City University of New York at Lehman College

Zaman
ESC 534: Methods of Teaching U.S. History & Govt.
February 2016
Professor Deckman

Asif Syed
Wednesday, 17

Corresponding Textbook: Cayton, Perry, Reid, and Winkler. America:

Pathways to the Present. Upper Saddle River, New
Jersey: Prentice Hall, 2007.
Lesson 1 of 3
Teacher: Mr.
Zaman

Teacher Does

Students Do

Aim / Essential
Question:

Lesson: The Roaring

Twenties were a time of
dramatic societal change, in
which many youngsters,
particularly women, adopted
Chapter 20:
a series of new attitudes
Post-War Social
and lifestyles. As the rural
Change (1920s)
population of the United
pp. 682-707
States decrease, the nation
became an increasingly
urban nation, whereby
many traditional mores (e.g.
domesticity and
subservience for women)
were challenged.
How was American society transformed in the
1920s?

Standards

CCSS.ELA-LITERACY.RH.11-12.3

Course: 11th
Grade American
History

Unit 7:
Boom Times to Hard
Times (1920-41)

Evaluate various explanations for actions or events and

determine which explanation best accords with textual
evidence, acknowledging where the text leaves matters
uncertain.

NCSS THEMATIC STRANDS

[2] Time, Continuity, and Change
[5] Individuals, Groups, and Institutions
[8] Science, Technology, and Society

NYS COMMON CORE SOCIAL STUDIES FRAMEWORK

11.7a: The 1920s was a time of cultural change in the
country, characterized by clashes between modern and
traditional values.

Students Will
Be Able to

Explain how womens roles changed during the

1920s.
1

(SWBAT):
Describe how U.S. cities and suburbs were affected
by the demographic shift from the suburbs.
Identify some of the American heroes of the era,
and analyse the reasons for which they became
popular.
Academic
Language

Language Functions: Explain, Describe, Identify

Language Demands: Reading, Speaking, Writing

Introduction (5
minutes)

Activating Prior
Knowledge (5
minutes)

Informal
Assessment: For
homework, you read
the section about
social change in the
1920s Ask
students to
brainstorm what they
know about the
Roaring Twenties. Ask
them to recall what
they read for
homework from the
textbook chapter.
Write answers on the
board for students to
copy and talk about.
Group answers into
categories of
organization (politics,
culture, geography,
etc.)
-------------------------Inform students
about end-of-unit
test.
Informal
Assessment:
Working in groups,
students will recall
key features of
society in the 1920s.
A note-taking sheet
will be provided.
2

Students will respond to the

brainstorm question. They
will
take notes on the classgenerated
answers. Students will look
at and make note of
categories of organization.
-----------------------------------------Students will note end-ofunit
test.

Students will work in groups

to recall key features of
society in the 1920s. They
will use the provided
worksheet so as to organise
their notes.

Activity (12
minutes)

Present one graph

and three maps.

Students will take notes on

these documents.

The graph (pg. 685)

details women in the
workplace in 1920,
1960, and 1980.
They will use it and
the corresponding
information panel
and their background
knowledge to
determine what kinds
of jobs are limited to
rural areas and cities
today.

For the graph, they must

determine what kinds of
jobs are limited to rural
areas and cities today.

The first map (pg.

687) details AfricanAmerican migrations
from 1890 to 1920.
They will study it,
aiming to pinpoint
the states that lost
the greatest
percentages of their
Black populations.

For map 1, students will

pinpoint the states that lost
the greatest percentages of
their Black populations.
For map 2, they will name
the body of water that
Charles Lindberg crossed
from New York to Paris.
For map 3, students will
assert the continents that
Earhart and Noonan flew
over on their journey.

The second map

chronicles
Lindberghs Famous
Route, whereas the
third tracks Amelia
Earharts fated final
journey. Students will
identify the body of
water and continents
flown over
respectively.
Activity / Check
for
Understanding
(15 minutes)

If students do not
mention that (1) farm
hands are exclusively
limited to rural areas
or that heavy
industry is restricted
3

Students will take notes on

the significance of the Great
Migration, Charles
Lindbergh, and Amelia
Earhart.

