The Roaring 20s

A Lesson plan about the culture and history of

the United States in the 1920s, social studies

class room in Alabama public school.

Written By:

Sam Rogers

Education 315

November 11, 2014

Introduction
Introduction to my classroom:

I will be writing this unit as though I am teaching an 11th grade social studies class in the

state of Alabama. The class I teach deals specifically with American history from the Industrial

Revolution through current political and socioeconomic prosperity in the United States. The

school I teach at is an urban setting. This school is for the most part on par with Common Core

respectively, meaning that the schools curriculum has met the requirements held by Common

Core for the last 5 years. The student population I teach is not extremely diverse. The student

demographics are 65% Caucasian, 25% African American, with the remaining 10% represented

by other races. The class periods meet every day during the week for 50 minutes.

The instruction in my classroom is focused less on the use of the textbook for classwork,

using it more for guidance when providing new information for students. Instruction is geared

more toward learning targets provided in the Alabama Common Core Standards than directly

following how the textbook is laid out. Classroom configuration changes depending on the

instructional goals for the day. Classroom seating changes may also occur during a class period

depending on what the demands of the class and the students are. The classroom is filled with

motivational posters as well as instructional posters geared toward the subject matter which is

taught in this class.

Pre- Instructional Phase

 Unit Objectives and Sub-objectives (Stated in Behavioral terms):

Objective:

By the end of the unit Students will fully understand the period of time after the First

World War and before the Great Depression. Upon Completion of the unit, students will be

assessed through the completion of a project in which they will be asked to write a 3 page paper

on one aspect of their choosing from the subject matter of this unit, and by the completion of a

summative test. The paper written by the students will count as the essay portion of the

summative test.

The unit will be covering two chapters of the textbook used for the class. The chapters

focus on the politics of the roaring 1920s and the roaring life of the 1920s. The politics of the

roaring twenties will include city workers and strikes, government intervention between labor

and business, and the success of strikes. The roaring life of the twenties will cover the flourishing

U.S. economy, the movement from rural to city life for many citizens, economic prosperity, the

married and unmarried woman, and the changing of life with the common nature of the

automobile.

Sub-Objectives:

By the end of the unit Students will be able to define different terms and aspects of the

1920s culture which we will study and explore in class. Students will be able to describe and

discuss 1920s culture and how it relates to society today as well as technological advancements

within the time period. This will be accomplished by learning the vocabulary and technology of

the time period. Furthermore students will be able to interpret art and literature from the time

period and demonstrate knowledge of aspects of life from the 1920s. Skills will be developed by

examining literature from the time period and discussing its meaning and how it pertains to the
1920s. Students will demonstrate their knowledge and understanding of the 1920s by comparing

and contrasting the 1920s with modern society. Students will use class time to evaluate the life

and times of the 1920s and make correlations with life now. Students will be able to identify the

1920s as a time period and the cultural state of the United States during this decade. Students

will be able to formulate an opinion and write about a key concept of the unit. All objectives will

be presented as information in class to encourage students understanding of the content as

required by the Common CoreStandards. Throughout the lessons students will come to know and

understand the 1920s culturally, technologically, and socially.

Note about this unit:

Thus far in the semester, students have taken formative assessments throughout each

unit and taken a summative test. On this unit, students will be taking formative

assessments throughout the class periods, but their essay portion of the final

summative test will be written as a paper throughout the unit. At the end of the unit,

students will take a survey to communicate their opinion on this style of assessment

verses the typical way of completing an essay at the end of a summative test.

National and State Standards for this Unit: (taken from: Alex.State.Al.Us)

The national and state standards are as follows for 11th grade Social Studies classes.

o Evaluate the impact of social changes and the influence of key figures in the

United States from World War I through the 1920s, including Prohibition, the

passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration,

Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great

Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady
 Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d.,

A.1.f., A.1.i., A.1.j., A.1.k.]

o Analyzing radio, cinema, and print media for their impact on the creation of mass

culture.
o Analyzing works of major American artists and writers, including F. Scott

Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to

characterize the era of the 1920s.

o Determining the relationship between technological innovations and the creation

of increased leisure time.

Entry Skills Necessary for Success in unit:

To be successful in this unit, students will need to have an understanding of the

previous events in United States history, examined in class throughout previous

units. With a full and clear understanding of the previous unis, students will easily

be able to jump into the information in this unit.

The first unit of the year will cover change from being an agrarian society to an

industrial society before World War I. This unit will start off the year with a

review of Reconstruction after the Civil War and the agrarian society that was the

United States before the Industrial Revolution. This will begin on Monday,

August 18, 2014 and take three weeks, ending with a summative assessment on

Friday, September 5, 2014.

The Second Unit of the semester will begin on Monday, September 8, 2014 and

end on Friday, September 19, 2014. This unit will cover Progressivism through

politics, limitations, and accomplishments during the Progressive Era.

