Audrey Downs

Topic: Give a broad Class: 10th Grade US History Date:

overview of the 3/21/23
economic, political
and the
social/cultural
climates of America
in the 1920s.

Content Language Objectives:

Objectives: Level 1 (Entering): Students will tell me the definition of 18th
TSWBAT identify Amendment.
the economic,
political and
social/cultural Level 2 (Emerging): Using the aid of a native language dictionary,
aspects of America students will write the definition of the 18th Amendment.
in the 1920s

Key Vocabulary: Supports:

Roaring Twenties: (For Beginning, Emerging, and Developing)
A name for the
1920s in America. -Native Language Dictionary
-Translator/Aid if possible
Economy: The -Extra Pictures provided for all defined terms on a separate paper
wealth of a country -Instructions given in native language
(the state of the -Paired with English speaking student to assist in English
country’s money). comprehension and opportunity to make English speaking friends
-Printed slide pages in packet in addition to fill in the blank notes
Politics: The
activities of the
government.

Prohibition Era:
Time period from
1920-1933 in
America where it
was illegal to drink
alcohol.

Amendment:
Something added to
the US Constitution.
These are good for
the people.

Social: People’s
thoughts and beliefs.

Jazz Music: A type

of music from the
black population that
is still popular today

Great Migration:
The movement of the
black population
from the south of the
US to the north of
the US

Flappers: Women
who were
controversial. They
wore shorter dresses
and protested poor
treatment of women
and wanted women’s
rights. They wanted
sexual freedom.

Christian: A person
who is part of the
religion of
Christianity. This
had a large following
in the US during the
1920s.

Prohibit: To make
illegal; to not allow
Higher-Order Questions:
How did social thought progress during the 1920s about women and minorities?

How did the economic situation of the 1920s effect the average person in the US?

Time: 10 minutes Anticipatory Set:

a. Focus attention to PowerPoint on board
b. Pass out guided lecture notes (Pass out paper
copies of slideshow to ELLs and defined terms with
pictures)
c. https://youtu.be/nMsacoc9DnQ (watch until 00:58)
d. Explain this is a clip from The Great Gatsby, which
is set in the 1920s (turn on native language captions
for video for ELLs)
Building Background

a. Links to Experience: Ask students about

preconceived notions of the 1920s in America,
which might have been gained from pop culture;
what might be missing from pop culture depictions
of 1920s?
a. Possible answers: Lavish parties, “Roaring
Twenties”
b. Possible answers: Big cities, politics, the
poor, minorities
Links to Learning:
a. Explain that pop culture often depicts the
1920s as the “Roaring Twenties”. Most
people think of a good time and economic
prosperity. But the media will often leave
out those that are suffering and poor. Many
farmers in this time could not afford these
lavish parties because their excess of crops
led them to be sold at a reduced rate.
 Introduce Key Vocabulary: Economy, Politics, Prohibition Era,
Amendment, Social, Jazz Music, Great Migration, Flappers, Christian,
Prohibit

Time: 50 minutes Development/Practice:

Student Activities (Circle/highlight all that apply for activities

throughout the lesson):

Scaffolding:       Modeling        Guided        Independent

Grouping:   Whole Class    Small Group    Partners    Independent

Processes:    Reading     Writing     Listening     Speaking

Strategies:    Hands-on       Meaningful      Links to Objectives

Development 1-
a. Explain Standards, Content and Language
objectives.
b. Inform students to fill in the blanks on the slide as
they listen to the lecture (be sure to point out and
emphasize the blanks on each slide)
c. Inform students questions are welcome during the
lecture
d. Economy- Explain the successful economic
situation of the 1920s and why, however, there
were still poor people.
e. Use the graphic to help explain reasons for
American economic success and give visual
learners a chance to take in the information
Development 2-
a. Politics- Explain the Prohibition Era definition and
the 18th Amendment
Independent Practice 2-
a. Pair students with the person next to them (pair
ELLs with an English speaking student so they
have a chance to get comfortable with the
language)
b. Discuss with each other the reasons why they think
the govt would prohibit alcohol
 a. Possible answers: more govt control,
religion, alcohol shortage
c. Refocus attention to board
Development 3-
a. Social/Cultural- Explain Christian revivalist
movement and how it connects to prohibition
b. Explain speakeasies, gang violence, and
bootlegging caused by prohibition
c. Explain jazz music and its relation to the Great
Migration
d. Explain the concept of flappers
e. Explain the new technologies of the 1920s
(Speak clearly and not too fast so ELLs and rest of
the students can comprehend the lesson)
Independent Practice 3-
a. Count students off into small groups of 3 (Make
sure ELLs have a chance to work with English
speaking students)
b. Have students look at advertisements of new
technologies of 1920s. Show these on the board as
well as have them look on their papers
c. Have students discuss the commonalities of all the
images as well as have students discuss how the
women in the images depicted contrast the idea of
flappers.
a. Possible answers: all women in pictures,
home machines, black and white
b. Women must stay home and take care of
the home, but flappers are freer spirited
Guided Practice 3-
a. Have students move back to their seats
b. Discuss as a class some of the answers to the
small group questions
c. Provide my answers to class, but ensure that just
because my answers are different doesn’t mean
that student answers are wrong

Closure: (Circle/highlight all that apply):

       Individual       Group        Written          Oral

a. Have students get out their computers or phones

b. Pull up Kahoot on board
 c. Do the 5 question Kahoot
d. If there are many incorrect answers, go over why
the correct answers are correct
(Since the Kahoot is timed, it may be too fast for the
ELLs. So I will provide a paper form of the quiz for
them to hand into me at the end of class. They are
welcome to do the Kahoot if they wish. The Level 1 will
have the quiz in their native tongue. Level 2 and 3 will
have the quiz in English and the assistance of their
native language to English dictionary.)

Review Key Vocabulary:

Economy, Politics, Prohibition Era, Amendment, Social, Jazz Music,
Great Migration, Flappers, Christian, Prohibit- Have a different student
explain a vocab word. (We go in order by desks, but have the option to
use their notes)

Review Key Content Concepts: Go over the objectives and standards.

Go over higher-level questions and make sure they understand. Ask
students to write down one thing they learned to me and give it to me
on their way out the door. (ELLs can write in their native language)