Academic Programming
Program: The Roaring Twenties – The Diviners by Libba Bray Extended
IntroductionThis project will introduce the student to well-known figures from the 1920’s, exercise creative
writing skills, and address issues of the time period in relation to modern times.
Books to Display:
Fiction:
The Great Gatsby by F. Scott Fitzgerald
Harlem Summer by Walter Dean Myers
Celeste's Harlem Renaissance by Eleanora Tate
A Song for Harlem by Patricia C. McKissack
The Adventures of Michael MacInnes by Jeff Carney
Vixen by Jillian Larkin
Sirens by Janet Fox
Non-Fiction:
Flappers and the New American Woman by Catherine Gourley
The Roaring Twenties edited by Stuart A. Kallen
The Roaring Twenties: Biographies by Kelly King Howes
The 20's and 30's: Flappers and Vamps by Cally Blackman
The 1920s by Erica Hanson
The 1920s edited by John F. Wukovits
Daily Life in the United States: 1920-1929 by David E Kyvig
Activity #1- The Roaring Twenties Biography Project
List of Supplies:
Computer access
Internet Access
Database Access
Research Materials
PowerPoint, Prezi or other presentation program
Costumes and props (as desired)
Description of Activity
This is a large project covering well-known figures from the 1920’s era. The process will teach
students about selecting an appropriate subject, researching from a variety of resources,
formatting a biographical research paper, creating a presentation that accurately conveys details
about their subject’s life. The project is three parts: research/note taking; outline/paper; and
presentation. Instructors may choose to combine all three parts for one grade or split them into
three individual assignments.
Research:
The student will choose a subject for research who is a well-known or influential person from the
1920’s. The subject can be a musician, artist, gangster, author, suffragist, lawmaker, or any other
person approved by the teacher. Students should understand when selecting a subject that they
will be dressing as their subject during the presentation. For help choosing a subject, here are a
few websites the students may visit for information:
http://kclibrary.lonestar.edu/decade20.html
http://teacher.scholastic.com/scholasticnews/indepth/peopleinthenews/activities/index.asp?article
=research
http://quizlet.com/9068631/famous-people-of-the-1920s-flash-cards/
http://quizlet.com/8013046/10-of-the-most-important-people-in-the-1920s-flash-cards/
Students will be required to use 3-5 sources for their research; which may include books,
encyclopedias, and databases. Students will use note cards to take notes from resources that
answer the following (or similar) questions about the subject:
What is the subject’s full real name?
Did the subject have a nick name or alias?
When/where was the subject born?
What was the subject's historical importance during the 1920s?
This is a great resource for obtaining biographical information on a subject:
http://www.macmillanreaders.com/wpcontent/uploads/2010/07/biographyWorksheetElementary.pdf
Paper:
Students will use their research notes to create the following outline for a 4-5 page research
paper:
Introduction: Briefly describe who the person was and what notable thing they did that had an
impact on history.
Personal Information: Birthdate and birthplace; Family life; education; occupation(s); death date
and location; Include a timeline of the person's life.
Accomplishments: What did the person accomplish that makes him/her memorable? What
contribution did they make to society?
Qualities: What are some qualities that made the person worth reading about?
Students’ Choice: Choose something about your person to write about.
Students will then use this outline to create a page rough draft. Once students have written their
rough draft they will exchange papers for peer review and comments. Students will then revise,
edit and re-write their research papers. Final drafts will include a full bibliography citing the
resources used for the research paper.
Presentation:
Using presentation software (PowerPoint, Prezi, etc.) students will create a 3-5 minute
presentation highlighting important information and major events from the subject’s life.
A picture or photograph of the subject MUST be included in the presentation. Students will
dress in costume that best displays the subject or at least the styles and fashion that would have
been worn by the subject and his/her historical peers. Props to show who and what the subject is
famous for are a bonus to the presentation. (Remind students that props and costumes must
conform to school rules, so no toy guns or knives and no dress code defying costumes.)
