UNDERSTANDING BY DESIGN (UBD) UNIT PLAN
for Peter Duesterbeck & Corey Schlueter
EDUCATION 339
SECONDARY SOCIAL STUDIES METHODS
Professor Paula DeHart
Fall Semester 2011
Submitted: December 14, 2011
Table of Contents
Introduction and Rationale...................................................................................................... page 1
Stage 1 – Desired Results ....................................................................................................... page 2
Wisconsin Model Academic Standards
Common Core Standards
Enduring Understandings
Essential Questions
Knowledge
Skills
Dispositions
Stage 2 - Assessment Evidence .............................................................................................. page 4
Core Performance Task: Summary in GRASPS form
Relationship to Enduring Understandings
Stage 3 – Listing of Learning Activities/Lesson Plans .......................................................... page 5
Lesson/Activity 1: “Back to the Basics: U.S. Shift Away from International Affairs”
(Discovery Learning) ........................................................................................ page 6
Lesson/Activity 2: “Immigration in American Society: Dual Perspectives” (Classroom
Debate) .............................................................................................................. page 9
Lesson/Activity 3: “What was everyday living like in the year 1920?” (Discussion Web)
................................................................................................................................... page 12
Lesson/Activity 4: “Model T Road Trip: How did Automobiles impact American life?”
(Webquest) ...................................................................................................... page 19
Lesson/Activities 5/6: “The Invention of the Radio and Communication by Broadcast”
(Technology Integration) ................................................................................ page 25
Lesson/Activity 7: “The 19th Amendment and the American Way” (T-Chart) ...... page 31
Lesson/Activity 8: “Personalities of the 1920s” (Written Conversations) ............ page 36
Lesson/Activity 9: “Presidents during the Roaring Twenties Era” (History Change
Frame Graphic Organizer) ............................................................................. page 53
Lesson/Activity 10: “It All Falls Apart: The Great Depression of 1929” (RAFT:
Role/Audience/Format/Topic) ........................................................................ page 56
Core Performance Task: “Roaring Twenties Exhibit” ............................................ page 60
Teacher’s Reflection and Self-Evaluation Sheet .................................................................. page 66
Annotated Bibliography ........................................................................................................ page 68
Additional Resources ............................................................................................................ page 70
Understanding by Design Unit Plan
Topic: The Roaring Twenties
Subject Areas included: U.S. History
Grade: 11th
Designer: Peter Duesterbeck & Corey Schlueter
Introduction and Rationale
The 1920’s represent a turning point in the life of our country, and in many ways is a
transition on many fronts involving business, government, technology and media, as well as
some very important social issues of the day. In the aftermath of World War I, millions of
immigrants came to the United States in search for a new start to their lives. While most of
these individuals found themselves immersed in material poverty, they relished any prospect
for new opportunities that might open a door to a higher standard of living, if not for them,
then for the families of their sons and daughters. It was their pursuit of this dream which often
kept mobility high, and families who inhabited a particular neighborhood one day were
unlikely to still be there in five or ten years.
While today’s students may be three or more generations removed from this era in time,
the changes in the everyday living by our great-grandparents and their families impacted not
only where families located, but also framed their core system of personal values and beliefs.
These newcomers were not always welcome and often had to deal with negative emotions on
the part of American citizens. Whether events unfolded in a positive or negative manner, they
still determined the overall character of our country, and it is important that we attempt to
understand how these perspectives impacted one another.
Advancements in technology provided additional access to previously regarded luxuries
by way of electricity in the form of radio, washing machines, vacuum cleaners, and
refrigerators. Consumerism boomed and these new inventions became everyday items for
many Americans. Once your neighbors had electricity, you wanted it, too. New innovations
in the way automobiles were manufactured via factory assembly lines improved productivity
and aided the economic boom. Ironically, the Roaring Twenties was a decade in which
nothing big happened. There were no major catastrophes or earth-shaking events, at least until
the stock market crash of 1929, yet it is one of the most significant decades in U.S. history
because of the great changes that came about in our society.
