The Roaring Twenties Unit Plan

Content and Substance

Title: The Roaring Twenties
Primary Subject: U.S. History 11
Secondary Subjects: English Language Arts
Grade Level: 11
Standards:
S.S. 11.5 Evaluate the i!act o" social changes and the in"luence o" #ey "igures in the
United States "ro $orld $ar % through the 1&'(s) including Prohibition) the !assage o"
the *ineteenth Aendent) the Sco!es Trial) liits on iigration) +u +lu, +lan
activities) the Red Scare) Susan -. Anthony) .argaret Sanger) Eli/abeth Cady Stanton)
the Harle Renaissance) the 0reat .igration) $. C. Handy) the 1a// Age) and 2elda
3it/gerald.
Analy/ing radio) ovies) news!a!ers) and !o!ular aga/ines "or their i!act on
the creation o" ass culture.
Analy/ing wor#s o" a4or Aerican artists and writers) including 3. Scott
3it/gerald) Ernest Heingway) Langston Hughes) and H.L. .enec#en) to
characteri/e the era o" the 1&'(s.
5eterining the relationshi! between technological innovations and the creation
o" increased leisure tie.
S.S. 11.6 5escribe social and econoic conditions "ro the 1&'(s 67through the 0reat
5e!ression788addressed in ne,t unit9
ELA 11.4 Analy/e twentieth and twenty8"irst century Aerican literary selections "or !lot
structure) cultural signi"icance) and use o" !ro!aganda.
E,a!les: narratives) editorials
ommon ore ! "istory#Social Studies 11!1$.6 Evaluate authors; di""ering !oints o"
view on the sae historical event or issue by assessing the authors; clais) reasoning)
and evidence.
11!1$.% %ntegrate and evaluate ulti!le sources o" in"oration !resented in diverse
"orats and edia 6e.g.) visually) <uantitatively) as well as in words9 in order to address
a <uestion or solve a !roble.
11!1$.& %ntegrate in"oration "ro diverse sources) both !riary and secondary) into a
coherent understanding o" an idea or event) noting discre!ancies aong sources.

'bjectives:
1. 5eonstrate a clear understanding o" the !olitical and international a""airs o" the
1&'(s) co!aring and contrasting the !olicies and overall national outloo# to the
!revious years and evaluating the i!act o" $orld $ar % on Aerican society.
'. Analy/e the i!act o" the autoobile) electric !ower) advertising) and installent
buying on the Aerican consuer and describe how consuer goods becae the
"oundation o" the 1&'(s business boo.
=. %denti"y s!eci"ic e,a!les o" di""erent social tensions and their conse<uences during
the 1&'(s and evaluate how they changed Aerican society) its econoy) !olitics) and
arts and culture.
Essential (uestions:
How did the end o" $orld $ar % i!act Aerican !olitics) econoy) and culture>
$as the 1&'(s a decade o" innovation or conservatis>
5id the role o" woen and A"rican Aericans signi"icantly change during the 1&'(s>
How did Aerica becoe a consuer culture>
How did art) usic) and literature i!act the cultural rebirth o" the A"rican Aerican
counity during the Aerican Twenties>
?rgani/ation o" +nowledge
)ntroduction
The 1&'(s is a decade o" contradictions. The !olitical) econoic) and social changes o"
the last hal"8century) including Aerica@s eergence as a world !ower and its
involveent in $orld $ar %) ani"ested in a clash o" cultures and a national desire to
turn inward. Students will learn that the 1&'(s is truly an era in Aerican history88and
what that eans. The eergence o" consueris) entertainent) art) and a youth
culture a#es this a "un decade to teach88and one that students can relate to odern
events and their own lives. Through a variety o" activities) grou! !ro4ects) and individual
research) students will gain a clear understanding o" the !olitical) econoic) and social
changes that occurred during this decade88which is i!erative in order to understand
the "ollowing unit 6The 0reat 5e!ression9.
