EDTC-­‐710 COURSE
TARGET AUDIENCE
UNIT TITLE
US History II High School, Grade 11 Whose Culture Is It Anyway? The Roaring Twenties Mahaffey 1 STAGE 1: DESIRED RESULTS
ESTABLISHED GOALS: ! Students will be able to define and explain our current American culture. ! Students will be able to explain how the 1920s has shaped our current American culture. ! Students will conduct valid research about topics related to the 1920s. Transfer Students will be able to independently use their learning to… ! discuss various concepts related to the 1920s. ! create an advertisement that reflects themes of the 1920s. ! take on the role of a character from the 1920s. ! write an essay about the culture of the 1920s. UNDERSTANDINGS: ! Students will understand that the 1920s more so than any other decade has shaped our current American culture. ! Students will understand that “Googling” is not the only way of conducting research. Meaning ESSENTIAL QUESTION: ! What is American culture and how is it created? UNIT QUESTIONS: ! How did the 1920s shape our current American culture? ! How did the economic changes of the 1920s contribute to the emergence of a popular culture? ! How was the culture of the 1920s reflected in arts and literature of the era? ! Were the Roaring Twenties really roaring for everyone? ! In what ways did the 1920s reveal a national conflict over basic values? Acquisition Students will know… Students will be skilled at… ! about the Roaring Twenties: politicians, the ! note taking and organizing information. economy, consumerism, inventions, new roles ! locating and conducting valid research. for women, popular culture, celebrities, ! presenting information both written and prohibition, and the Harlem Renaissance. verbally. ! how to conduct valid research using online ! communicating with their peers both written databases. and verbally. Slightly modified template from McTighe, Jay. "McTighe & Associates: Educational Consulting." Downloads. McTighe Associates, 2015. Web. 25 Mar. 2015. EDTC-­‐710 Mahaffey 2 STAGE 2: EVIDENCE
OTHER EVIDENCE: ! Teacher observation ! Class participation ! Note taking ! Open notebook quizzes ! Discussion board posts ! Completion of homework ASSESSMENT EVIDENCE & EVALUATIVE CRITERIA: PERFORMANCE TASK(S): ! Project 1 – Advertising Revolution – Students will conduct research about the product that they are assigned and then will create an advertisement that reflects the themes of the 1920s. Students will also submit a brief write-­‐up that explains how their product is connected with the 1920s. Students will be assessed using a rubric. !
Project 2 – Speed Friending – Students will conduct research about a character from the 1920s and write a one-­‐page research paper about their particular character. Students will then come to class as that character and participate in a “Speed Friending” simulation. As students are “Friending” one another they will also be taking notes sheet. After the “Speed Friending” in concluded students will post a brief bio on a discussion board. For homework students will need to post on the discussion board and comment on whom they would friend and why. In addition, students will also comment on who they would not be friends with and why. Students will be assessed on participation determined by observation. Students will also be assessed using a custom created rubric for the project. !
Five Paragraph Essay – The essay will be an in-­‐class writing assignment in which students will be asked to explain how the 1920s has shaped our current American culture. Students should be able to define American culture and provide specific examples. Students will be assessed using a rubric. STAGE 3: LEARNING PLAN
OVERALL LEARNING OUTCOMES: TECHONOLGY & RESOURCES: ! Identify social, political, and economic conditions that led to the Roaring Twenties. ! Computer with Internet access ! Analyze the relationship between American culture and values during the 1920s. ! Learning Management System (LMS) ! Explain how the decadent decade has shaped our current American society ! Access to online research databases ! DVD, The Presidents (History Channel) APPROXIMATE TEACH TIME: ! Access to YouTube ! 3 weeks or 14 days ! Access to Brain Pop ! This unit was designed with a rotating block schedule in mind. ! Access to Turnitin.com Summary of Key Learning Events and Instruction " Day 1 – Introduction to the 1920s " Day 2 – Politics and the Economy of the 1920s ! Hook: What is culture? ! Video Clip: The Presidents, Harding & Coolidge Slightly modified template from McTighe, Jay. "McTighe & Associates: Educational Consulting." Downloads. McTighe Associates, 2015. Web. 25 Mar. 2015. EDTC-­‐710 !