After several years of protest women finally gained the right to vote in 1920 with the
passage of the Nineteenth Amendment, but they still had a long way to go. This new
liberation brought increased responsibility, but few accepted it for what it was worth. Women
found it easier to find jobs and working outside of the home became more acceptable, but
initially women voters made little change to the political landscape as most tended to vote
with their husbands or other male family members.
Meanwhile, the good intentions of the Woman’s Christian Temperance League and AntiSaloon League resulted in the ratification of the Eighteenth Amendment. The Roaring
Twenties became the dry decade as government attempted to enforce the ban on manufacture,
sale or transportation of intoxicating liquors. Despite the ban, a large segment of the
population continued to drink in defiance of the law. Organized crime gave rise to the likes of
Al Capone and John Dillinger and vast fortunes were amassed through their illegal activities.
Even though this decade offered up some enormous social change, there are images which
not only conjured up a feel-good attitude, but also an alarm for the change in manners and
morals. Young men, and especially young women, were discarding social restrictions of the
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Victorian era and adopting behaviors which were considered scandalous by older generations.
Young women began liberating themselves which shorter hairstyles, provocative clothing,
and shocking behavior in public- often seen smoking cigarettes in public, drinking flasks of
illegal bootlegged whiskey, and knowing the whereabouts of bathtub gin. Suddenly they had
it all, and a general feeling of euphoria reigned amongst the upper and middle class;
meanwhile, working class people still struggled. The crash of the stock market in 1929 ended
the dreams for many aspiring Americans and ushered in the Great Depression of the 1930s.
During the Roaring Twenties, Americans discovered many things as a result of gaining
more leisure time. The new media of radio and advancement with talking movies opened the
doors to events happening in the other side of the world. The human imagination was now
limitless to what was heard and seen outside of the community. We fell in love with film stars
like Charlie Chaplin, Greta Garbo, and Douglas Fairbanks. We honored heroes like Charles
Lindbergh and Babe Ruth on a national stage. A new age in literature was ushered in with
authors the likes of Ernest Hemingway and Scott Fitzgerald.
As more people had access to the automobile, families were now becoming more mobile.
New vehicles required paved roads, gas stations, motels, restaurants, shopping centers and the
accompanying infrastructure to make it work. Cities grew because of this internal migration
as well as immigrants making their way to this country. Often this resulted in a sharpening
divide between rural and urban areas. While blacks headed north for opportunities in new
expanding factories, whites went west in search of wide open spaces.
This time period known as the Roaring Twenties serves as an example of the way which
people looked at various issues as advancements in their lifestyle, but also as threats to their
way of life. As you now sense, it wasn’t the impact of just one or two events of this decade,
but a kaleidoscope of issues which weaved their way into the everyday life of the American
people. Regardless of where it took place in the United States, “change” was the true
epitome of the 1920s. Dedicating a unit to this segment in history helps students understand
the concept of “change” and how the society we now live in came to be.
Stage 1 – Desired Results
STANDARDS
Wisconsin Model Academic Standards
Social Studies, Standard B: History - Performance Standards - Grade 12
• B.12.1 Explain different points of view on the same historical event, using data
gathered from various sources, such as letters, journals, diaries, newspapers,
government documents, and speeches.
• B.12.2 Analyze primary and secondary sources related to a historical question to
evaluate their relevance, make comparisons, integrate new information with prior
knowledge, and come to a reasoned conclusion.
• B.12.4 Assess the validity of different interpretations of significant historical events.
Common Core Standards
English Language Arts - History/Social Studies - Grades 11-12
Key Ideas and Details
• RH.11-12.2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the
key details and ideas.
2
•
RH.11-12.3. Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence, acknowledging where the text
leaves matters uncertain.
Integration of Knowledge and Ideas
• RH.11-12.7. Integrate and evaluate multiple sources of information presented in
diverse formats and media in order to address a question or solve a problem.
• RH.11-12.9. Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting discrepancies
among sources.
Enduring Understandings:
Students will understand that…
• Technological innovation during the Roaring Twenties brought rapid change to
American life, especially affecting economic prosperity.
• Media as a form of communication became exponentially more common as well as
increasingly influential in the political, economic and societal aspects of the
everyday lives of American citizens.
