What do we love about Oregon?

Sample Lesson 2

This lesson plan is based upon a 45-60 minute time period and may be used as a stand-alone lesson or as part of a continuous unit. This lesson can be used by substitute teachers, classroom teachers and community organizations. Lesson plans and activities may be adapted to student ability, grade level and interests. Note: Because this is individual lesson plan that may or may not be part of a larger unit, there is no service component.

Overview

Governor Tom McCall left an indelible mark on Oregonians. We go to other states and shake our heads at the soft drink bottles and cans that get thrown in the garbage. We take for granted that we can play on Oregon's beaches, and don't understand how it is that in other places, individuals actually own the beaches, disallowing public use.

The policies of Tom McCall affect every Oregonian every day. Yet many Oregonians, though familiar with his name, are clueless to his role in Oregon's history.

Essential Questions

Who is Tom McCall? How do Tom McCall's decisions, policies and rhetoric impact the lives of Oregon's young people today? What did he love about Oregon? What do we love about Oregon?

Student Objectives

  • Recognize pictures of Tom McCall and his role as Oregon's Governor
  • Understand McCall's role in creating Oregon's reputation as an environmental leader for the nation.
  • Identify and be able to explain the principal bills associated with Tom McCall
  • The Bottle Bill
  • The Beach Bill
  • The Bicycle Bill
  • Land-Use Planning

Classroom Activities

  1. Introduction: If Lesson 1 was used previously, discuss Tom McCall's love for Oregon. From the video montage, how do you know he loved it? If lesson 1 was not used, share what you love about Oregon. (5-10 minutes)
  2. Chart Pack Activity: What do you love about Oregon? Visualize your favorite place(s), activities. Provide each student with a large piece of chart pack paper for them to write/draw what they love about Oregon. Post them around the room. Students walk around, view, share, comment. Debrief by asking if there is anything that they saw on the charts of others that resonated with them. Give them time to go back and add to their drawings. (30 minutes)
  3. Discussion: We each love Oregon for a number of reasons. Many of them go back to decisions made 40-50 years ago by Governor Tom McCall. (Picture available from OHS Slide Show)

    The four decisions that are most often attributed to Tom McCall:
  • The Bottle Bill (B)
  • The Beach Bill (B)
  • The Bicycle Bill (B)
  • Land-Use Planning (LUP)
A way to help remember them is BBBLUP (mnemonic device). Explain each bill briefly. When possible, link the bills to what students say they love about Oregon. (10-15 minutes)
  1. Journal Entry/Evaluation: Show a picture of Tom McCall, ask students to describe Tom McCall in writing. Why is he important? Note: Although, this is similar to the question in lesson 1, responses should be deeper and show more understanding of policy. (5-10 minutes)

Enrichment/Homework:

Students research one of the major Tom McCall policies: BBBLUP

Oregon Essential Skills

  • Listen actively and speak clearly and coherently
  • Think critically and analytically
  • Use technology to learn, live, and work
  • Demonstrate personal management and teamwork skills

Common Core State Standards

These Focus Standards have been selected from the Common Core State Standards.

  • RL.9-10.4:Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of several word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • RI.9-10.3:Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
  • W.9-10.3:Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • SL.9-10.3:Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • L.9-10.1:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.