The third unit of the semester will cover the United States changing role in the

20th century. Discussion in this unit will focus on the Spanish American War, the
 Hawaiian Islands, and the Open Door Policy. This unit will take approximately

two weeks and go from September 22, 2014 through October 3, 2014.
The fourth unit in the semester will cover World War I and United States Military

involvement. Topics examined will include the Treaty of Versailles and

Imperialism. This unit will begin on October 6, 2014 and end on Friday, October

17, 2014.
This particular unit about the 1920s is unit 5 in the semester, and will begin on

Monday, October 20, 2014 and will end on Friday, October 31, 2014. This unit,

focusing on a culture shift, has been intentionally placed because the time period

of the content directly follows the First World War when society made a large

shift in popular trends and culture significant enough to be studied in depth. This

unit must be studied as a pre-requisite to the stock market crash, and is crucial to

understanding society and how the United States culture shift came to be, which is

an important aspect of the study of history. Society as a whole was seeing

tremendous progress, of which had never been witnessed before. These changes

are highly unique to the time period.

Students will need to know how to adequately research information for a research

paper. Students will also need to be able to view the past through a lens which

allows them to put themselves in the 1920s to fully understand the times. This

skill will allow students to better grasp the connection between this time in history

and the periods both before and after the 1920s. A full understanding of this time

period is needed for students to make connections to how the United States got to

the place it is today politically and culturally. Some of the information expected

from students may be difficult to attain as many of the expectations are abstract.

To alleviate some of the subjectivity, in-class instruction will rely on a partnership

 between the teacher and the students so that the students have the opportunity to

fully understand what is happening in the unit and why it is important through

connecting each lesson with the next, revealing the big picture.

Student attitudes and cooperation required for this unit:

Students will be expected to communicate not only with their classmates, working

in collaboration, but also with the instructor as they work through this unit.

Students will be expected to have a positive attitude and willingness to work hard

and apply maximum effort to activities and learning in and out of the classroom.

Instructional Phase
Day 1-

Pre-Instructional Activities:

Students will have taken a test on the previous Friday. After the test and for homework,

students will have been told to read the unit in their book and become familiar with the themes

within the culture and current events as represented in the book for this time period.

Directed Teaching Phase:

To begin the new unit, Students will be given a brief synopsis of the time period that will

be covered over the next two weeks. This introduction to the unit will be explained with broad

topics and the main points of the subject matter. Students will also be given a calendar for the

next two weeks with the topics to be covered during each class day. The introduction to the class

period will take approximately 10 minutes.

After the introduction, students will then be introduced to the new unit by being shown a

video. (http://www.youtube.com/watch?v=VfOR1XCMf7A). This video will summarize and

expose students to most of the topics and ideas which will be covered in this unit. After the

video, which is 13 minutes in length, the class will be led through a guided discussion by the

teacher on the information introduced in the video. The discussion will include topics such as

prohibition, politics and trends of the time which were unique to the 1920s. The information

presented on this class day will be a synopsis of what is in the textbook. The content in the video

will help students who did not read the assigned material, and students who may need other

methods of instruction to fully grasp content material, as well as reinforce the reading for

students who did their preview reading. After the video, the students will be asked to discuss

what they saw in the video and how it may have differed from the cultural norms which were

previously presented in the school year. The discussion should take about 10 minutes of class

time. With 17 minutes left of class time, I will introduce the summative assessment which will

take place during and at the end of the unit, as it will be different than most other units that will

have been completed throughout the year thus far. I plan on introducing the summative

assessment this early in the unit because a large portion of it is a paper/ essay rather than a

typical assessment. Students will choose from the following essay topics: Print, Media, and

Radio Advancements during the 1920s, The Roles and Changes in Art and Literature in the

1920s, and The Relationship between Technological Innovations and the Creation of Increased

Leisure Time in the 1920s. Once the essay topics are introduced, students will be given a rubric

giving them full knowledge of the essay grading structure up front. I will walk through the

different essay topics with the students to ensure understanding.

The first day serves as an introduction to the unit to prepare the students for what comes

next, as well as for laying the ground work for the themes being presented in class over the next

two weeks. This class period will be vital to helping the students understand how this
information connects with information before and after its time period, why the study of

American culture in this time is so important, and the unique aspects of this time period in

American History.

Post-Instructional Phase:

Homework for this class day will be to begin researching topics to decide which topic

students want to research for their paper. This will help students become familiar with

information pertaining to this period in history, and get the class ready for in-depth details and

instruction.

Blooms Taxonomy expectations for this day:

o Comprehension- Students will discuss themes recognized in a

video in class as well as facts which they pre-read about in the

textbook over the weekend about the culture in the 1920s.

As this is the first day of class, serving as an introduction to the unit, the aspects of

blooms taxonomy which can be assessed are limited.

Day 2-

Pre-Instructional Phase:

To be adequately prepared for class on this day, Students will be asked to have researched

the topics given on the first day of class. Students will come with an idea of what topics they

would like to research. By the start of day two in class students will be versed in the information

in this unit because of the first day in class and homework leading into the week. At the very

beginning of class, the bell ringer will be for students to write one paragraph on the topic they

are interested in writing their paper about, and what they are most excited to learn in the unit.

Directed Teaching Phase:

 Day 2 will be lecture based using guided notes and a Power Point presentation on the

roles and changes in art and literature during the 1920s. This will include discussing the work

of F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken. This will be

done in class by dissecting the work of each of these prolific writers and comparing and

discussing how their work reflects the time period. It is important that the instruction on this day

be teacher-led because this is one of the broad topics that students may choose to write their

paper on. The first 15 minutes of class will be spent discussing literature from before and during

the 1920s and what it represented. During the next 15 minute segment students will be led on a

walk through the technological advancements that allowed for the increase in leisure time during

this era.

