinkingandProblemSolving
21stCenturyThemes
CivicLiteracy
GlobalAwareness
CriticalThinkingSkills
Evaluating
13of33
Understanding
GeographicSkills
AcquiringGeographicInformation
AskingGeographicQuestions
NationalStandards,Principles,andPractices
IRA/NCTEStandardsfortheEnglish
LanguageArts
•Standard1:
Studentsreadawiderangeofprintandnonprinttextstobuildanunderstanding
oftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;to
acquirenewinformation;torespondtotheneedsanddemandsofsocietyandthe
workplace;andforpersonalfulfillment.Amongthesetextsarefictionand
nonfiction,classicandcontemporaryworks.
NationalCouncilforSocialStudies
CurriculumStandards
•Theme2:
Time,Continuity,andChange
NationalGeographyStandards
•Standard11:
ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface
•Standard13:
Howtheforcesofcooperationandconflictamongpeopleinfluencethedivision
andcontrolofEarth'ssurface
•Standard17:
Howtoapplygeographytointerpretthepast
•Standard4:
14of33
Thephysicalandhumancharacteristicsofplaces
NationalStandardsforHistory
•HistoricalThinkingStandard5:
Thestudentengagesinhistoricalissues-analysisanddecision-making
•U.S.HistoryEra10(5-12)Standard1:
Recentdevelopmentsinforeignanddomesticpolitics
•U.S.HistoryEra10(5-12)Standard2:
Economic,social,andculturaldevelopmentsincontemporaryUnitedStates
CommonCoreStateStandardsforEnglish
LanguageArts&Literacy
•CCSS.ELA-LITERACY.RH.11-12.10:
Bytheendofgrade12,readandcomprehendhistory/socialstudiestextsinthe
grades11-CCRtextcomplexitybandindependentlyandproficiently.
•CCSS.ELA-Literacy.RH.9-10.10:
Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthe
grades9-10textcomplexitybandindependentlyandproficiently.
•WritingStandards11-12:
Produceclearandcoherentwritinginwhichthedevelopment,organization,and
styleareappropriatetotask,purpose,andaudience. 
•WritingStandards6-12:
TextTypesandPurposes,W.11-12.1
•WritingStandards6-12:
TextTypesandPurposes,W.9-10.1
•WritingStandards6-12:
RangeofWriting,W.9-10.10
•WritingStandards6-12:
RangeofWriting,W.11-12.10
•WritingStandards9-10:
Produceclearandcoherentwritinginwhichthedevelopment,organization,and
styleareappropriatetotask,purpose,andaudience. 
15of33
TheCollege,Career&CivicLife(C3)
FrameworkforSocialStudiesStateStandards
•CausationandArgumentation:D2.His.14.9-12:
Analyzemultipleandcomplexcausesandeffectsofeventsinthepast.
•D2.Civ.13.9-12:
Evaluatepublicpoliciesintermsofintendedandunintendedoutcomes,andrelated
consequences
•D2.Eco.1.9-12:
Analyzehowincentivesinfluencechoicesthatmayresultinpolicieswitharangeof
costsandbenefitsfordifferentgroups.
•D2.Eco.8.9-12:
Describethepossibleconsequences,bothintendedandunintended,of
governmentpoliciestoimprovemarketoutcomes.
•D2.His.1.9-12:
Evaluatehowhistoricaleventsanddevelopmentswereshapedbyunique
circumstancesoftimeandplaceaswellasbroaderhistoricalcontexts
Preparation
Background&Vocabulary
BackgroundInformation
PriorKnowledge
[]
RecommendedPriorActivities
None
16of33
Vocabulary
Term
Partof
Definition
Speech
domesticadjectivehavingtodowithpoliciesorissueswithinanation.
tooutlawtradeofacertaingoodorservice,ortooutlawtrade
embargo noun
fromacertainplace.
sourceofenergyfoundinnaturethathasnotbeensubjectto
energy
noun
anyhuman-inducedenergytransfersortransformations;for
resource
example,oil,coal,gas,wind,orsunlight.
energy
source
export
export
foreign
import
import
locationinwhichtheenergyresource(oil,coal,gas,wind,etc.)
isconvertedintoelectricalenergy.
verb
totransportgoodstoanotherplacefortrade.
noun
goodorservicetradedtoanotherarea.
adjectivehavingtodowithanotherculture,country,ornation.
verb
tobringinagoodorservicefromanotherareafortrade.
noun
goodtradedfromanotherarea.
noun
Partner
BeforeMovingontotheNextActivity
InActivity2,studentsreadabriefingandanalyzedprimarydocumentstoidentify
geographicandpoliticalconsiderationsrelatedtotheEnergyPolicyand
ConservationAct.InActivity3,studentswillexplorethecascadingconsequences
ofthemeasuresbeingconsideredforinclusionintheactbycreatinga
17of33
consequenceswebandcompletingastakeholdertable.
