Nikki Pulgrano EDR 580

Lesson Plan

Day 1: Introduction to the Roaring 20s

Time: 40 mins
Grade: 8th Grade
Standards:
A.) 8.4e After World War I, the United States entered a period of economic prosperity
and cultural change. This period is known as the Roaring Twenties. During this time, new
opportunities for women were gained, and African Americans engaged in various efforts
to distinguish themselves and celebrate their culture.
a.) Students will investigate the efforts of women suffragists and explain the
historical significance of the 19th amendment.
b.) Students will examine the reasons for and effects of prohibition on American
society.
c.) Students will explore the changes in American culture after World War I,
including an examination of the Harlem Renaissance and other changes in New
York City.
B.) ISTE Standards
1.) 1c: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
2.) 2b: Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.

Lesson Objectives: 8.4e The Roaring 20s:

● Students will examine the social, economic and political developments of the 1920s.

Introduce Learning Activity:

● For this lesson students will be using kahoot, sutori and a simulation game all provided
by the teacher on the website in the resources tab.
○ The teacher will start off the class with a short bell ringer by projecting a picture
of a picture taken during the 1920s and having students examine certain
characteristics that they see.
Nikki Pulgrano EDR 580
Lesson Plan

Provide Information:
● The teacher will start the lesson by introducing the students to the topic and projecting
the bellringer onto the screen.
● The teacher will then have students shout out different characteristics they see in the
picture. (1-2 min)
● The teacher will then introduce the agenda to the students. (1 min)
● Students will be given a link to the teachers personal website and will go to the resource
page to get to two of the activities for the lesson. (https://npulg001.wordpress.com/)
● Students will then click on the Sutori link which is provided by the teacher and will read
about the 1920s through an interactive timeline. By using this interactive timeline
students are able to read quick facts about important events, watch videos, answer T or F
questions and will post one sentence responses to the questions scattered throughout the
timeline. (10-15 min). (https://www.sutori.com/story/the-roaring-20s--
s81pRJux8CCzWDVxmYJEhz7x)
● The teacher will then have students open Kahoot and quiz them on the information they
just read about on the Roaring 20s. (5 min)
● Students will then go to to simulation game centered around the 1920s in Canada, and
accumulate points to see if they would be able to survive life in the 1920s as either a man
or woman. (20 min) (http://collections.musee-mccord.qc.ca/en/keys/games/18)

Provide Practice:
a.) Content:
● The students will not be given any graded worksheets.
● The students will not be graded on their answers throughout the interactive
timeline.
● The students will not be graded on the Kahoot or game.
b.) Technology:
● The students will use my personal website.
● The students will use an interactive timeline and read through the information.
● The students will use Kahoot.
● The students will play a simulation game and accumulate points.
Nikki Pulgrano EDR 580
Lesson Plan

● If students have a problem with the technology, they will ask the instructor for
help.

Provide Knowledge of Results:

● I will provide oral feedback by walking around the room and answering student questions
as well as engaging with students while they are at the computers.
● I will watch students screens to make sure they are actively participating.
● I will watch body language to make sure that they are understanding the material.

Review:
● If this lesson is successful, I believe I would use this again if I were going to quickly
introduce my students to the 1920s.
● I believe the timeline would be good to use as an introduction to the course as well as a
resource to review before a test.
● If I were to do this again, I would probably replace the Kahoot with a Jeopardy board and
have students work in teams for extra credit.

Methods of Assessment:
a.) Content:
● The quizzes on the interactive timeline.
● The forums on the interactive timeline.
● The Kahoot answers.
● The points they accumulate on the simulation game.
b.) Tech
● Their interaction with the timeline.
● Their interaction with Kahoot.
● Their interaction with the simulation game.