• Shifts in American culture during the 1920s led to political activism on the part of
many groups, providing new opportunities for women, minorities and new arriving
immigrants.
Essential Questions:
• How did technological innovations impact economic prosperity during the 1920s?
• How did the changing prosperity impact the public attitudes/opinions towards social
and political change in American culture during the 1920s?
• What cultural shifts laid the groundwork for Women’s Suffrage?
• What were the prevailing arguments used by individuals and groups with regards to
Women's Suffrage and the 19th Amendment?
Knowledge:
Students will be able to/can…
• Explain how the advancements of the automobile assembly line, as they were
defined by Henry Ford during the 1920s, would change American business strategy
and further revolutionize other technologies.
• Identify and explain the historical significance of the 19th Amendment to the United
States Constitution.
• Compare and contrast changes in the American lifestyle during the 1920s based on
the many changes taking place in the social, political and economic arenas.
• Describe the news of the 1920s decade as it pertains to local, state and national
events and issues of the day.
Skills:
Students will be able to/can…
• Debate whether the 19th Amendment could negatively impact the United States by
participating in a round table discussion with classmates. (perspective)
• Characterize and connect with the citizens of that era by using media to create a
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1920s radio broadcast that demonstrates the lifestyle and attitudes of a group of
American citizens as they begin integrating new technologies into their everyday
lives. (application & empathy)
• Synthesize what has been learned about technological innovation and changing
culture during the 1920s by participating in a Roaring Twenties Exhibit.
(explanation)
Dispositions (Value/Appreciate):
Students will be able to/can…
• Appreciate the creative entrepreneurial spirit of the 1920s and the various ways that
inventions impacted the social, economic, and political decision-making of this time
period.
• Recognize how people, as individuals and as a society, can influence state and
federal governments in an attempt to advance the general welfare of its citizens.
• Provide a minimum of three reasons for the prosperity in the 1920s.
Stage 2 – Assessment Evidence
Core Performance Task: Summary in GRASPS form
•
Goal – Students will create a Roaring Twenties Exhibit to demonstrate the changes
which took place in the lifestyle of average Americans at work as well as within
leisure activities.
•
Role – Students will assume the role of an individual living in the year 1928 (prior to
the beginning of the Great Depression) and identify the changes which have taken
place in their lives as a result of new technologies.
•
Audience – The exhibit will be open to other students and teachers in all grade levels
in the school as well as to parents and administration.
•
Situation – Students will share information as if they were a person experiencing life
during this time period.
•
Purpose/Product – As students develop their exhibit, they learn more than academic
content. They learn how to research, write for their audience, and communicate with
those who come to the exhibit.
•
Standards – Students gather, reflect, and present on evidence that shows their
progress in meeting Wisconsin Academic Standards
Relationship to Enduring Understandings: As a result of completing this Core
Performance Task, students will appreciate and explain (in character performance) how their
life in the Roaring Twenties was impacted by the many changes which took place on the
local, state and national stage.
The Roaring Twenties is an important topic for students not only to be presented or
introduced to, but also to make sure that students have understood the content and the
important aspects of the 1920’s, which have impacted today’s way of life drastically. Having
students participate and present their knowledge using different methods of presentation of
the main ideas around their exhibit including speeches, role playing, debates, interviews,
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reporting, etc. The exhibit is a great way of assessing student comprehension and accurate
portrayal of the character or event they have chosen, while allowing the students to choose
their own focal points based on their personal interests such as baseball, entertainment (radio
and movies), heritage, social values, government, cultural issues, politics, consumerism, and
any other subtopic that was a component of the Roaring Twenties. Students with learning
disabilities and different levels of student readiness are taken into account with this exhibit.
The use of technology such as computers and podcasts are a great way for students to provide
an account of the individual or event chosen without the pressure or the obstacles that often
prevent students from reaching their final goals of giving a well-informed exhibit. Students
are not required to use the textbook used in the course, however it would be useful, to gain
information, especially if it is at a difficult reading level for students. Instead, students are
encouraged to look at material pertaining to their Roaring Twenties Exhibit focal point that is
suited for their individual needs and comprehension level. Supporting students with a variety
of different learning styles, levels, interests, and personalities can often by difficult when
carrying-out an exhibit activity, however allowing students to let their interests and
knowledge combine in any manner, encourages students to put more energy, effort, and
enjoyment into their projects remains a vital role in student learning.