Activity3:HowEnergyPolicy
AffectsStakeholders|50mins
Directions
1.Havestudentsreviewdocumentsfrompreviousactivitiestoidentify
potentialconsequencestostakeholdersoftheEnergyPolicyandConservation
Act.
Returnstudents’completedStakeholderTables,PossibleMeasuresTables,
GeographicandPoliticalConsiderationsworksheets,andbothannotatedbriefings.
Brieflyremindstudentsofwhateachdocumentincludes.Havestudentsworkin
thesamesmallgroupsfromthepreviousactivitiestoreviewthesedocumentsand
highlightanyinformationrelatingtoconsequencestostakeholdersofthe
measuresunderconsiderationforinclusionintheEnergyPolicyandConservation
Act.
2.Haveeachgroupcreateaconsequenceswebfortwoofthemeasures
identifiedonthePossibleMeasuresTable.
Modelhowtomakeaconsequenceswebbydrawingasquareinthemiddleofthe
boardandwriting“Measure1”inthesquare.Thendrawacircleandconnectitto
thesquarewithaline.Inthecirclewrite“directconsequence1.”Drawanother
circleandlineinthesamewayandlabelthesecondcircle“directconsequence2.”
Explainthatstudentsshoulddrawasmanycirclesastheyneedtolistallthedirect
consequencesofFord’sdecision.Thenmodelhowtoillustrateindirect
consequences.Drawalinefromoneofthecirclestoanewcircle.Inthenewcircle
write“indirectconsequence.”Assigneachgrouptwoofthemeasureslistedon
thePossibleMeasuresTable.Havestudentsworkwiththeirgroupstodrawa
consequenceswebforeachmeasurebasedonwhattheyhavelearnedin
previouslessonsandthecascadingconsequencestheythinkthedecisionto
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includethatmeasurewouldcreate.Givestudentstimetobrieflyreviewthe
consequenceswebscreatedbyothergroups.
3.HavegroupsexploretheeffectsoftheEnergyPolicyandConservationAct
onstakeholders.
DirectstudentstotheStakeholderTablestheybeganinActivity1.Modelhowto
usethetablebyfillinginthefirstrowwiththeclass.Thenhavegroupscomplete
therestofthetable.Studentsshouldreferencethebriefingsandotherhandouts
frompreviousactivitiestohelpthemcompletethechart.Besurestudents
understandthattheyarelookingattheeffectsoftheactasawhole,notjust
individualmeasures.
4.Havegroupscomparetheircompletedtablestothoseoftheothergroups.
Makeenoughcopiesofeachgroup’sStakeholderTableforeachgrouptohave
onefullset.DistributethecopiestogroupsalongwiththeStakeholderDiscussion
Promptshandout,andaskstudentstotakeafewminutestocompareother
groups’tablestotheirown.AskstudentstodiscussthequestionsfromPart1of
thehandoutwithintheirgroup.Thenaskgroupstolookmorecloselyatatable
thatdifferssignificantlyfromtheirs.HavethemdiscussthequestionsfromPart2
ofthehandoutwithintheirgroup.Allowtimeforgroupstosharesomeoftheir
insightswiththeclass.Collectstudents’StakeholderTable,PossibleMeasures
Table,PoliticalandGeographicConsiderationsworksheet,andbothannotated
briefingsforuseinthefinalactivityofthislesson.
TipTeacherTip
InStep2,iftherearemeasuresremainingafteryouhaveassignedtwotoeach
group,assignthemtogroupsthatneedanadditionalchallengeortogroupswho
finishtheirconsequenceswebsfirst.
InformalAssessment
19of33
Usestudents’consequenceswebsandstakeholdertablesasaformative
assessment.Lookforevidencethatstudentsunderstandhowvariousmeasures
couldaffectstakeholders.