Post-Instructional Phase:

After content is given, Students will be asked to individually write a one page summary

on the different authors and literature introduced, including what influenced those authors.

Students will include details of the authors influence and defend their statements. If students do

not finish, the one page summary becomes homework. This assignment will be helpful to

students as it potentially relates to the paper they have been asked to write. This will also reflect

how students grasped the material demonstrated in class, and provide me with feedback on

student understanding of the concepts presented thus far. The assignment will be open note to

assist students who may not be able to remember exactly the full ideas which were taught in

class. This will help students review the notes presented in class.

Blooms Taxonomy expectations for this day:

o Comprehension: Students will defend their position and ideas

throughout the one page assignment.

 o Application: Students will apply knowledge about the different

authors and artists to their knowledge about the culture in America

in the 1920s.
o Knowledge: On this day, students will be learning about the

authors and artists of the 1920s. After lecture, students will be

asked to recall different facts about what they were presented.

o Analysis: Students will be identifying specific characteristics about

the different artists and authors and relating their work to the 1920s

as a time period.
o Synthesis: Students will compose/ explain/ generate a small essay

about authors and artists during this time period.

o Evaluation: Students will defend their statements in a well-

developed essay about the authors and artists of this time period.

The expectations for students on this day of class as related to Blooms Taxonomy, are

organized in the order they are because of the nature of using information from earlier in the unit

to work towards a better understanding of the unit. Towards the end of this day, the assessment

encompasses all information covered thus far in the unit.

Day 3-

Pre-Instructional Phase:

Coming into class, the only thing that students know about todays topic is that it is one

of the subjects that they may choose to write their final essay about, and any information they

have researched and read in the book. I will begin class by having a class discussion which

should take about ten minutes to discuss the importance of print media, movies, and radio based

on what students observe in society today. Students will be graded on participation.

Direct Teaching Phase:

 For the most part, this lesson will entail the exposing the students to several examples of

print media, early movies, and early radio, how they worked, and how these developments

shaped the 1920s. Exposure to these topics is integral to understanding the time period, as well as

useful information for students who may choose to write their paper about them. This class will

be mostly guided by the instructor, giving the students time to review the examples and begin to

formulate their opinion on these early developed forms of entertainment, while comparing them

to todays standards.

Post-Instructional Phase:

For this day of class, the post instructional activity will be for students to read sections in

the textbook about the 19th amendment. This will prepare students for the content to be discussed

on the next day of class. Homework assigned for this class day will also include finding three

sources for their paper. This will be due on Friday at the beginning of class.

Blooms Taxonomy expectations for this day:

o Knowledge: Students will be learning and identifying the important

developments in newspaper, radio, and movies during this point in

history. Students will be outlining the information in notes

throughout the class period. On the homework at the end of class,

students will be recalling information about the 19th amendment

and identifying specific information about the subject.

o Comprehension: Students will be identifying information about the

19th amendment from the textbook on their homework.

These expectations laid out in Blooms Taxonomy format are laid out chronologically here, as

they will be happening simultaneously.

Day 4-
 Pre-Instructional Phase:

The homework from the last class will prepare students for discussion and instruction

about the 19th amendment during this class period class. The bell ringer activity at the beginning

of class on this day will be a discussion about 19th amendment and what information students

gathered from the reading. This pre-instructional activity will take approximately the first 10

minutes of class, leading into the topics of instruction for the day.

Direct Teaching Phase:

After the discussion, I will show a video discussing the 19th amendment and womens

suffrage. (http://www.youtube.com/watch?v=HGEMscZE5dY) The video will take

approximately 13 minutes of class time. After the Video I will give a small quiz which should

only take 10 minutes of class over the information presented on the video. I will then give a

presentation that will take approximately 10 minutes of class, explaining the 19th amendment and

its implications on society. Also discussed will be womens rights at this point in history, as well

as the major players in the fight for womens equality. The names and themes discussed during

class on this day will be: the 19th amendment, Susan B. Anthony, Margaret Sanger, Elizabeth

Cady Stanton, and Zelda Fitzgerald.

Post-Instructional Phase:

After the lecture Students will be given a sheet of paper asking them to wright about the

causes and effects of the 19th Amendment. This will be an exit slip for this day in class. Students

will also be asked to read about immigration, Civil Rights, the Ku Klux Klan, and the first Red

Scare to adequately prepare them for the next class period. This may be completed for homework

along with their blog post. While the class is working, each student will be invited to my desk to

individually discuss what topic they are planning to research for their paper.
 Blooms Taxonomy expectations for this day:
o Comprehension: Students will discuss what they know about the

19th amendment at the beginning of class.

o Knowledge: Students in this class period will be asked to recognize

key names and figures from the reading in the previous class and

organize them onto their notes.

o Synthesys: Students will be asked to write about what they learned

this day in class as an exit slip.

The expectations listed in this class period are done so in the order which they have been

presented because the nature of covering information from the homework from the last class will

be integral for the class discussion. Knowledge expectations are placed where they are

specifically because of the new information given during class on this day. Synthesis will be the

last point in blooms taxonomy because it comes as a formative assessment at the end of this class

period after student s have been given the opportunity to learn about the prompt.