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- How do we define culture? - What do we value as Americans? - What has an impact on us as Americans? Brainstorm using web 2.0 tool, Padlet (www.padlet.com) - What do you know about the 1920s? - Why do you think the 1920s are important? - Why do they have us teach this stuff? Introduction notes to the Roaring Twenties Day 3 – American Life Changes ! Guided Outline (Notes): American Life Changes - How was urban life different from rural life in the 1920s? " Compare and contrast urban and rural life - Were the 1920s really “roaring” for everyone? - How did cities contribute to the creation of a popular culture? " Does this hold true today? ! HW: R&Q -­‐ The Age of Consumerism "
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Day 5 – The Age of Consumerism ! Discussion Board (using the LMS, Canvas) - How did radios contribute to the creation of a popular culture? - How did cars transform the American landscape? - How did planes affect American industry during the 1920s? ! Group Activity: 1920s Slang - Students will work in groups to create a short story using 1920s terminology Day 7 – New Roles For Women ! Reading: Flappers -
Mahaffey 3 Guided questions to accompany video clip " Emphasize economic policies Compare with the role of the president today "
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Day 4 – The Age of Consumerism ! PowerPoint: The Age of Consumerism ! Review HW and incorporate additional content information ! HW: Flipped Classroom – video with questions - Content: Cars, Planes and Radios ! Introduce Project #1: Advertising Revolution - Students will be assigned a particular product that was introduced in the 1920s or became popular in the 1920s. Students will complete research and will create a digital advertisement. Day 6 – Scopes Monkey Trial ! Do Now: Political Cartoon Analysis ! R&Q: Scopes Monkey Trial ! Notes: Scope Monkey Trial - Teach the content using various political cartoons ! Discussion Board (Canvas): What is okay to teach? - Higher order thinking questions pertaining to the Scopes Trial "
Day 8 – Hollywood & Heroes ! Guided Outline (notes): Hollywood & Heroes Slightly modified template from McTighe, Jay. "McTighe & Associates: Educational Consulting." Downloads. McTighe Associates, 2015. Web. 25 Mar. 2015. EDTC-­‐710 !
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Primary Source Analysis: (Different perspectives of flappers) - What is a flapper? - Were all women flappers? - Why did flapper emerge? - How did people feel about flappers? Project #1 – Advertising Revolution, should be completed and posted to view. Students should comment on their peers work. Day 9 – Prohibition in the 1920s ! Guided Outline (notes): Prohibition in New Jersey ! Project #2: Speed Friending - Students will be assigned a person from the 1920s. Students will complete research on this person and take on the role of their assigned person one day in class. Students will interact with other characters from the 1920s and will evaluate who their character would be friends’ with during the 1920s. " Completing valid research " Character role play " Interact with other students and take notes during the “Speed-­‐Friending” process " Discussion Board: Post bio and comment on other bios !
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Mahaffey 4 Video Clips: Celebrities from the 1920s HW: Flipped Classroom – video with guided questions - Content: Prohibition " What is it? " Why did it happen? " What were the effects? " Emergence of organized crime "
Day 10 – Harlem Renaissance ! Brain Pop: Harlem Renaissance ! Guided Outline: The Harlem Renaissance - What was the Great Migration, and what problems and opportunities faced African-­‐Americans in the post World War I era? - What was Harlem and how did the Great Migration affect it? - How did the NAACP differ from the UNIA? - Who were key figures of the Harlem Renaissance? - Do you think the Harlem Renaissance could be considered a true renaissance? Day 11 – In-­‐Class Research "
! Work on Project #2 – Speed Friending - Complete research, read about your assigned character, and take notes through out the process. ! HW: Type one-­‐page paper on the character that you were assigned and upload to Turnitin and Canvas. Remind students that all of the sources need to be cited properly. Day 13 "
Day 12 – Speed Friending ! Students should come to class in character. The room will be setup for “Speed Friending.” ! HW: Discussion Board (Canvas) Day 14 Slightly modified template from McTighe, Jay. "McTighe & Associates: Educational Consulting." Downloads. McTighe Associates, 2015. Web. 25 Mar. 2015. EDTC-­‐710 !
Debrief - How was “Speed Friending”? - What have we learned about the 1920s? - !
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Mahaffey 5 In-­‐Class Assessment Essay Slightly modified template from McTighe, Jay. "McTighe & Associates: Educational Consulting." Downloads. McTighe Associates, 2015. Web. 25 Mar. 2015.