Objectives
Subjects&Disciplines
Geography
HumanGeography
LanguageArts
Reading
SocialStudies
UnitedStatesgovernment
UnitedStateshistory
LearningObjectives
Studentswill:
identifyandanalyzepossibleconsequencestostakeholdersofmeasures
consideredfortheEnergyPolicyandConservationActof1975
TeachingApproach
Constructivist
TeachingMethods
Cooperativelearning
Discussions
Informationorganization
Reading
20of33
SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomes
LearningandInnovationSkills
CommunicationandCollaboration
CriticalThinkingandProblemSolving
21stCenturyThemes
CivicLiteracy
GlobalAwareness
CriticalThinkingSkills
Analyzing
Applying
Understanding
GeographicSkills
AnalyzingGeographicInformation
NationalStandards,Principles,andPractices
IRA/NCTEStandardsfortheEnglish
LanguageArts
•Standard1:
Studentsreadawiderangeofprintandnonprinttextstobuildanunderstanding
oftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;to
acquirenewinformation;torespondtotheneedsanddemandsofsocietyandthe
workplace;andforpersonalfulfillment.Amongthesetextsarefictionand
nonfiction,classicandcontemporaryworks.
NationalCouncilforSocialStudies
21of33
CurriculumStandards
•Theme2:
Time,Continuity,andChange
NationalGeographyStandards
•Standard11:
ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface
•Standard13:
Howtheforcesofcooperationandconflictamongpeopleinfluencethedivision
andcontrolofEarth'ssurface
•Standard17:
Howtoapplygeographytointerpretthepast
•Standard4:
Thephysicalandhumancharacteristicsofplaces
NationalStandardsforHistory
•HistoricalThinkingStandard5:
Thestudentengagesinhistoricalissues-analysisanddecision-making
•U.S.HistoryEra10(5-12)Standard1:
Recentdevelopmentsinforeignanddomesticpolitics
•U.S.HistoryEra10(5-12)Standard2:
Economic,social,andculturaldevelopmentsincontemporaryUnitedStates
CommonCoreStateStandardsforEnglish
LanguageArts&Literacy
•CCSS.ELA-LITERACY.RH.11-12.10:
Bytheendofgrade12,readandcomprehendhistory/socialstudiestextsinthe
grades11-CCRtextcomplexitybandindependentlyandproficiently.
•CCSS.ELA-Literacy.RH.9-10.10:
Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthe
22of33
grades9-10textcomplexitybandindependentlyandproficiently.
TheCollege,Career&CivicLife(C3)
FrameworkforSocialStudiesStateStandards
•D2.Civ.13.9-12:
Evaluatepublicpoliciesintermsofintendedandunintendedoutcomes,andrelated
consequences
•D2.Eco.1.9-12:
Analyzehowincentivesinfluencechoicesthatmayresultinpolicieswitharangeof
costsandbenefitsfordifferentgroups.
•D2.Eco.8.9-12:
Describethepossibleconsequences,bothintendedandunintended,of
governmentpoliciestoimprovemarketoutcomes.
•D2.His.1.9-12:
Evaluatehowhistoricaleventsanddevelopmentswereshapedbyunique
circumstancesoftimeandplaceaswellasbroaderhistoricalcontexts
•D2.His.4.9-12.:
Analyzecomplexandinteractingfactorsthatinfluencedtheperspectivesofpeople
duringdifferenthistoricaleras.
Preparation
Background&Vocabulary
BackgroundInformation
PriorKnowledge
[]
RecommendedPriorActivities
23of33
None
Vocabulary
Partof
Speech
Term
intended
consequences
stakeholder
unintended
consequences
noun
noun
noun
Definition
resultsofanactionorsituationthataredeliberately
broughtaboutand/oranticipated.
personororganizationthathasaninterestor
investmentinaplace,situationorcompany.
resultsofanactionorsituationthatarenotdeliberately
broughtaboutand/oranticipated.
Partner
BeforeMovingontotheNextActivity
InActivity3,studentscreatedaconsequenceswebtoexplorethecascading
consequencesofsomeofthemeasuresbeingconsideredforinclusioninthe
EnergyPolicyandConservationActandcompletedastakeholdertabletoevaluate
stakeholders’influences.Inthefinalactivity,studentswillsynthesizewhatthey
learnedthroughoutthepreviousactivitiestowritearecommendationtoPresident
Fordofwhichmeasureheshouldadvocateforinclusioninthefinalact.
Activity4:MakingEnergyPolicy
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Decisions|2hrs
Directions
1.Brieflyreviewallpreviousactivitiesinthislesson.