Closing (5
minutes)

Lesson 2 of 3

to cities, (2) that

Louisiana (11%),
South Carolina (9%),
Virginia (8%), Florida
(8%), Alabama (7%)
and Texas (6%) were
some of the Southern
states that lost their
African-American
populations, (3)
Charles Lindbergh
flew over the Atlantic
Ocean, and (4)
Earhart and Noonan
made it across the
North America, South
America, Africa, Asia,
an and Australia by
airplane, point it out.
Students will be
provided with an exit
ticket asking one
thing they learned
and one thing they
did not understand or
would like to have
more information
presented on.
-------------------------Presents students
with homework: Go
back to the textbook
chapter and highlight
vocabulary words. Be
able to define the
vocabulary words
and prepare for a
short vocabulary
quiz. A vocabulary
list will be provided.

Teacher Does

Working in groups, students

will read the excerpt from
The Great Gatsby and use it
to explain at least three
reasons behind the
emergence of suburbs and
offer an analysis of life in
these newly developing
regions in a paragraph of 35 sentences or more.

Students will complete the

exit ticket and hands it in as
they leave the class.

Students Do

Teacher: Mr.
Zaman

Course: 11th
Grade American
History

Aim / Essential
Question:
Standards

Unit 7:
Boom Times to Hard
Times (1920-41)

Lesson: In the 1920s,

mass media offered
information and
entertainment in way
pp. 682-707
never seen, heard, or
otherwise experienced
Chapter 20:
before. The decade was
Post-War Social
characterised by its vast
Change (1920s)
sense of creativity in the
visual, performing, and
literary arts.
Why was mass media so important during the
Roaring Twenties, and what are some enduring
legacies of the Jazz Age?
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights
gained from specific details to an understanding of
the text as a whole.
NCSS THEMATIC STRANDS
[1] Culture
[2] Time, Continuity, and Change
[3] Individual Development and Identity
[5] Individuals, Groups, and Institutions
[8] Science, Technology, and Society

Students Will
Be Able to
(SWBAT):

NYS COMMON CORE SOCIAL STUDIES FRAMEWORK:

11.7b African Americans continued to struggle for
social and economic equality while expanding their
own thriving and unique culture. African American
cultural achievements were increasingly integrated
into national culture.
Explain (1) how mass media helped to create
common cultural experiences and (2) why the
1920s are known as the Jazz Age.
Investigate (1) how the writers of the Loss
Generation responded to popular culture and (2)
the subjects that their counterparts in the Harlem
Renaissance explored.

Academic
Language

Language Functions: Explain, Investigate, Define

Language Demands: Reading, Speaking

Introduction (5
minutes)

Activating Prior
Knowledge (5
minutes)

Activity (10
minutes)

Activity / Check
for
Understanding
(15 minutes)

Informal
Assessment: For
homework, you read
the section about
mass media and the
Jazz Age Ask
students to brainstorm
what they know about
the Harlem
Renaissance, the Jazz
Age, and 1920s
culture. Ask them to
recall what they read
for
homework from the
textbook chapter.
Write answers on the
board for students to
copy and talk about.
Group answers into
categories of
organization (Writers
of the Lost
Generation, Harlem
Renaissance, Jazz Age,
Mass Media).
Informal
Assessment: Working
in groups, students
will recall key features
of pop culture in the
1920s. A note-taking
sheet will be provided.
Present a list detailing
of the new vernacular
terms (pg. 696)
including such terms
as baloney, bees
knees, gold digger.

Students will respond to

the
brainstorm question. They
will
take notes on the classgenerated
answers. Students will look
at and make note of
categories of organization.

Students will work in

groups to recall key
features of culture in the
1920s. They will use the
provided worksheet so as
to organise their notes.