Day 5-

Pre-Instructional Phase:

Students will turn in their sources to me at the beginning of class. The information

presented in the class will be new. Upon arrival to class, students will be asked to do a bell ringer

activity. Key terms that will be presented in class will be written on the board. In collaborative

groups, students will discuss these different terms and what they mean based on prior reading

from the textbook. This will help students become acclimated to working in groups, as well as

prepare them for class discussion because each group may have discovered different points about

each term.

Directed Teaching Phase:

 On the fifth day of class, Students will be paired into groups and given a topic to

research. The research categories will be: Immigration, Red Scare, and the Ku Klux Klan, and

their relationship to Civil Rights. To assist the students, they will be given guided questions

specific to the information which their group will be researching. The groups will be asked to

research each topic online using specific websites and a mobile lab. Thirty minutes will be given

for research. During the research segment, I will review the sources students have turned in,

ensuring that they are adequate sources, returning them to the students before they leave. After

the group research, they will be asked to present and discuss their findings with the class. For the

last 10 minutes of class, I will fill in any holes missed by the student groups in their research.

While each group gives a presentation the other students will be expected to take notes on what

each group says. Furthermore when I recover the information at the end of class, I will make sure

students have all of the notes they need for a quiz on Monday.

Post-Instructional Phase:

Homework for the next class will be to study and prepare for the formative assessment on

the following Tuesday. The other assignment for the weekend will be to begin working on their

papers. This will encapsulate information learned thus far in the unit.

Blooms Taxonomy expectations for this day:

o Comprehension: At the beginning of class, students will be asked

to discuss the reading from their homework.

o Application: Students will be given a task and given information to

discover about the topic which they are assigned.

o Knowledge: After discovering their information, students will

repeat, present, and discuss their findings to the class.

The Blooms Taxonomy expectations listed for this day are in this order because students

first discuss the information presented in their homework reading, and then they reinforce that
information and discover more in depth details about the same information presented in class by

each group. Finally, at the end of the class students will be sharing and discussing information

with the rest of their class.

Day 6-

Pre-Instructional Phase:

At the beginning of class on this day Students will be given a study guide in preparation

for the summative unit test the following Friday. Students will be given the opportunity at this

juncture to ask any questions and clarify information presented on the review sheet. They may

also request help on the essay that they have been working on. This phase of class should take

about 10 minutes. Students needing additional essay help, may request a meeting with me after

class hours.

Directed Teaching Phase:

After all questions are answered, Students will be directed to do an online search. This

online search will be guided by a worksheet, and students will be given specific websites to go

to. Given the guided practice in the previous lessons, this lesson will be highly hands-off for the

instructor, and hands-on for the students. The web search will be conducted on the topics of

music and art in the 1920s. I will answer questions that students have during this time if

necessary, encouraging them to trouble shoot on their own. I will also monitor students to make

sure all students are working. This segment of class should take about 30 minutes. The web

search will give students who like to do individual work a chance to go through and do work at

their own pace, as well as help students develop their problem solving skills.

Post-Instructional phase:
 For the last 10 minutes of class, the class will come together and discuss what the

students learned from the web search. During this time if any students did not complete the web

search they will be given the answers through discussion. It will be made clear why the answers

are specific, and that the information must be understood for the test. The study guide given for

the test on Friday will have all content which might be included on the test. The content will be

answerable using the guided notes given in class, notes from class discussions, and using the

textbook. Students will be made aware that they must start studying early for their test. After the

web search and discussion are completed I will hand out a survey about how students like using

the technology in class and if they liked this method specifically. This will help me to get to

know my students preferred styles of learning.

Blooms Taxonomy expectations for this day:

o Evaluation: Students will select and interpret information

from the websites presented to them through a web search.

o Knowledge: Students will reproduce the information which

they find on their web search and incorporate it into their

guided notes, saving the guided notes for further study and

identification of terms and content.

o Comprehension: Students will be asked to discuss the

information being gathered through the web search.

The Blooms Taxonomy expectations for this day are set as they are because of the nature

of the presentation of content on this class day. First, students will explore and find the research

which they are instructed to find. Second, students will write down and become familiar with the

information they gathered. Third, students will then be asked to share and discuss their answers

with the class to benefit the students as a whole.

Day 7-
 Pre-Instructional Phase:

At the beginning of this class period, Students will take a formative quiz on the

information given during Fridays class period and Mondays class period. This quiz will help me

to assess what the students have learned from the previous class. Students will have 15 minutes

to take this quiz.

Directed Teaching Phase:

On this day of class, Students will be given a worksheet of guided notes to fill in during a

presentation on topics including the Scopes Trial, W.C. Handy, The Harlem Renaissance,

Bootleggers, and Flappers. This presentation, in lecture format, will take approximately 20

minutes of class.

Post-Instructional Phase:

After lecture, the Students will be given an assignment to reflect on the information

presented so far in this unit via their blog, adding what they think is interesting about this unit so

far. During this final 15 minutes, the class will each be called individually to meet with me to

discuss how they are doing on their paper and if they have any questions or need help. Students

will also be asked to read specific sections of the textbook which pertain to social themes of the

1920s, as this is the information which will be covered in the next class.