Stage 3 – Learning Activities/Lesson Plans
Lesson/Activity 1: “Back to the Basics: U.S. Shift Away from International Affairs”
(Discovery Learning)
Lesson/Activity 2: “Immigration in American Society: Dual Perspectives”
(Classroom Debate)
Lesson/Activity 3: “What was everyday living like in the year 1920?”
(Discussion Web)
Lesson/Activity 4: “Model T Road Trip: How did Automobiles impact American life?”
(Webquest)
Lesson/Activity 5: “The Invention of the Radio and Communication by Broadcast”
(Technology Integration)
Lesson/Activity 6: “The Invention of the Radio and Communication by Broadcast”
(Technology Integration)
Lesson/Activity 7: “The 19th Amendment and the American Way”
(T-Chart)
Lesson/Activity 8: “Personalities of the 1920s”
(Written Conversations)
Lesson/Activity 9: “Presidents during the Roaring Twenties Era”
(History Change Frame Graphic Organizer)
Lesson/Activity 10: “It All Falls Apart: The Great Depression of 1929”
(RAFT: Role/Audience/Format/Topic)
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Back to the Basics: U.S. Shift Away from International Affairs
Discovery Learning
Grade Level/Course: 11th Grade U.S. History
Unit: The Roaring Twenties
This lesson integrates the strategy known as discovery learning. The foundation of the strategy
emphasizes the opportunity for students to use previous knowledge and personal experiences to
better their comprehension of the material being presented in this lesson. Discovery learning
increases the likelihood that students will find patterns, which is beneficial and important for
students to grasp.
Common Core Standards:
•
•
WS 11-12 1
WS 11-12 3
Lesson Outcomes:
1) Trace the differences and reasoning behind the change in U.S. foreign policy in the years
leading up to and into the Roaring Twenties.
2) Recognize and understand the overwhelming American support for an isolated U.S. in
1920’s.
Assessment Tools:
a. Class participation.
b. Student journal prompt due at start of class, reflecting their comprehension, criticisms, or
questions of our last unit-WWI-due at the start of class.
c. Student exit slip about today’s class, which may include questions, comments,
understandings, wonderings.
Activities:
1) Opening:
a. Reminders or announcements will be made at the very start of class. (2 minutes)
b. Students will hand in their journal prompts assigned last class period about
possible societal changes in post-WWI U.S. (2 minutes)
c. Quote of the day will be on the board for students to write down in their
notebooks and describe their interpretation of the meaning of the quote. The class
will then share their thoughts and comments about the quote. (10 minutes)
d. Briefly review America’s foreign affairs of WWI. (5 minutes)
2) The class will watch a brief video clip of Americans rejoicing the return of American
troops after the First World War. (http://www.youtube.com/watch?v=hfr_NmAOtMg)
Students are asked to keep in mind the film clip as we move into the next part of the
lesson. ( 2 minutes)
3) The instructor will ask the students to write down their ideas, questions, and comments
about the following George Washington quotes the instructor will read aloud (paper
copies of the quotes will be available to meet the needs of the various styles of student
learning in the classroom). The students are asked to write down comments for EACH
6
4)
5)
6)
7)
8)
quote. DO NOT reveal the author of the quotes until after the class discussion is over. (10
minutes) (http://vanishingamerican.blogspot.com/2007/09/on-foreignentanglements.html)
After reading the quotes the instructor should ask the students how they interpreted each
of the quotes. The instructor should then write down the responses provided by the
students on the board and suggest that the students also copy down the responses. (10
minutes)
Have students compare and contrast the video clip’s message and the message of George
Washington’s quotes in small groups (3-4 students). Allow them time to discuss with one
another their thoughts, while writing them down on a piece of paper. ( 5 minutes)
One individual from each group will be chosen by the group to present their conclusions
to the class, while the instructor writes them down on the board. Once all the groups have
gone the class should discuss the similarities and/or differences and also address whether
there is a consensus or a pattern that appears in students’ responses. ( 5 minutes)
The instructor should ask the students if there are any other comments or questions that
they would like to share with the class. ( 2-3 minutes)
Closure: To end the class the teacher should ask the students to fill out an exit slip that
pertains to today’s class, such as their feelings or thoughts about the quotes or the film. (5
minutes)
Pre-Planning:
1) Material:
a. Copy of George Washington quotes to read aloud.
b. 25 copies of the George Washington quotes to hand out to students if they prefer
to follow along as the quotes are read aloud.