The "irst lesson should give students an overall introduction to the decade) as well as
activate !rior #nowledge and assess bac#ground #nowledge. ?n a blan# tieline
!osted on the wall) students will be as#ed to identi"y i!ortant events studied in the
!revious unit and !ost the on the tieline. To introduce the consuer culture o" the
1&'(s) students will be divided into grou!s . They will be given several aga/ines and
instructed to "ind advertiseents that they "eel re!resent Aerican culture. They will
then write down words they associate with odern culture and share their
advertiseents and words with the class 6e,!laining their choices9. They will then be
instructed to write down any events andAor words they associate with the 1&'(s on !ost8
it notes and !ost the on the tieline. $ith a !artner) students will loo# at
advertiseents "ro the 1&'(s. 5o they see any !olitical) econoic) or social issues
re!resented in these advertisents> $hat attitude is !ortrayed> 5oes anything reind
the o" today@s culture> Students will be given a gra!hic organi/er divided into three
categories88!eo!le) events) and ideas. Students will watch a short video introducing the
@'(s and record #ey "igures) events) and ideas on their !a!er. Students will then be
given the o!!ortunity to add to andAor aend the 1&'(s tieline. They will also receive
instructions "or their "inal !ro4ect 6suative assessent9) which is due the last day o"
the unit.
ontent *evelo+ment
%ntroduction
Political and international a""airs o" the 1&'(s 6Prohibition) 1&th Aendent)
iigration) isolationis) Harding adinistration9 co!ared to !olitical and
international a""airs o" the Progressive Era and during $orld $ar %
The stoc# ar#et) installent buying) technological advanceents such as
electric !ower) the autoobile) consueris
Social tensions and controversies 6A"rican Aericans a"ter the war) Sco!es trial)
Prohibition) woen@s rights) iigration9
Literature) usic) "ashion) and art o" the 1&'(s 8 The Harle Renaissance)
Langston Hughes) 3. Scott 3it/gerald) 4a//) "la!!ers
Closure
)nstructional Strate,ies
Theatic instruction
Suari/ing and noteta#ing
Coo!erative grou!iing
Siulations and 0aes
*onlinguistic re!resentation
Hoewor# and !ractice
Thin#8!air8share
Carousel
Coo!erative learning
0ra!hic organi/ers
%ndividual research
Use o" !riary and secondary sources
Student a""iration
Authenticity
Clear and co!elling !roduct standards 6use o" rubrics9
losure
The closure "or this lesson will ta#e two days88one to suari/e and close the unitB
another "or students to share their "inal !ro4ects and create a "inal grou! !roduct
re!resenting the era
5ay C1 o" closure 8 Students have studied the Harle Renaissance and watched cli!s
"ro various ovies 6such as The 0reat 0atsby9 the day be"ore. They were given an
A-C brainstor while watching the "ils) identi"ying any !olitical) econoic) and social
to!ics and historical "igures we have discussed throughout the unit "or each letter o" the
al!habet. ?n this "irst day o" closure) students will be instructed to choose the to! three
words "ro that A-C brainstor that they believe ost de"ine the 1&'(s and write an
in8class essay to e,!lain. They will turn this in "or a grade 6included in "inal !ro4ect
grade9 be"ore the end o" class. ?bviously consideration will be given to how uch tie
students have to co!ose this essay.
5ay C' o" closure 8 Students turn in their "inal !ro4ects. Students will be divided into
grou!s and share with one another their di""erent !ers!ectives and what they learned
"ro their !ro4ects 6teacher will wal# around and listen to discussions) !roviding
coents) "eedbac#) and <uestions9. %n grou!s) the students will create a collage
6creativity encouraged88they can write words) s#etches) use aga/ine cli!s) etc.9 that
re!resents this era in Aerican history. These will be graded on content) creativity) and
!artici!ation and will be dis!layed outside the classroo.