Blooms Taxonomy expectations for this day:

o Evaluation: Students will select proper answers for questions they

are asked at the beginning of class on this day through formative

evaluation.
o Knowledge: Students will be identifying information, describing

terms and facts, and finally duplicating it onto their notes taken

during lecture.
 o Comprehension: Students will give examples and express their

thoughts and feelings toward this unit and the themes described

thus far in the unit.

o Application: Students will choose and write about their thoughts

and beliefs on this subject and the themes which they have been

instructed on thus far.

At the beginning of this class day students will be assessed on their knowledge from the

last day of class. After the assessment, students will be learning new material which will only

have been covered in reading prior to class.

Day 8-

Pre-Instructional Phase:

The bell ringer at the beginning of this class period will be to write one paragraph

summarizing the information which had been presented during the last class period. The

assignment will be printed multiple times on a piece of paper and cut into pieces before being

given to students. This will save paper and allow students to write on lined paper. After students

have completed the bell ringer it will be turned in to me for a class work grade. This will be

counted as a quiz grade and serve as a formative assessment to gage students understanding of

the information covered in the last class period. This bell ringer should take approximately 10

minutes of class.

Directed Teaching Phase:

The instruction on this day will focus on explaining the social themes of the 1920s and

the culture of this time period. The lesson will be in lecture format, with two video presentations

included. The videos will be very helpful because the content will give the students an idea of

what life was like in the 1920s. The first video will show a brief synopsis of the life and
activities of people in the 1920s. (http://www.youtube.com/watch?v=684n8FO68LU) The

second video will be useful in showing dance, music, and flapper trends for the time period.

(http://www.youtube.com/watch?v=yNAOHtmy4j0) The instructional portion of this class

period should take approximately 20 minutes.

Post-Instructional Phase:

The next 20 minutes of class Students will be given the task of writing at least a one page

essay comparing life and culture in the 1920s to life and culture today. This will count as a

formative assessment. The writing prompt will be: Compare social themes today to social themes

in the 1920s. What is similar? What is different? Would you rather live with todays social

norms or the social norms of the 20s? If students do not finish the assignment in class, it will be

homework due at the beginning of the next class.

Blooms Taxonomy Expectations for this day:

o Synthesis: Students will be asked to write and summarize about

themes from the class period before. This will show that students

have done work to study and become familiar with the information

outside of class, as well as in class. This will count as a formative

assessment.
o Knowledge: Students will be asked to relate to the social themes of

the 1920s in their essay. This will help students assimilate the

information learned thus far in the unit into their own life

experiences.

These Blooms Taxonomy expectations are organized in this way that because of this

being a later stage in the unit. There has been a great deal of new information represented and

discussed to this point to lead students to the learning targets. Students will need to have solid
understanding of the information in order to meet the learning outcomes. The expectations on

this day are in depth and will require a strong understanding of unit material. The assignments

given on this day will reveal to students any information or misunderstandings they are have

before they start preparing for the exam.

Day 9-

Pre-Instructional Phase:

At the beginning of class on this day, Students will be given the opportunity to ask any

questions which they had trouble answering on the review guide. Students will also be able to

ask any questions about the essay which they were assigned at the beginning of the unit. This

will take 10 minutes of class time.

Directed Teaching Phase:

During class we will recap the topics covered in anticipation of the test. This will be done

through the method of a review game. The class will be split into two teams. One student from

each team will be facing each other with a desk in between them. On the desk there will be a

marker. I will proceed to ask each pair of students a question which involves content from the

test. The first student to pick up the marker will be able to share what they believe is the answer

to the question. If the student gets the question right, they will receive two points for their team.

If the first student gets the question wrong, the second student will have the opportunity to

answer for the points. If neither student gets the question right, the question goes to the team of

the first student who answered; this process continues until a team gets the question right or

neither team can answer it. If the question goes to the teams, answering the question will only get

the team one point. This activity will take 40 minutes of class time. At the beginning of class
students will have received a sheet with the title of each specific topic title to fill in while the

game is being played.

Post-Instructional Phase:

After the class period, students will be asked to study for the test and complete their

paper which will serve as the essay portion of the test.

Blooms Taxonomy Expectations for this day:

o Comprehension: Students will be asked to identify correct

answers to questions which have been previously given to

them in question format, formative assessments, and

homework. Also, this information will have been presented

before in the classroom setting.

o Application: Students will apply knowledge previously

learned in the unit to answer questions being asked in the

review game.

The Blooms Taxonomy expectations for this day in class will be mutually occurring

throughout the class period. The expectations laid out for this unit are done so in this order

because they follow the chronological order of the expectations of this unit.

Day 10-

Formative Assessment of Unit:

This day in class will be spent taking the summative test which should take about 30

minutes of class. Before taking the test, students will hand in their essay portion which they

completed throughout the unit and at home.

Post-Assessment:
 After the test, Students will be given a survey on how they liked the style of this unit and

whether they would like more units mirroring the style of this one. After the survey, there will be

an introduction to the next unit, and I will assign reading for the coming Monday about the next

unit.