2) Instructional Strategies to be used:
a. Discovery Learning
b. Discussion (small group and class)
c. Minimal lecturing
Differentiation: Handouts with the quotes being discussed in class will be available for those
who prefer to have a hard copy and to meet the needs of anyone in class that may require such an
accommodation.
Reflections: The class period should be focused on the entrance of the Roaring Twenties in
America, after the tragic consequences of WWI. Make sure to incorporate and integrate the
students’ perspectives of the video clip as well as the George Washington quotes. Stay focused
on connecting the two historical artifacts in a manner that will help students grasp the important
ideas being presented, mainly, the similarities and differences of George Washington’s foreign
affairs policies as the first leader of the United States in comparison to the policies that would
follow WWI.
Sources:
-
World War I video clip: http://www.youtube.com/watch?v=hfr_NmAOtMg
George Washington Quotes: http://vanishingamerican.blogspot.com/2007/09/on-foreignentanglements.html
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Discovery Learning Rubric for In-Class Activities & Class Participation
In Class Labs
Discussions
General
Partially Proficient
3 Points
• Actively participates
during projects only
when asked directly.
• Does not contribute to
others’ thoughts.
• Does not answer or
ask questions.
• Rarely displays active
interest.
• Learning log has
fewer than 10 entries.
• Volunteers input only
when asked.
• Asks few questions to
further discussion.
• Draws few
connections and
applications of theory
to practice.
• Was not consistently
prepared to
discuss/apply assigned
readings
• Often late.
• Some absences,
incomplete make up
work.
• Often not on task
Proficient
4 Points
• Actively participates
during projects some
of the time.
• At times, contributes
to others’ thoughts;
answers or asks
questions.
• Displays active
interest most of the
time.
• Learning log has a
minimum of 10
entries.
• Volunteers input at
times.
• Asks some questions
to further discussion.
• At times, draws
connections and
applications of theory
to practice.
• Was consistently
prepared to
discuss/apply assigned
readings
• Mostly on time.
• Some absences, but
made up work
afterwards.
• Usually on task.
• Somewhat helpful.
Source: http://learningmastery.org/lesley-6008/#participation
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Advanced
5 Points
• Actively participates
in all in class projects
on a consistent basis.
• Contributes to others’
thoughts, answers or
asks questions, shares
experiences.
• Displays consistent
active interest.
• Learning log has more
than 10 entries.
• Volunteers input
consistently.
• Asks key questions to
further discussion.
• Draws connections
and applications of
theory to practice.
• Consistently discussed
application of assigned
readings in a
thoughtful manner
• Always on time.
• No absences or if
needed, communicated
ahead & did extra
work.
• Always on task.
• Very helpful.
Immigration in American Society
Classroom Debate
Grade Level/Course: 11th Grade U.S. History
Unit Topic: The Roaring Twenties
This lesson incorporates using a debate strategy to engage the class in a more realistic
environment that resembles in many aspects the sentiments of American society during
the 1920’s in regards to immigrants and immigration legislation. By providing students
with an American perspective as well as an immigrant perspective students will be more
empathetic to the significant impacts this had in daily life.
Common Core Standards:
• W 11-12 5
• W 11-12 1
Lesson Outcomes
1) Students will comprehend the importance of the political movement to reduce the
number of immigrants allowed into the U.S. following WWI.
2) Students will be presented with primary source documents and first-hand accounts
of the immigration policies established in the 1920’s and have better
understanding of the immigration issue.