TEKS:
English 1 – 6, 9, 12, 13, 15d, 17, 18, 19, 20, 21, 22, 23, 24, 25
English 2 – 6, 9, 12, 13, 15d, 17, 18, 19, 20, 21, 22, 23, 24, 25
English 3 – 6, 9, 12, 13, 15d, 17, 18, 19, 20, 21, 22, 23, 24, 25
English 4 – 6, 9, 12, 13, 15d, 17, 18, 19, 20, 21, 22, 23, 24, 25
United States History Since 1887 - 6, 24b, 25a, 25b, 26a, 26c, 26d, 29, 30
Activity #2 - Creative Writing: Tell Your Own Ghost Story
Description of Activity:
This activity will use student’s past knowledge to create a written account of their favorite ghost
stories. Principles of narrative writing should all be included in the paper that should be at least 3
pages long. Students will be offered the opportunity to “perform” their stories at a storytelling
concert (this could be for the class, the school, or for an elementary school).
Students will work in a small group to talk about their favorite ghost stories and decide which
one to use for the assignment. After deciding which stories to include, students will outline their
story using narrative format (Example: http://thewritersalley.com/site/wpcontent/uploads/2011/02/NarrativeEssayOutline.pdf) Students will then write a first draft;
exchange papers for peer review; revise and write final draft of their ghost stories.
Bonus points will be awarded to students who volunteer to “perform” their stories for a
storytelling concert. Storytelling requires the performer to memorize the script and “tell” the
story rather than read it from a piece of paper. Here are some tips for good
storytelling: http://www.aaronshep.com/storytelling/Tips3.html and http://www.inc.com/jessicastillman/a-storytelling-guide-for-those-who-stink-at-storytelling.html
TEKS:
Theater 1-1A, 1C, 1D, 1F, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 3A, 3B, 3C, 4A, 4B, 4C
English 1 – 8, 13, 14, 17, 18, 19, 20a, 24, 25, 26
English 2 – 8, 13, 14, 17, 18, 19, 20a, 24, 25, 26
English 3 – 8, 13, 14, 17, 18, 19, 20a, 24, 25, 26
English 4 - 8, 13, 14, 17, 18, 19, 20a, 24, 25, 26
Activity #3: Let’s Talk about Prohibition – Debating Legalization of Recreational Marijuana
Description of Activity:
For this activity small groups of students will research and debate the pros and cons to the
legalization of recreational marijuana and relate it to the prohibition of alcohol in the 1920’s.
Students will work with a partner to research their assigned viewpoint (pro or con) of the issue of
legalizing recreational marijuana. The research should have factual data that can be supported by
authoritative sources. A minimum of 3 sources should be used. Students will present their
arguments in front of the class.
For help choosing an argument, here are a few websites the students may visit for information:
http://lawstreetmedia.com/pro-con/law-and-politics/should-the-united-states-legalizerecreational-use-of-marijuana/
http://www.liberty.edu/champion/2013/10/marijuana-legalization-proscons/
Steps:
Outline - groups will outline their debate (see attachment for debate outline)
Notecards – notecards should document which source the information was found in using MLA
(or whatever is applicable) format
Bibliography – Using MLA (or whatever is applicable) format
Mini -Debate – Students will debate a group of students with the opposing viewpoint for the
class to score
Recommended format and scoring rubric can be found
here: http://www.proquestk12.com/productinfo/pdfs/MiniDebate_Students.pdf
Websites for help with Debate http://www.actdu.org.au/archives/actein_site/basicskills.html
https://www.nwabr.org/sites/default/files/Debate.pdf
http://www.educationworld.com/tools_templates/Final_templates_set2_debate.doc
TEKS:
United States History Since 1887 – 29a, 29b, 29c, 29f, 30a, 30b, 32
United States Government – 14b, 20a, 20c, 20d, 21a, 21b, 21c, 21d