*For Unit Rubrics, please visit the Unit Rubrics tab*
Unit Objective:
Students will be able to understand how the financial era of the Roaring 20s directly affected the
individual lives of the people in society.
Day of the
Week/Standards:
Monday
ELD.P2.11-12.6.Br. -
Combine clauses in a
variety of ways to create
compound and complex
sentences that make
connections between and
link concrete and abstract
ideas, for example, to make
a concession (e.g., While
both characters strive for
success, they each take
different approaches to
reach their goals), or to
establish cause (e.g.,
Women’s lives were
changed forever after World
War II as a result of joining
the workforce).
Tuesday
ELD.P1.11-12.10b.Br.
-​ Write clear and coherent
summaries of texts and
experiences using complete
and concise sentences and
key words (e.g., from notes
or graphic organizers).
History (Econ)
Introduction to the Personal
Finance/Roaring 20’s Uni​t
● Students will be able to
demonstrate a basic
understanding of the
1920’s, including:
Prohibition, Harlem
Renaissance, KKK,
Automobile, Consumerism
● Students will watch “The
Century - 1920-1929”
Content Standard:
HSSCS Principles of Economics
12.4.1 Understand the operations
of the labor market, including the
circumstances surrounding the
establishment of principal
American labor unions, procedures
that unions use to gain benefits for
their members, the effects of
unionization, the minimum wage,
and unemployment insurance.
Introduction to Personal
Finance
● Students will be able to
write a brief reflection on
the benefit of studying
personal finance and the
importance it will play in
their lives as they become
more independent
Content Standard:
HSSCS Principles of Economics
12.1.3 Identify the difference
between monetary and
English (Am. Literature)
Introduction to Personal
Narrative/Journal Cover
● Students will be able to
demonstrate a basic
understanding of what a
personal narrative is and
how it will intertwine with
their Economics class.
● Students will create their
character’s artistic journal
cover.
Content Standard:
CCSS English Language Arts
W.11-12.3 ​Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Introduction to Life in the
1920s
● Students will be able to
demonstrate a basic
understanding of how
most of society lived in
the 1920s.
● Students will write a
summary paragraph of
what they learned about
life in the 1920s.
Content Standard:
CCSS English Language Arts

Wednesday
ELD.P1.11-12.1.Br. -
Contribute to class, group,
and partner discussions,
sustaining conversations on
a variety of age and
grade-appropriate
academic topics by
following turn-taking rules,
asking and answering
relevant, on-topic
questions, affirming others,
and providing coherent and
well-articulated comments
and additional information.
Thursday
ELD.P2.11-12.5.Br. -
Expand sentences with a
variety of adverbials (e.g.,
adverbs, adverb phrases
and clauses, prepositional
phrases) to provide details
(e.g., time, manner, place,
cause) about a variety of
familiar and new activities
and processes.
nonmonetary incentives and how
changes in incentives cause
changes in behavior.
Service Learning Day 1
● ​Students will meet with
people who lived in the
1920's or whose parents
lived in the 1920's
Content Standard:
HSSCS Principles of Economics
12.1.5 Analyze the role of a market
economy in establishing and
preserving political and personal
liberty
The People of the 20’s
● After learning about how
different people and
different demographics
living in the 1920’s,
students will be able to
create a chart that
incorporates race, gender,
age, and family status to
give outputs for jobs,
income, and initial housing
plus assets
Content Standard:
HSSCS Principles of Economics
12.2.4 Explain how prices reflect
the relative scarcity of goods and
services and perform the allocative
function in a market economy
W.11-12.4 ​Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
Service Learning Day 1
● Students will meet with
people who lived in the
1920's or whose parents
lived in the 1920's
Content Standard:
CCSS English Language Arts
SL.11-12.1C P ​ ropel
conversations by posing and
responding to questions that
probe reasoning and evidence;
ensure a hearing for a full range
of positions on a topic or issue;
clarify, verify, or challenge ideas
and conclusions; and promote
divergent and creative
perspectives.
Choosing Their Character
● After meeting their partner
from the senior center
students will create their
character to follow
through the unit.
● Students will identify the
name, age, sex, and
family status (married,
single, children?)
Content Standard:
CCSS English Language Arts
W.11-12.3 ​Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Friday First Combined Class
ELD.P1.11-12.2.Br. - ● History students will pair
Collaborate with peers to with English students to
engage in a variety of finish building the character
extended written exchanges
and complex the English student has
grade-appropriate writing already started.
projects, using technology ● Using the demographic
as appropriate. information provided by the
English student, students
will be able to select an
occupation, housing
(tenement apartment,
single family apartment,
multi-family house, or
single-family house) and
current assets for their
character.
Content Standard:
HSSCS Principles of Economics
12..4.3 Discuss wage differences
among jobs and professions, using
the laws of demand and supply
and the concept of productivity.
Monday Budgeting
ELD.P1.11-12.2.Br. - ● After learning about
Collaborate with peers to consumer items from the
engage in a variety of 1920’s and budgeting, and
extended written exchanges
and complex completing several
grade-appropriate writing budgeting activities,
projects, using technology students will be able to
as appropriate.
complete and balance a
budget of their own
Content Standard:
HSSCS Principles of Economics
12.1.2 Explain opportunity cost
and marginal benefit and marginal
cost
First Combined Class
● English students will
focus on the basic
narrative of their
character with their
finances in mind.
● Students will build their
character’s personality,
with finances and senior
center partner in mind.
Content Standard:
CCSS English Language Arts
W.11-12.3 ​Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Journal Day 1
● Students will begin
crafting their final
narrative of their
character in their
character journal. The first
journal entry will consist
of understanding the
characters basic lifestyle
and personality.
● Students will write in the
format of a regular journal
entry.
● At the end of the day,
English teacher brings the
character journals over to
Econ class for history
students to use the
following day.
Content Standard:
CCSS English Language Arts
W.11-12.3 ​Write narratives to
develop real or imagined