Asanentryticket,havestudentswritedowntheirbiggesttakeawaysfromeachof
thefirstthreeactivitiesofthislesson.Invitevolunteerstosharetheirthoughts
andusethatasaspringboardtobrieflyreviewthepreviousactivities.Explainthat,
inthisfinalactivity,studentswillputtogethereverythingtheylearnedinthe
previousactivitiestowritearecommendationtothepresidentaboutwhich
measureheshouldadvocatemoststronglyforincludingintheEnergyPolicyand
ConservationAct.Placestudentsinthesamesmallgroupstheyworkedwithin
previousactivities,andreturnstudents’StakeholderTables,PossibleMeasures
Tables,GeographicandPoliticalConsiderationsworksheets,andbothannotated
briefingsfromthepreviousactivities.Explainthattheywillusetheirworkin
previousactivitiesasevidenceintheirfinalrecommendationtothepresident.
2.Havestudentsreviewtheinformationtheygatheredonstakeholders.
DistributeacopyoftheDecisionStatementPlannerworksheettoeachsmall
group.HavethemusetheinformationtheygatheredonstakeholdersinActivities
1-3tocompletePart1oftheworksheet.TheyshouldrefertotheirStakeholder
Tableasareminderofwhattheylearned.
3.Havestudentsreviewtheeffectsofdifferentpossiblemeasureson
stakeholdersandassesstheirimportance.
HavestudentsreviewthePossibleMeasuresTables,theStakeholderTables,and
theconsequenceswebstheycreatedinActivity3.ThenhavethemcompletePart
2oftheDecisionStatementPlannerworksheettoidentifytheconsequencesof
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eachpossiblemeasureforstakeholdersandthelevelofimportanceofeach
measure.
4.IntroducestudentstoaprimarydocumentincludinganalysisoftheEnergy
PolicyandConservationActof1975andrecommendationsfromPresident
Ford’sadvisors.
DistributecopiesoftheexcerptsfromtheMemorandumtothePresidentonthe
EnergyPolicyandConservationActof1975toeachstudent.Explainthatthe
documentcontainsanexcerptfromananalysisoftheactbyoneofFord’sstaff
andthenrecommendationsfromseveralofhisadvisors.Intheirgroups,have
studentsscanpages27-40toseehowtheanalysisisorganized.Atthispoint,itis
notimportantthatstudentsreadtheentireanalysis.Theyshouldfocusonwhat
elementsitincludesandhowitisorganized.Discussthissectionwithstudents
andasaclasscreateanoutlineoftheanalysis.Then,haveeachgroupselecttwo
recommendationsfromFord’sadvisors—oneadvisinghimtosigntheactandone
advisinghimtovetoit.Anumberoftheserecommendationscanbefoundon
pages65-76ofthememorandum.Havestudentsreadthetworecommendations
anddiscussintheirgroupswhichonewasmostpersuasive.Ask:
Whichrecommendationwouldyoufollow?Why?
Whichrecommendationhadthebestrationaleandthemostevidence?How
importantdoyouthinkthoseelementswouldbetoapresident?
Ifyouwerepresident,wouldyoubemorelikelytofollowtherecommendation
givenbythemajorityofyouradvisorsortherecommendationthatmadethe
bestargument?Why?
Whatotherfactorsmightinfluenceyourultimatedecision?
5.Havestudentswritetheirrecommendation.
Remindstudentsthatalllegislationistheresultofcompromise—noonegets
everythingtheywant.Inthisfinalactivity,theirjobistorecommendtoPresident
Fordwhichofthemeasurestheystudiedisthemostimportanttoincludeinthe
EnergyPolicyandConservationAct.Havestudentsusetheinformationthey
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gatheredandsummarizedinParts1and2oftheDecisionStatementPlanner
worksheettowriteafinalrecommendationtothepresident.Explainthatstudents’
recommendationsmustincludeananalysisofthreepossiblemeasuresandtheir
decisionstatementofwhichmeasureisthemostimportant.Thisdecision
statementmustincludetheirdecision,arationalefortheirdecisionwithevidence
tosupportit,andidentificationofwhichstakeholderswillbenegativelyimpacted
andwhichwillbepositivelyimpactedbytheirdecision.Whenstudentshave
completedtheirdecisionstatements,collectthemforformalassessmentofthe
fulllesson.
ExtendingtheLearning
Haveeachstudentorpairofstudentsdoaclosereadingofadifferentsectionof
theEnergyPolicyandConservationActof1975andcreateasynopsis.Asaclass,
identifysomeofthekeymeasuresoftheact.Thenhavestudentsreadthe
CongressionalResearchServicedocument,EnergyPolicy:114thCongressIssues.
Havestudentsidentifyissuesandpoliciesthataresimilarbetweenthe1975act
andtoday'senergypolicies.