Assessment Tools: Rubric based on team participation
Activities:
1) Opener:
a. Ask the students to write down in their notebooks what they know about
their own ancestry/heritage. (5 minutes )
b. Discuss the responses as a class and listen to one another’s comments and
stories about their heritage. It is not a bad idea for the instructor to start off
the discussion to ease into things. Make sure that students are respectful
and open-minded when listening and talking about each other’s heritage.
(5 minutes)
2) After the class opener discussion draws to a close, the instructor should ask
students to count off by 4’s and have the odd numbers on one side of the room
and the even numbers on the other side of the room. Students with odd numbers
will be handed the material from the American perspective, while the even
numbers will receive material from the perspective of immigrants arriving in the
United States students. They should read the articles to themselves and then pair
up with another person to discuss what the big ideas that are being presented. (15
minutes )
3) The instructor should bring the class back together as a whole and open the floor
for students from both perspectives to provide the opinions and stances of the
individuals in the articles and the reasons they are for or against the immigration
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policies put into place during the 1920’s. The students’ comments should be
written on the board and students should write down the big ideas that their peers
have mentioned to make opposing arguments and/or supporting arguments.
(25minutes )
4) Closer: To wrap up the lesson the instructor should ask the students what their
personal thoughts are with regards to both the material that they read and debated.
An important question that should be asked is how difficult was it to debate a
perspective that may not be in total unison with one’s own feelings or opinion.
This is important for students to think about as they will encounter more material
that has dual-perspectives. (10 minutes )
Pre-Planning:
1) Material
a. Handouts of Material
i. 25 copies of each
2) Instructional Strategies to be used:
a. Dual Perspective/Debate
b. Discovery Learning
c. Discussion (Small group and class)
d. Questioning (Small group and class)
Differentiation:
1) Handouts with immigration policies implemented in the Roaring Twenties.
2) Students with special needs such as reading comprehension will be placed with a
partner and assistance from the instructor will be accommodated.
Reflections: The end of the Great War shifted the American public’s opinion towards a
much more conservative approach to immigration and the number of immigrants entering
annually. Most Americans did not want many ethnic groups to enter the country, causing
politicians to act aggressively to change the immigration policies previously in place.
Policy change is an important aspect that students need to become familiar with, not only
with regards to its significance during the Roaring Twenties, but also for today’s
increasingly, complex world.
Sources:
-
Shall We Bar the Gate? , The Independent, www.OldMagazineArticles.com
Immigration Bill Passes House, The Independent,
www.OldMagazineArticles.com
Ethnic Groups and Immigration Policies,
www.1920sera.com/society/population/immigration-policies/
Relive a Boy’s Journey,
http://teacher.scholastic.com/activities/immigration/seymour/
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Debate Rubric
Name:
Date:
Subject of Debate:
Pro or Con (Circle one) Which Side Won:
Criteria
Rate:
1-10
Comments
Appearance of Team
(Professionally dressed.)
Opening statements were well
organized.
Team members addressed
remarks to the audience.
Opening statements were not
read from cards.
Both team members
participated equally in
opening statement.
Students spoke loud enough to
be heard.
Rebuttal was specific to
arguments made in the
opposing team's opening
statement.
Both team members
participated equally in the
rebuttal.
Answers to audience questions
were well thought out.
Respect was shown
throughout the debate for the
opposing team. (No name
calling, interruptions, etc.)
Points Earned: ______________/100 Points
Source: http://7-12educators.about.com
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Period:
What was everyday life like in the year 1920?
Discussion Web with Writing Emphasis
Students will be asked to visualize how life in 1920 may have looked. Prior to the start of the
lesson, students were provided with a simple Genealogy Sheet and instructed to research the
names and birthdates of their parents, grandparents, great-grandparents, etc…until they are able
to locate the whereabouts of those ancestors who were between the ages of 10-20 during the year
1920.
Overview
Students will be able to recall, select, and analyze significant
historical periods and the relationships among them. Select significant
Standards
changes caused by technology, industrialization, urbanization, and
B.12.3
population growth, and analyze the effects of these changes in the
B.12.9
United States and the world. Students will conduct short as well as
WS 11-12 7
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.