Students will take notes on

the commonalities
between the words in the
list, and they will use each
word in a meaningful
sentence that they will
construct.
If students do not
Students will take notes on
mention the racy, fast- the challenges facing
paced even brusque
African-Americans by
nature of parlance
reading Langston Hughes
from this time period,
I, Too on page 697 of
point it out. Students
their textbook. They will
6

need that a lot of the

mores from pre-war
America were rapidly
being extinguished.
Closing (5
minutes)

Lesson 3 of 3

list and analyse two joys

and two difficulties faced
by the Black community
that Hughes alludes in the
course of the poem.
Students will be
Students will complete the
provided with an exit
exit ticket and hands it in
ticket asking one thing as they leave the class.
they learned and one
thing they did not
understand or would
like to have more
information presented
on.
-------------------------Presents students with
homework: Go back to
the textbook chapter
and highlight
vocabulary words. Be
able to define the
vocabulary words and
prepare for a short
vocabulary quiz. A
vocabulary list will be
provided.
Teacher Does

Students Do

Teacher: Mr.
Zaman

Unit 7:
Boom Times to Hard
Times (1920-41)

Lesson: After World War

I ended in 1918, there
were a series of conflicts
between Americans who
held a variety of beliefs
and values.

Course: 11th
Grade American
History
Aim / Essential
Question:

Chapter 20:
Post-War Social Change
(1920s)
pp. 682-707
What were the some of the cultural conflicts that
took place after World War I had ended?

Standards

CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a
question or solve a problem.

NCSS THEMATIC STRANDS

[2]
[3]
[5]
[8]

Time, Continuity, and Change

Individual Development and Identity
Individuals, Groups, and Institutions
Science, Technology, and Society

NYS COMMON CORE SOCIAL STUDIES FRAMEWORK:

11.7a: The 1920s was a time of cultural change in the
country, characterized by clashes between modern and
traditional values.

Students Will
Be Able to
(SWBAT):

Explain how womens roles changed during

the 1920s.
Describe how U.S. cities and suburbs were
affected by the demographic shift from the
suburbs.
Identify some of the American heroes of the
era, and analyse the reasons for which they
became popular.

Academic
Language

Language Functions: Explain, Describe, Identify

Language Demands: Reading, Speaking

Introduction (5
minutes)

Informal Assessment:
For homework, you
read the section about
cultural conflicts. Ask
students to
brainstorm what they
know about these
societal confrontations.
Have them distinguish
between Prohibition (e.g.
speakeasies,
bootleggers, organised
crime), religious issues
(e.g. fundamentalism,
evolution and the
Scopes Trial), and racial
tensions (e.g. violence
against AfricanAmericans, most notably
the Chicago Race Riots
of 1919, the Revival of
the Clan, the NAACPs
struggle against
discrimination, and the
Garvey Movement).
8

Students will respond to

the
brainstorm question.
They will
take notes on the classgenerated answers.
Students will look at and
make note of categories
of organization.

Activating Prior
Knowledge (5
minutes)

Informal Assessment:
Working in groups,
Students will recall key
features of socially
based conflicts in the
1920s on a graphic
organiser.

Activity (15
minutes)

Present the two

viewpoints on the
Eighteenth Amendment
on page 700. Both
passages are from 1926.
The former is by New
Yorks Mayor LaGuardia,
while the latter is by the
president of the National
Womens Christian
Temperance Union. Have
students compare and
contrast these
arguments.
If students do not
mention that there is
common disdain for
alcohol, point it out.
There is, however, a
divergent methodology.
Fiorello LaGuardia sees
repeal as a solution to
the organised crime
problem, where as Ms.
Boole demands stronger
enforcement.
Students will be
provided with an exit
ticket asking one thing
they learned and one
thing they did not
understand or would like
to have more
information presented
on.
-----------------------------------Presents students with

Activity / Check
for
Understanding
(10 minutes)

Closing (5
minutes)

Students will work in

groups to recall key
features of socially
based conflicts in the
1920s. They will use the
provided worksheet so
as to organise their
notes.
Students will take notes
on the Prohibition
debate and come to
their own conclusion
whether Prohibition was
justified.

Students will take notes

on the significance of
organised crime, Al
Capone, bootleggers,
and speakeasies. They
will use their notes to
determine why Al
Capone was so difficult
to prosecute by federal
authorities.

Students will complete

the exit ticket and hands
it in as they leave the
class.

homework: Go back to
the textbook chapter
and highlight vocabulary
words. Be able to define
the vocabulary words
and prepare for a short
vocabulary quiz. A
vocabulary list will be
provided.

10