Objectives
Subjects&Disciplines
Geography
HumanGeography
LanguageArts
Reading
Writing(composition)
SocialStudies
UnitedStatesgovernment
UnitedStateshistory
LearningObjectives
Studentswill:
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analyzeprimarydocumentsthatincluderecommendationstoPresidentFord
fromhisadvisors
planandwriteadecisionstatementidentifyingthemostimportantmeasuresto
includeintheEnergyPolicyandConservationActof1975
TeachingApproach
Constructivist
Interdisciplinary
TeachingMethods
Cooperativelearning
Discussions
Reading
Writing
SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomes
LearningandInnovationSkills
CommunicationandCollaboration
CriticalThinkingandProblemSolving
21stCenturyThemes
CivicLiteracy
GlobalAwareness
CriticalThinkingSkills
Analyzing
Applying
Evaluating
GeographicSkills
AnalyzingGeographicInformation
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OrganizingGeographicInformation
NationalStandards,Principles,andPractices
IRA/NCTEStandardsfortheEnglish
LanguageArts
•Standard1:
Studentsreadawiderangeofprintandnonprinttextstobuildanunderstanding
oftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;to
acquirenewinformation;torespondtotheneedsanddemandsofsocietyandthe
workplace;andforpersonalfulfillment.Amongthesetextsarefictionand
nonfiction,classicandcontemporaryworks.
NationalCouncilforSocialStudies
CurriculumStandards
•Theme2:
Time,Continuity,andChange
NationalGeographyStandards
•Standard11:
ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface
•Standard13:
Howtheforcesofcooperationandconflictamongpeopleinfluencethedivision
andcontrolofEarth'ssurface
•Standard17:
Howtoapplygeographytointerpretthepast
•Standard4:
Thephysicalandhumancharacteristicsofplaces
NationalStandardsforHistory
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•HistoricalThinkingStandard5:
Thestudentengagesinhistoricalissues-analysisanddecision-making
•U.S.HistoryEra10(5-12)Standard1:
Recentdevelopmentsinforeignanddomesticpolitics
•U.S.HistoryEra10(5-12)Standard2:
Economic,social,andculturaldevelopmentsincontemporaryUnitedStates
CommonCoreStateStandardsforEnglish
LanguageArts&Literacy
•CCSS.ELA-LITERACY.RH.11-12.10:
Bytheendofgrade12,readandcomprehendhistory/socialstudiestextsinthe
grades11-CCRtextcomplexitybandindependentlyandproficiently.
•CCSS.ELA-Literacy.RH.9-10.10:
Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthe
grades9-10textcomplexitybandindependentlyandproficiently.
•WritingStandards11-12:
Produceclearandcoherentwritinginwhichthedevelopment,organization,and
styleareappropriatetotask,purpose,andaudience. 
•WritingStandards6-12:
TextTypesandPurposes,W.11-12.1
•WritingStandards6-12:
TextTypesandPurposes,W.9-10.1
•WritingStandards6-12:
RangeofWriting,W.9-10.10
•WritingStandards6-12:
RangeofWriting,W.11-12.10
•WritingStandards9-10:
Produceclearandcoherentwritinginwhichthedevelopment,organization,and
styleareappropriatetotask,purpose,andaudience. 
TheCollege,Career&CivicLife(C3)
FrameworkforSocialStudiesStateStandards
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•CausationandArgumentation:D2.His.14.9-12:
Analyzemultipleandcomplexcausesandeffectsofeventsinthepast.
•D2.Civ.13.9-12:
Evaluatepublicpoliciesintermsofintendedandunintendedoutcomes,andrelated
consequences
•D2.Eco.1.9-12:
Analyzehowincentivesinfluencechoicesthatmayresultinpolicieswitharangeof
costsandbenefitsfordifferentgroups.
•D2.Eco.8.9-12:
Describethepossibleconsequences,bothintendedandunintended,of
governmentpoliciestoimprovemarketoutcomes.
•D2.His.1.9-12:
Evaluatehowhistoricaleventsanddevelopmentswereshapedbyunique
circumstancesoftimeandplaceaswellasbroaderhistoricalcontexts
Preparation
Background&Vocabulary
BackgroundInformation
PriorKnowledge
[]
RecommendedPriorActivities
None
Vocabulary
Term
Partof
Speech
Definition
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Term
Partof
Definition
Speech
personororganizationthathasaninterestorinvestmentin
stakeholdernoun
aplace,situationorcompany.
Partner
Rubric
UsetheDecisionStatementRubrictoassessstudents’finalrecommendation
tothepresident.
Funder
Partner
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