Learning Outcomes
1. Students will be able to recall, select, and analyze significant
historical periods and the relationships among them. Select
significant changes caused by technology, industrialization,
urbanization, and population growth, and analyze the effects of
Grade Level
these changes in the United States and the world. (analysis)
11th grade
2. Students will 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 (application); synthesize multiple sources on the
subject, demonstrating understanding of the subject under
investigation. (evaluation)
Understandings (Background Knowledge)
Reading about the events of the Roaring Twenties can be somewhat
Duration
overwhelming, in addition to seeming distant and remote. When
60-minute
students are provided with images of their community and details of
class period
what everyday life was like for someone closer to their current age,
they are better apt to make a personal connection and associate
relevancy with the subject matter.
Essential Questions (Engaging Question)
Material
Advancements in technology during the 1920s brought rapid change
(Pens/pencils, to American life, but it also impacted individuals and communities in
ways which are often overlooked. Do you think that some families
paper,
PowerPoint
adapted to these changes better than others? Could there have been
Presentation
differing points of view on whether the new inventions were a help or
and Whiteboard a hindrance to everyday living?
No text is required, but they will need to have some information from
12
their individual Genealogy Sheet which they completed prior to the
start of the unit.
Primary & Secondary Sources
The handouts pull biographical information from an assortment of
credible websites. When available, quotes are also put into block form
in each handout as well as one or more pictures of the individual and
the event(s) they are associated with. There are designated areas of
blank content on both sides of the paper to allow space for students to
jot down their questions, comments and insight.
Learning Activities (Procedure)
1) Images of living in the year 1920 (25 min.)
Good Morning Everyone. I would like to have you imagine that you
are now living in our town in the year 1920. World War I has
ended and 3-1/2 million American soldiers have made their way
home. A big victory parade was provided on Main Street for the
county’s 50+ returning veterans, some of who have lost limbs.
The problems of Europe are now behind us, and it’s time to get
back to living again. (show picture of Victory Parade)
Most of the people live in the country, although our town’s population
is now approaching 500 people based on the 1920 census. You
attend a country school which looks something like this. (show
slide with picture of area schools)
At this time, students are asked to take one minute to write a quick reflection
on what they have both seen and heard so far. After the one-minute reflection,
time is provided for any personal comments by students.
Your farmhouse was built in the 1880s…so you use the services of an
outhouse for personal hygiene, a coal stove for heat, and a cistern
pump for water. Between the 1880s and the 1910s, electricity was
installed in public buildings and upper class homes. Because it
was expensive, somewhat unreliable and almost completely absent
from rural areas, only 35 percent of all homes were wired for
electricity in 1920. Your house is one which does not have
electricity. (show picture of typical 1920 farmhouse) How might
you feel about living in 1920 when you have yet to experience the
benefits of electricity?
The power distribution system gradually became more efficient, and
by 1927 the price of electricity was 55 percent lower than it was
in 1907. But in this time and place, 1920, electricity is not yet
affordable for middle class and working class families.
By the end of the 1920s, the number of homes with electricity had
increased to 68 percent. Of course, this figure represents all
American homes, regardless of class or location, so most likely
there was a larger gap between upper and lower class homes.
(show picture of first power line coming into town)
For those area homes that have electricity, they only have enough
13
wiring to power their electric lights. A minimal system of this type
could support other small appliances, such as fans, toasters,
irons, sewing machines and radios. In the early 1920s, these items
were usually screwed directly into the light sockets, or were
plugged into the sockets using a two-prong plug and special
adaptor. In the late 1920s, convenience wall outlets started to
become more common, although in the mid-1920s, the average
American home had only three convenience outlets. (show picture
of what a 1920 house looked like from the inside)
A majority of homes in the 1920s did not have central heating,
especially those in the country. The cookstove warmed the
kitchen, and a cast-iron parlor stove kept the sitting area warm.
The bedrooms were often unheated, which made for some very
rude awakenings on frosty winter mornings! Grills in the ceiling
carried a small amount of stove heat up to the second floor, but
this system did not work very well.
Pause for one-minute writing reflection…and then provide time for any
personal comments by students.