Evidence o" student thin#ing and !artici!ation
Activities and Projects
See introduction in !revious section "or introductory activities 65ay C19
0ra!hic organi/er contrasting !olitical and international a""airs o" the @'(s with those o" the
Progressive Era and $orld $ar %. The section on the !revious unit will be
co!leted as a grou! and will serve to activate !rior #nowledge. 7% do) we do) y@all
do) you do7 8 Students will use their te,tboo# andAor a!!ro!riate handouts to
co!lete the organi/er.65ay C'9
Stoc# ar#et siulation gae. Students are divided into grou!s) but the gae is
!layed as a whole class. .This hel!s students understand the conce!t o" investent
and buying stock on margin) which is i!erative to understand the stoc# ar#et
crash and 0reat 5e!ression 65ay C=9
Reading and discussion o" Langston Hughes 7The -lac# Soldier7 as a classB
co!letion o" 1&'(s controversies gra!hic organi/er. Students will ta#e !art in a
4igsaw) individually researching di""erent to!ics using both !riary and secondary
sources) and then coe together in grou!s to individually co!lete their gra!hic
organi/ers. These will be turned in at the end o" class to be assessed) but students
will get the bac# the "ollowing day to use as study aterial 6iigrationB Sco!es
TrialB Prohibition) woen@s rights 8 5ay CD9
$eb<uestAnews!a!er !ro4ect 8 individual research o" res!ective 7role7 6see
assessent "or "urther details 8 5ay CE9
$eb<uestAnews!a!er !ro4ect 8 wor# as a grou! to create news!a!er 6either on
!oster !a!er or using .icroso"t Publisher 8 5ay CF9
$eb<uestAnews!a!er !ro4ect 8 grou! !resentations o" news!a!ers and tie "or
individual researchA<uestions about "inal !ro4ect 65ay CG9
Harle Renaissance) usic) and "il A-C brainstor 65ay CH9
Students choose to! three words "ro A-C brainstor and co!ose an in8class
essay 65ay C&9
0rou! discussion o" "inal !ro4ects and grou! collage 65ay C1(9
Assessent
Three assessents attached 8 $eb<uestAnews!a!er grou! !ro4ectB @'(s Controversies
gra!hic organi/erB 3inal 4ournal !ro4ect
3orative: E,it sli!s) gra!hic organi/ers) class discussion and !artici!ation) news!a!er
grou! !ro4ect
Suative: %n8class essay and "inal !ro4ect
Attac-ments
1&'(sIweb<uestIassessent.doc,
ControveriesIo"I1&'(sIgra!hicIorgani/er.doc,
3inalI!ro4ect.doc,
5i""erentiation
Coo!erative learning 8 % will divide grou!s strategically so that those struggling
are !laced with students who can hel! the.
3or the web<uest) % will give the 7easier7 roles to strugglers) while gi"ted students
can ta#e on the ore in8de!th roles.
% will !rovide a list o" websites and resources "or the "inal !ro4ect "or those who
have a di""icult tie researching on their own. % will also allow a variety o" sources)
such as ovies) !ictures) usic) etc.
%" students are unable to write their "inal !ro4ect) % will allow the to turn in an
audio or video 4ournal
% will be available during y !lanning !eriod and a"ter school to answer any
<uestions or to hel! students with their !ro4ects. % will o""er to chec# !rogress and
!rovide "eedbac# as any ties as needed be"ore "inal due date.
Use o" di""erent edia 6advertiseents) video) co!uters) written te,t) usic)
siulated gaes9 a!!eals to a variety o" learning styles.
Creativity and variety is encouraged "or both grou! and individual !ro4ects. Those
who e,cel in di""erent areas can showcase this.
Re"lection
% #now right y biggest issue will be tie. The 1&'(s is a saller unit than $orld $ar %
or The 0reat 5e!ression) but there is still a lot o" aterial to cover in a very short
aount o" tie. % have tried to !rovide a variety o" activities in order to engage
students) but % worry that those who struggle will "ind it boring and di""icult) while those
who e,cel will "ind the wor# too easy. %n order to !rovide students with soething a bit
di""erent than usual) % assigned a "inal !ro4ect instead o" a unit test. % have included the
in8class essay in the "inal !ro4ect grade because % believe it !rovides a good
assessent o" student learning "or the entire unit. $riting is e,treely i!ortant and
should be encouraged) but % a not sure how to ada!t that "or strugglers. %" % have a
student in y classroo who absolutely cannot write) !erha!s % can !rovide a regular
test "or hiAher> % also worry that in y e""ort to be ore creative with the 4ournal) %
have "ailed to develo! a suative assessent that ade<uately easures y
ob4ectives. %n y ind it does) but have % actually conveyed that to the students> % also
worry that y interest in history88and this tie !eriod in !articular88will cause e to go
too in8de!th) thus !ressing e "or tie and "orcing e to leave out i!ortant aterial.
This is soething % will always have to be cogni/ant o") regardless o" what % teach.
Strengths:
%nterdisci!linary 8 History) Literature) Econoics 6stoc# ar#et gae9
Student involveent
Jariety o" activities and edia to engage students
%ndividual and grou! wor#