Accommodations:

All students will be given the opportunity to see me before and after school for help with

any concepts or work that they have problems with. All students will be entitled to any mandated

accommodations which they have due to learning differences or other problems such as

developmental issues, or other problems according to the needs of the student. If an entire class

does not understand a lesson or aspect of the class period on any given day, I will walk through

the parts that the class is having trouble with. If a student is absent for any reason they will be

given a copy of the instruction from that day regardless if it is on a guided notes sheet or Power

Point slides. If students are absent on days when there is multi-media used in class, students will

be given a link to the website or video which was used. If group work takes up the majority of

the day and the work cannot be recreated, students will be given an assignment that covers the

same material in a different format. Students will also be given adequate time to finish the work

they missed. This will ensure that students are able to receive all information presented in the

unit and they will not be behind.

Advanced Learners:

Students who master the units objectives and sub-objectives will do the same work as

other students in the class. The students who are advanced and have a full understanding of the

concepts will be asked to assist other students or be allowed to tie together specific themes in the

1920s to the main or overall point of the essay paper they will be writing. These students will
being given the extra time they have in class to work on their papers. They will be expected to tie

in all information and skills presented in class the on the days that they have had time to work on

their essays with their chosen topics.

Post Instructional Phase

Summative Evaluation:

The Summative evaluation for this unit will be two parts. Number one will be a unit test

that will include matching, multiple choice, and short answer over the topics covered which can

be specifically answered and counted as right or wrong. This portion of the summative

examination will be 40% of the test grade. The other 60% of the test will be the essay completed

by the students throughout the unit. The essay is to cover one of the following three overarching

themes discussed in this unit: Analyze Radio, Cinema, and Print Media for Their Impact on the

Creation of Mass Culture, Discuss the Importance of Different Works of Major American Artists

and Writers including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L.

Mencken, giving explanations as to how these influential people characterize the era of the

1920s, or Determine the Relationship between Technological Innovations and the Creation of

Increased Leisure Time in the 1920s. These three themes will be addressed throughout the unit

directly, and indirectly.

The Semester after this phase:

After this unit, the semester will be slightly over half-way completed. The next unit will

begin on Monday November 3, 2014. In this unit the class will move to a section on the 1930s

and the Great Depression. The unit on the Great Depression will include social and economic
factors of the Great Depression and what lead to them. This unit will end on Friday the 14th of

November with a formative assessment. After the Great Depression, the class will move forward

to a unit on the New Deal including its strengths and weaknesses. This will be a short unit

beginning on November 17, 2014 and ending the Tuesday before Thanksgiving break which will

be November 25, 2014. After the Thanksgiving break, on December 1; a unit on the events

leading up to World War II will begin. The events leading to World War II will include the

militarization of the Rhineland, Germanys seizure of Austria and Czechoslovakia, Japans

invasion of China, and the rape of Nanjing. After the summative assessment for this unit, ending

on December 12, 2014, the week following will be used to begin preparation for the final exam.

The final exam will be cumulative, covering the full fall semester, ending for winter break on

December 19, 2014.

Unit Plan Review:

This interesting unit should go very smoothly as a whole because this unit covers a time

period that led to many trends that are still continuing today. Most of the vocabulary terms and

themes of the unit are applicable to life today. Conceptually, this unit will not be any more

difficult than other units studied. If students focus in class, take advantage of given opportunities

for clarification of misunderstandings, and apply themselves to the given assignments, this unit

should be on level with the other work students will have been doing. This unit will appeal to

many students whom social studies does not usually interest, as well as the students who are

always interested and involved in social studies. This unit involves cultural themes which will

not have been discussed to this point in students social studies curriculums. This unit will

discuss social and cultural themes as represented by authors and artists of the time period. In this

unit, students will also have the opportunity to discuss the origins of a still prevalent musical
style. Because of the liberal arts themes involved in this unit, students who sometimes may

dislike social studies because of the nature of the content may thoroughly enjoy this unit.

Students who enjoy media and cinema will also enjoy this unit because of the unique themes

presented in the class. This unit has much to do with culture that is still highly influential to

culture today.

Students who may struggle with this unit are students who have a difficult time putting

themselves in the past and understanding a different culture and time period. This will be

important in the unit as some of the information presented in the unit will be abstract. For

students who are not abstract thinkers, this unit may present problems when trying to connect

deeper meaning to the norms and average happenings in the 1920s.

Citations (Bibliography)

Videos used in instruction:

1. (http://www.youtube.com/watch?v=VfOR1XCMf7A)
2. (http://www.youtube.com/watch?v=HGEMscZE5dY)
3. http://www.youtube.com/watch?v=684n8FO68LU
4. (http://www.youtube.com/watch?v=yNAOHtmy4j0)

Websites: Labeled next to each topic is the link of the website which was used for the

information

F Scott Fitzgerald: ( http://www.americanwriters.org/works/gatsby.asp)

Earnest Hemingway: (http://www.biography.com/people/ernest-hemingway-9334498)

Langston Hughes: (http://www.poets.org/poetsorg/poet/langston-hughes)

H.L. Menckin: http://www.biography.com/people/hl-mencken-37299#early-years

Lit: http://www.1920-30.com/literature/

Klan: http://www.pbs.org/wgbh/americanexperience/features/general-article/flood-klan/
 Sanger: (http://www.biography.com/people/margaret-sanger-9471186)

Handy: (http://www.biography.com/people/wc-handy-39700)

Red Scare: (http://www.historylearningsite.co.uk/red_scare_1920s_America.htm)