Tuesday Finances of the Character, Day 1
ELD.P1.11-12.2.Br. - ● Using the Character
Collaborate with peers to Journal from their English
engage in a variety of partner, students will be
extended written exchanges
and complex able to make basic
grade-appropriate writing budgeting decisions and fill
projects, using technology out a budget based on
as appropriate.
those decisions and write a
reflection on why they
made those decisions and
what their thoughts for
future decisions are.
Content Standard:
HSSCS Principles of Economics
12.2.5 Understand the process by
which competition among buyers
and sellers determines a market
price.
Wednesday Checking and Investing
ELD.P1.11-12.2.Br. - ● After learning about what a
Collaborate with peers to checking account is used
engage in a variety of for and why it is important
extended written exchanges
and complex to have one, students will
grade-appropriate writing be able to demonstrate
projects, using technology their ability to put money in
as appropriate.
a bank
● After learning about
investing in the stock
market, students will be
able to explain what it
means to own stock and
how you can make money
from it in an exit ticket
reflection
Content Standard:
HSSCS Principles of Economics
12.2.1 Understand the relationship
of the concept of incentives to the
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
The Power of Words
● Students will begin to
write about their own lives
and the most important
aspects of it. This will
serve as a “brainstorm”
for their “I am From”
poems that they will do on
Thursday.
● *See student activities for
The Power of Words
lesson*
Content Standard:
CCSS English Language Arts
W.11-12.3D U ​ se precise words
and phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting, and/or
characters.
Journal Day 2
● Based on the new budget
information received from
their history partner,
English students will write
their second journal entry
about how their budget
will affect their everyday
life. What will life look like
for that character based
off the budget created by
their history partner.
● Journals will be
transferred to the history
class at the end of the
day.
Content Standard:
CCSS English Language Arts
W.11-12.3 ​Write narratives to
develop real or imagined
 law of supply and the relationship experiences or events using
of the concept of incentives and effective technique, well-chosen
substitutes to the law of demand. details, and well-structured event
sequences.

Thursday Finances of the Character, Day 2 The Power of Words (Day 2)

ELD.P1.11-12.1.Br. - ● After reading the second
Collaborate with peers to journal entry from their
engage in a variety of English partner, students
extended written exchanges
and complex will be able to engage in an
grade-appropriate writing activity involving choosing
projects, using technology a bank to open an account
as appropriate.
with and determining which
stocks to invest in.
● Students will fill out a
budget report and reflection
in their Character Journal
Content Standard:
HSSCS Principles of Economics
12.2.5 Understand the process by
which competition among buyers
and sellers determines a market
price.
● Students will begin a
rough draft of their “I am
From” poems after seeing
some examples modeled
to them by the teacher. A
final draft of their poem
will be due on Monday at
the beginning of class.
Content Standard:
CCSS English Language Arts
W.11-12.3D U ​ se precise words
and phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting, and/or
characters.

Friday Service Learning Day 2 Service Learning Day 2

ELD.P1.11-12.1.Br. -
Contribute to class, group,
and partner discussions,
sustaining conversations on
a variety of age and
grade-appropriate
academic topics by
following turn-taking rules,
asking and answering
relevant, on-topic
questions, affirming others,
and providing coherent and
well-articulated comments
and additional information.
● ​Students will meet with
people who lived in the
1920's or whose parents
lived in the 1920's
Content Standard:
HSSCS Principles of Economics
12.1.5 Analyze the role of a market
economy in establishing and
preserving political and personal
liberty
● ​Students will meet with
people who lived in the
1920's or whose parents
lived in the 1920's
Content Standard:
CCSS English Language Arts
SL.11-12.1C ​Propel
conversations by posing and
responding to questions that
probe reasoning and evidence;
ensure a hearing for a full range
of positions on a topic or issue;
clarify, verify, or challenge ideas
and conclusions; and promote
divergent and creative
perspectives.

