Amanda Macaro
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- 11-12.RH.9.
| Amanda Macaro
Mini-Unit Overview, Lesson 1 and 2 Mini-Unit Title: The Roaring 1920s Course/Grade: 11th Grade – American History Abstract: The mini-unit topic that I have chosen is the roaring 1920s, the students will learn about the changing aspects of American lives and the impact that had on society. Students will investigate the Harlem Renaissance, Flappers, Women’s Suffrage, Prohibition, and Gangsters. Students will look at poems, listen to music, analyze artwork, and research prohibition and gangsters. Arguably the 1920s led to the creation of contemporary America more than any other decade; the 1920s saw a change in traditional values, created the “new woman”, and Americans became a consumer society. This mini-unit will take place during the second semester of American History, it will be part of the “Early 20th Century” unit, which also covers WWI, and the Great Depression. The students will start off the mini-unit by doing a round robin with question and answer for all of the topics we are going to cover. The students will also participate in a fishbowl discussion about Prohibition. Students will have the chance to listen to a lecture regarding the Harlem Renaissance, and analyze the cultural impact that African Americans had on the 1920s. Students will get a first hand look at documents that pertain to the resistance of Women Suffrage and will create their own hypothesis in regards to the types of opposition women faced when trying to gain the right to vote. This mini-unit ends with the students writing an in class essay that allows them to reflect on the way American life changed during the Roaring 20s. Essential Question: “How did American life change during the Roaring 20s?” Arizona College and Career Readiness Standards: 11-12.RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources 11-12.WHST.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Arizona Content Standards: S1C7 – PO2: Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries: E. The Roaring Twenties S1C10 – PO2: Identify the connection between current and historical events and issues using information from class discussions and various resources. Lesson Objectives: SWBAT identify the social, cultural, and political events that lead to the Harlem Renaissance. SWBAT identify the opposition that women faced when trying to gain the right to vote. SWBAT assess the political and social consequences of Prohibition. SWBAT explain the significance of Womens Suffrage. SWBAT Research the connection between prohibition and the rise of gangsters. SWBAT explain how the Harlem Renaissance was a “rebirth”. SWBAT distinguish the difference and similarities in the changing culture that was the 1920s. Scholarly Resources: http://www.history.com/topics/roaring-twenties http://www.digitalhistory.uh.edu/era.cfm?eraid=13 http://www.u-s-history.com/pages/h1564.html https://www.youtube.com/watch?v=VfOR1XCMf7A Title of lesson: The Roaring ‘20s Type of lesson: Student Involvement/Peer Teaching/Rotation Station Your Name: Amanda Macaro Length of lesson: 50 minutes Overview: The students will be introduced to key concepts of the Roaring ‘20s. They will learn about the different ideas that came out of the 1920s; prohibition, flappers, Harlem Renaissance, Jazz, and Gangsters. This lesson is an introduction to what will be covered over the next couple of days. Objectives: Students will be able to: distinguish the difference and similarities in the changing culture that was the 1920s. identify the social, cultural, and political events that occurred during the 1920s. Arizona’s College and Career Ready Standards for Literacy in History/Social Studies (ACCRS): 11-12.RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources Arizona Social Studies Content Standard(s): S1C7 – PO2: Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries: E. The Roaring Twenties Materials/Evidence/Sources: Handouts Writing Utensils Documents Procedure to Teach the Lesson: Beginning (anticipatory set) Teacher will ask students to list things that they know about the 1920s, the teacher will write the answers as the students say them on the board. (3 minutes) Warm up: The teacher will ask students to think about what they already know about the topics written on the board and to write down on a piece of paper what they already know about 5 of the topics. This does not have to be complete sentences, this can be bullet points. (5 minutes) Teacher will play video, students will be asked to observe the different types of dance, and the reactions in the audience https://www.youtube.com/watch?v=psch9N4PmO4 (3 minutes) Teacher will ask the students to think about the following questions: Would you consider the dancing you saw to be “risqué”? How is this different than how we dance today? How is it the same? Do you think the things we do and say represent our time period or our culture? Why or why not? Once the students have thought about these questions the teacher will have them discuss it with a partner, and then discuss as a class. A minimum of 6 groups should share their ideas. (5 minutes) Middle 1. Students will participate in a station rotation to examine different aspects of the 1920s. 2. Students will work in groups of 4-5 when rotating through the stations, there may be more than one group at each station. 2. The students will have a worksheet for each station in the rotation with different questions that they will answer regarding the information they will see. Students will have 5 stations (Women’s Suffrage, Flappers, Harlem Renaissance and Jazz, Prohibition, Gangsters), and they will have 5 minutes at each station. (25 minutes) 2. The students will discuss among their groups, what they saw, what they learned, what they expect to learn from the unit, and what they want to know more about. (5 minutes)
End (closure) 1. The teacher will have the students pass forward their “warm-up” paper. 2. The teacher will ask the students to research more into Prohibition and to bring any materials they think will be relevant for tomorrow’s discussion, as well as give them the primary sources to read for tomorrow’s discussion. (4 minutes) Assessment: The assessment for the day will be judged by the teacher walking around and listening in on students’ discussions, whole class discussions, and the warm up that was turned in. Station 1 – Prohibition 
http://www.pbs.org/kenburns/prohibition/roots-of-prohibition/ 
http://www.billdamon.com/1920s-prohibition-posters-do-it-for-the-children/ 
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