Anthony: http://www.biography.com/people/elizabeth-cady-stanton-9492182

Scopes Trial: http://www.pbs.org/wgbh/evolution/library/08/2/l_082_01.html

Radio: http://www.ushistory.org/us/46g.asp

Cinema: http://www.1920-30.com/movies/

Print Media: http://history.journalism.ku.edu/1920/1920.shtml

Music: http://www.1920-30.com/music/

Common Core Standards: http://alex.state.al.us/standardAll.php?

ccode=US11&subject=SS2010&summary=3

Text Books:

McDougal Little The Americans

 Unit 5 Calendar Name:

Monday Oct. 20 Tuesday Oct. Wednesday Thursday Oct. Friday Oct. 24

-Introduction of unit 21 Oct. 22 23 -Group Research

information -Roles and -19th on Immigration,

-Newspaper,
Changes in art amendment/ Ku Klux Klan,
radio, and cinema
Homework: and Literature Womens and red scare
-Increased Leisure
-Research the three during the Suffrage through a lens of
time
different topics for 1920s Civil Rights.
Homework:
class which have Homework:
-Read Text book
been given in which Homework: -Blog about your Homework:
about 19th
students will be -One page personal belief -Prepare for a 10
Amendment.
able to write their essay on on the idea of Question quiz on
-Prepare three
essay on. different womens Tuesday over the
sources for essay.
authors and suffrage and content taught
(Due by Beginning
literature; and how far rights on this day. (Oct
of Class on Friday
what influenced have come since 28)
Oct. 24)
those authors. the 1920s and -Begin work on

(open note) the passage of essay. (Due Next

(Due By the 19th Friday Oct 31)

beginning of amendment.

class on (Due Before

 Wednesday Oct class on Friday

22) Oct. 24)

-Read about

immigration,

Civil Rights, the

Ku Klux Klan,

and the first red

scare in book.

Monday Oct. 27 Tuesday Oct. Wednesday Thursday Oct. Friday Oct. 31

-Receive study 28 Oct. 29 30 -Take Summative

guide for test on Examination on

-Formative -Notes and writing -Review Game in
Friday assessment on class on the Roaring 20s unit.
assignment on
- Web Search on Ku Klux Klan, review sheet in
Social themes
1920s Jazz and Red scare, and preparation of -Take survey
in1920s.
Culture Immigration test. about unit.

through lens of Homework:

Homework: civil rights. Also Homework: Homework:
-Writing
-Prepare for quiz on Included on the Finish Essay and Prepare for next
assignment due
Tuesday Oct 28 quiz will be STUDY FOR unit by reading
Thursday Oct. 30

information TEST. ahead in text

if not completed in

about the book.

class.

1920s and the -Prepare for review

Jazz age. game by studying

-Guided notes review guide.

on: Scopes Trial,

W.C. Handy, The

 Harlem

Renaissance,

Bootleggers,

and Flappers.

Homework:

Read section in

book about

social themes in

the 1920s

(Day 1)

Grading Rubric for Essay Portion of the Unit 5 Test

For this unit, you will be tested on your knowledge a little bit differently than usual. You will

have the entire span of the unit to write a three page paper as the essay portion of your test. On the exam,

which will be on Friday, October 31, 2014, the essay portion will be responsible for 60% of the test

grade. You must use at least 3 resources to draw information from for the essay. The essay must have a

strongly stated thesis about the topic chosen, and the essay must fully address the thesis and answer all

questions implied by the thesis statement. This essay must cover main points which were discussed in

class and have a balanced amount of factual information from outside sources. This Paper should be clear

and typed without grammatical errors. This paper should be turned in before the test begins on Friday,

October 31, 2014 with a fully typed out and correct bibliography. This paper should be typed in Times

New Roman with 12 pt. font and one inch margins. Students should cite this paper in MLA format. Each

requirement for the unit will be graded on a scale from 1-10 on 6 sections. The total score will be the

percentage out of 60 which is given on the test.

Student has a clearly stated thesis statement which fully addresses the topic at hand: %
 Student has 3 solid sources from outside of class: %
Students essay covers main points and topics covered in class: %
Student fully addresses implicit questions which are brought and asked by the thesis

statement: %
Students paper is without grammatical error: %
Student turned in paper on time with fully developed and correct bibliography and correct

formatting: %
Total Score out of %60: %

Guided Notes: (Day 3)

Great American Authors during the Roaring 20s

1. Writer of the Great Gatsby and numerous other influential poems and stories was

__________________________
2. Author of the notable work The old man and the sea
__________________________
3. Poet and Civil Rights Activist famous for his portrayal of Black Life from the 1920s

through the 1960s. His poetry was largely influential in the Harlem Renaissance.
__________________________
4. Beloved Writer and Editor on the Baltimore Sun Paper
__________________________

5. What is unique about Writing and art that was being made in the 1920s?
1.

2.

3.

(Day 4)
Exit slip
 Writing Assignment: After the lecture on the 19th amendment

and Womens Suffrage wright a brief essay about the causes and

effects of the 19th amendment.

(Day 5)

1920s Web Search Criteria

For Todays lesson you will be responsible for retrieving the criteria listed below from the

website which is listed below.

https://history.state.gov/milestones/1921-1936/immigration-act

1. What was the immigration act of 1924? What was the other name for this

act? Who did it exclude?