Monday Radio Commercials and Credit Journal Day 3

ELD.P1.11-12.2.Br. - ● After learning about Credit ● Students will craft another
Collaborate with peers to and what purchasing
engage in a variety of something on credit
extended written exchanges
and complex means, students will be
grade-appropriate writing able to create radio
projects, using technology commercials on products
as appropriate.
from the 1920’s that
incorporate payment plans.
Content Standard:
HSSCS Principles of Economics
12.2.7 Analyze how domestic and
international competition in a
market economy affects goods
and services produced and the
quality, quantity, and price of those
products.
Tuesday Finances of the Character, Day 3
ELD.P1.11-12.2.Br. - ● After reading their
Collaborate with peers to Character Journal,
engage in a variety of students will be able to
extended written exchanges
and complex determine the impact the
grade-appropriate writing fire had on their finances
projects, using technology and the necessity of using
as appropriate.
credit to purchase items
now that they no longer
have cash by purchasing
items
● Students will purchase
items and fill out a budget
report and write a reflection
based on their current
financial standing
journal entry based on the
information given to them
from their history partner.
However, students will
find out on this day that if
they chose to live in the
tenement housing, they
have lost their house in a
fire. English students will
write their initial feelings
about what this does to
their family because of
the amount of money they
had stashed in their
home. History students
will worry about the rest of
the finances and how they
will recover.
● Journals will be
transferred to the history
class at the end of the
day.
Content Standard:
CCSS English Language Arts
W.11-12.3 ​Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Theme Music Group Project
● Students will work
together in groups of four
to find songs relating to
the themes of the
American Dream and
Money Rules Everything
to ultimately create a
Theme Music Album.
Each individual student
will be responsible for
finding two songs; one
relating to the American
Dream and one relating to
Money Rules Everything.
● *See Student Activities for
 Content Standard:
HSSCS Principles of Economics
12.2.5 Understand the process by
which competition among buyers
and sellers determines a market
price.
Wednesday Savings
ELD.P1.11-12.2.Br. -
Collaborate with peers to ● After a lecture about what
engage in a variety of savings are, why saving is
extended written exchanges
and complex important, and options to
grade-appropriate writing save, students will be able
projects, using technology to explain the benefits of
as appropriate. different kinds of savings
accounts in a 4-square
activity
Content Standard:
HSSCS Principles of Economics
12.5.3 Distinguish between
short-term and long-term interest
rates and explain their relative
significance.
Thursday Finances of the Character, Day 4
ELD.P1.11-12.2.Br. - ● After reading their
Collaborate with peers to Character Journal,
engage in a variety of students will be able to
extended written exchanges
and complex interact in a culminating
grade-appropriate writing financial activity that ends
projects, using technology with the stock market
as appropriate.
crashing (Black Tuesday)
graphic organizer*
Content Standard:
CCSS English Language Arts
SL.11-12.3 ​Evaluate a speaker’s
point of view, reasoning, and use
of evidence and rhetoric,
assessing the stance, premises,
links among ideas, word choice,
points of emphasis, and tone
used.
Journal Day 4
● Students will craft a new
journal entry based on
their new finances (if
affected). They will focus
on what their life will look
like now that this event
has taken place. If they
were not affected by the
fires, students will write
about their initial feelings
for those other characters
that lost their homes. Will
this event make their
character want to be more
secure in where they
have their finances
stored? How does it affect
their general thinking?
Content Standard:
CCSS English Language Arts
W.11-12.3 ​Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Thank You Letters
● Students will use this
class period to write
“Thank You” letters to
their partner from the
senior center. Their letters
will include what they
learned from their partner

Friday
ELD.P1.11-12.10a.Br.
- ​Write longer and more
detailed literary and
informational texts (e.g., an
argument about free
speech) collaboratively
(e.g., with peers) and
independently using
appropriate text
organization and register.
● After engaging in the
culminating financial
activity, students will be
able to complete a final
budget report and write a
brief reflection on the
events that transpired.
Content Standard:
HSSCS Principles of Economics
12.2.5 Understand the process by
which competition among buyers
and sellers determines a market
price.
Final Decision Day: Combined
● Formal Assessment:
Students will work with
their partner to create a
mind map of their
character’s journey.
● *See student activities for
activity overview*
Content Standard:
HSSCS Principles of Economics
12.5.1 Distinguish between
nominal and real data.
and any other
compliments that they
would like to give that
person. Letters should be
heartfelt and follow proper
letter writing format.
Content Standard:
CCSS English Language Arts
W.11-12.4 ​Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
Final Decision Day: Combined
● Formal Assessment:
Students will work with
their partner to create a
mind map of their
character’s journey.
● *See student activities for
activity overview*
Content Standard:
CCSS English Language Arts
SL.11-12.5 ​Make strategic use of
digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and to
add interest.