Unit Topic & Rationale:

Unit Title: The American Dream The Evolution of Ideas Over Time
Essential Question:
What is the American Dream, and what your definition of the American Dream in
the 21st century? How has the idea of the American Dream stayed the same, OR
evolved over time?
Description of Topic
Over the course of this unit, student will be exposed to various aspects of the
ideals of the 1920s American dream. They will be reading an assortment of texts and
genres, including F. Scott Fitzgeralds The Great Gatsby, that describe the different
perspectives and ideals of what it means to strive for the dream, and determine whether
or not it is achievable for all Americans. Students will be introduced to this unit by doing
an informal research and decade talk assignment, where they will research an event,
issue, or person from the 1920s era. They will present their findings, and determine
whether or not their topic impacted the idea of the American Dream. F. Scott Fitzgerald
uses such vivid figurative language to tell his story. Leading into the first third of the
book, students will be analyzing Fitzgeralds unique writing style. They will find textual
evidence that uses figurative language, and explain how it impacts their understanding
of the plot, characters, and setting. Students will also explore if Fitzgeralds use of
figurative language helps better their understanding of the American Dream.
Within the first third of the book, students will be exposed to the setting and be
immersed into the many different lives and personas that is Gatsby. In highlighting the
social thrills of the decade, and the extravagant parties of the novel, students will have
an opportunity to plan a 1920s Gatsby themed party. Students will work in small
groups in which they will work as party planners with the goal of throwing an epic Gatsby
themed party! They will research the conventions of 1920s American high society parties
and create a party plan that includes a commentary on the plans that uses textual
evidence to explain the choices they made for the party. These activities will segway
into a Narrative Assignment, in which students will be composing a narrative from the
perspective of a Gatsby Party Attendee. Their narratives must reflect their knowledge
of the 1920s, of the context of the book, and the writing style of the author. This leads
into the second section of the book, where students will be given an entire week of inclass-work-time, in which they are solely working on their narratives. There will also be
opportunities for in class discussion on symbolism, character development, and the
American Dream.
Following the Spring Break, we will cover the last third of the book, where we will
really analyze the different perspectives of the American Dream, and its present day
definition. By the end of the unit students will take their newfound knowledge of the
1920s and of The Great Gatsby, and interview individuals of assorted ages, in order to
gain more modern day perspectives of the American dream, and compare how they are
the same or different from that original ideal, as well as whether or not the person feels
like they successfully achieved the definition of the American Dream.

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The unit addresses several evolutionary ideas and understandings:
The definition of the 1920s American Dream, and how it has evolved over time.
How historical events, ideas, and issues have influenced change over time.
Understanding various perspectives from the 1920s decade.
How historical events, ideas, and issues compare with those of today.
Relevance of Topic to Content Standards and Curricular Sequences
This unit is thematically placed amongst the various perspectives of American
Literature, in somewhat of a chronological order. It is situated between the slave
narrative, The Adventures of Huckleberry Finn unit, and a modern literature unit with The
Things They Carried, a narratives from Vietnam. This unit incorporates themes and ideas
concerning race, societal class differences, and civilizing changes. Students will confront
the challenges of race, understand the differences in socioeconomic structure, and
analyze how America as a civilization has changed over time. This unit also directly
aligns with the content being covered in students U.S. History courses, where they cover
topics like the 1920s and The Depression.

This unit addresses and reflects many of the Colorado Academic Standards for
eleventh grade Language Arts, established by the Colorado Department of Education,
CDE.
Eleventh Grade
1. Oral
Expression
and
Listening
2. Reading
for All
Purposes

1. Verbal and nonverbal cues impact the intent of

communication
2. Validity of a message is determined by its accuracy
and relevance
Lesson 4: Research and Decade Talk
1. Complex literary texts require critical reading
approaches to effectively interpret and evaluate
meaning
Fulcrum Text: The Great Gatsby F. Scott
Fitzgerald
2. Ideas synthesized from informational texts serve a
specific purpose
Lesson 2: 1920s Historical Texts & Note-Catcher
Lesson 4: Research and Decade Talk
3. Knowledge of language, including syntax and
grammar, influence the understanding of literary,
persuasive, and informational texts
Lesson 6: Authors Writing Style - Figurative
Language

3. Writing
and
Composition

1.

2.

3.

4. Research
and
Reasoning

1.

2.

3.

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Stylistic and thematic elements of literary or narrative
texts can be refined to engage or entertain an
audience
Lesson 8: Gatsby Party Narratives
Elements of informational and persuasive texts can be
refined to inform or influence an audience
Narrative Assignment
Writing demands ongoing revisions and refinements
for grammar, usage, mechanics, and clarity
Summative Assessment: The Definition and
Evolution of the American Dream
Self-designed research provides insightful information,
conclusions, and possible solutions
Summative Assessment: The Definition and
Evolution of the American Dream
Complex situations require critical thinking across
multiple disciplines
Summative Assessment: The Definition and
Evolution of the American Dream
Evaluating quality reasoning includes the value of
intellectual character such as humility, empathy, and
confidence
Summative Assessment: The Definition and
Evolution of the American Dream

Significance of Topic Globally, Personally, and Specifically for this Population

Globally speaking, this topic is at the forefront of our world today, with more and
more migrants and refugees making the treacherous journey to America, all with the
hope of achieving the dream! Students need to be aware of what globally separates our
country from others; understanding what makes this dream so sought after. For
students who are about to graduate from high school and enter into college or the real
world, they will be making decisions and goals that pertain to the rest of their lives.
They will be personally confronted with the idea of the American Dream; what they
aspire to do with their lives and careers. They might envision owning their own company
or business, maybe they will venture into the public sector for employment, or consider
moving to another country. Every student has a dream, every student wants to achieve
greatness and be successful in some way or another, and they should have the
knowledge and tools to be able to do that in the country and environment they live in.
These particular students of Boulder High represent a motivated and sophisticated
population of the state and country. They have high expectations of themselves and
their lives, and always strive for greatness, resulting in them wanting to go far in life.
Whether it is training to be a competitive athlete or becoming the worlds next Steve

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Jobs, they are going places and they know it, so it would be most beneficial to see how
they dreams compare to the ones of the 1920s, of todays, and of tomorrows.