2. What were three of the ways that the act tried to deter immigrants from

entering the United States?

3. What ethnicity was not allowed into the United States at all?

4. What was the number of Visas available to immigrants each year starting

in 1921? Which President passed this after it had previously been vetoed

by President Woodrow Wilson?

5. Opinion question: In your own words, why was the immigration act

wrong of congress to pass? What are some of its better qualities?

Technology lesson Survey (Day 6)

No name is needed for this assignment
 Over the last two days you have taken part in two different types of online/ web search
types of lessons. In the space below please honestly reflect and answer the questions
given below.

1. Do you feel that you learn better from the find the answers for yourself type of lesson?

2. If you are partaking in a web search type of lesson do you prefer to be independent or in a
group setting?

3. If you are to do a web search in class, would you prefer to learn the topics information
first and do the web search second or the other way around? Why?

4. Did you like learning from your class mates after the lesson in presentation format or
would you prefer to take notes from lecture in class?

5. Give any further information which you were not able to add earlier, and give any
suggestion you believe would be prevalent for me to know.

Name:___________ (Day 7)
Quiz on 1920s (Ku Klux Klan, Red Scare, and Immigration, Music, and Art)
This quiz will be graded in daily work.

1. What act put a ban on immigration to the United States?

2. The term coined for the period of fear of United States for Citizens being communists

was ________________?

3. Type of music which has characterized the 1920s?

4. Three Musicians who characterized the 1920s

___________________
___________________
___________________
5. What was the art produced in this time period called?

Bell Ringer Activity (day 8)

This assignment will count toward your daily work grade
Write two paragraphs about the information presented in the class period. As you write

this remember that at this point in the semester if there is information which you would

like more clarification on, that you should ask during class.

Bell Ringer Activity

This assignment will count toward your daily work grade
Write two paragraphs about the information presented in the class period. As you write this

remember that at this point in the semester if there is information which you would like more

clarification on, that you should ask during class.

Bell Ringer Activity

This assignment will count toward your daily work grade
Write two paragraphs about the information presented in the class period. As you write this

remember that at this point in the semester if there is information which you would like more

clarification on, that you should ask during class.

Subject matter which will be on Test (day 9)

When a question is asked which falls under the subject matter below, write
the question so that you will know it is especially important information

Literature-

Radio-

Cinema-

Innovations in technology increasing leisure time-

Authors and Artists of this time period-

Ku Klux Klan
 Red Scare

19th amendment

Great Migration

Scopes Trial

Womens Rights

Immigration

Name: 1920s Test (Day 10)

Date:
Class Period:

Matching: Each question is worth 2 Points

A. F. Scott Fitzgerald F. W. C. Handy
B. Ernest Hemingway G. Elizabeth Cady Stanton
C. Langston Hughes H. Margaret Sanger
 D. H. L. Mencken I. Susan B. Anthony
E. Zelda Fitzgerald J. John Scopes

1. Termed as the, first flapper

2. Author whos literary work gave the 1920s a sense of being a lost generation of

expatriates
3. Early feminist who coined the term, Birth Control
4. African American composer who popularized the blues in the early 20th century

5. Author whos literary work gave the notion of the American dream being easily attainable

and available to any one during the 1920s ________

6. Known for his insightful, colorful portrayals of black life in America from the twenties

through the sixties _________

7. Early leader in the equal rights movement, wrote the Declaration of Sentiments as a call

to arms for female equality _____

8. Abolitionist and president of the National American Woman Suffrage Association ______
9. Editor and Journalist in the Baltimore Sun Paper _______
10. Defendant In the Scopes Trial occurring over the Evolution Debate________

Fill in the Blank: Worth 2 points

11. Gang who mostly resided in the south which supported reversion to a fundamentalist life

style the ____________ supported ideals of white supremacy.

12. The ___________was a term which characterized the fear of Communism in the United

States.
13. Music which became popular and even began characterizing the Roaring 20s known as

______ with its looser musical style revolutionized how the style of music people

listened to.
14. _________ was a term for young girls characterized by wearing makeup, short haircuts,

and having a boyish look.

15. Method of delivering the news to large masses of people and without the use of the

newspaper. With __________, news could be delivered directly when it happened via a

broadcaster.
16. ______________ was a development in cinema during the 1920s which brought a

revolution to the movie industry, and bringing an end to the era of silent movies. This

innovation brought the connection of sight and sound to movies in the 1920s.

17. List three main titles discussed in class that were ground breaking in the cinema industry.
_______________________
_______________________
_______________________
18. __________________ was the term used for the movement of 6 Million African

Americans out of the rural south to the industrialized north.

19. The ______________ was the first court case dealing specifically with the teaching of

evolution in the public school class room.

20. Law Banning the sale and consuming of Alcohol was termed ____________.
21. People who illegally transported alcohol were called ___________.
Answer key to Exam

1. E
2. B
3. H
4. F
5. A
6. C
7. G
8. I
9. D
10. J
11. Ku Klux Klan
12. Red Scare
13. Jazz
14. Flapper
15. Radio Broadcasting
16. Sound Synchronization
17. (3 out of 5) Metropolis, Steamboat willy, What Price Glory?, Hallelujah, The Jazz Singer.
18. Great Migration
19. Scopes Trial
20. Prohibition
21. Bootleggers