In the 1920s, having a complete indoor bathroom was a rarity for
many families, especially for those who lived in the country. You
probably had a claw-foot or tin bathtub, but no indoor plumbing.
The water for your Saturday night bath was hauled in from a well,
hand pump or cistern, and was heated on the kitchen stove.
Between 50 and 80 percent of us still had to use the old "twoholer" out back. In polite company, an outhouse was also known
as a privy.
The icebox had three parts: the shelves where food was kept cool, the
compartment for the block of ice, and the drip pan underneath.
Under normal conditions, a one-foot-square block of ice lasted a
week. The drip pan caught the water as the ice melted. (show
picture of ice box versus the “new” electric refrigerator)
The first mechanical refrigerators for the home were introduced in
1911. By the early 1920s, there were 56 companies producing and
selling 200 different models. In 1923, there were 20,000
refrigerators in America, and the average cost of a unit was $450.
At first, refrigerators resembled iceboxes, with motors and
compressors that were external and separate from the unit.
Usually, these parts were located in the basement or an adjoining
room. In the 1920s, refrigerators became self-contained machines
made of steel and porcelain, and the motor was part of the unit.
The monitor top models of the late 1920s had a motor enclosed in
a cylindrical cabinet on top.
"Putting up" beans, tomatoes, preserves, jellies, pickles and beets was
a common activity for farm wives, immigrants and the average
homemaker. The practice was losing favor with some women,
however. City housewives didn't have gardens, poor women who
14
worked outside the home didn't have the time, and wealthy
homemakers couldn't be bothered. Besides, store-bought canned
foods were just too easy and convenient to ignore.
Pause for one-minute writing reflection…and then provide time for any
personal comments by students.
In recent days, you’ve seen new automobiles traveling on Main Street,
and there is increased conversation about electricity. The local
dry goods store is even going to start selling something called a
“radio.”
Pause for one-minute writing reflection…and then provide time for any
personal comments by students.
As electricity provided opportunities for the introduction of new
inventions, this in turn provided more time for leisure activities. Prior
to the turn of the century, the typical man paid a call on a female
friend. He met and conversed with her parents, perhaps over coffee
and cookies. The couple remained at home, the parents nearby (if not
actually participating in what was a social event in a private place.
By the early 1920s, paying calls was being replaced by dating; the
young man called only to “pick up” his date, the two go out, free of
parental supervision, to whatever activity they wished. A man asked a
woman for a date because dating meant going somewhere and
spending money….and the man was expected to do the transporting
and pay the bill. This made the woman doubly dependent; under the
old system, she provided the refreshment and there was no taboo
against her doing the inviting.
Then young women began smoking cigarettes, something previously
done in public only by prostitutes and bohemian types. Then cast off
the heavy corsets, wore lipstick and exotic perfumes, and shortened
both their hair and their skirts. Skirts went from instep to ankle to
calk to knew…and beyond.
Pause for one-minute writing reflection…and then provide time for any
personal comments by students.
I am going to ask you to think about three questions pertaining to
living in the year 1920. After I’ve read them all, please take three
minutes to write your final reflection.
If you were living in this time period, what are some ways which your
family might make money?
How did Americans enjoy their free time in 1920?
What are some of the problems you and your family might have to
endure in 1920?
Pause for three-minute writing reflection…and then proceed with next
segment.
15
2) Discussion Web Exercise (20 min.)
Does anyone have any questions or comments before we proceed
further?
Pause for questions or self-reflection…and then begin taking individual
responses.
A Discussion Web Exercise provides an opportunity to share our own
personal reflections and insight on what each of us has been
thinking about. Using the Discussion Web form, list as many
reasons as you can which support your point of view. (allow 2
minutes for this to take place)
You might consider a prompt such as: “I really enjoy all the new
inventions because…..” or “Mom and Dad don’t like our new
social attitudes because….”
Within this class I would like you to find someone who shares your
point of view and compare your ideas with your partner. Try to
work towards a consensus by eliminating any duplicate responses.
(allow another 2 minutes for this to take place)
Now take your group of two and form a group of four, and once again
review your responses. Keep in mind that even though members of
your group may agree on the overall question, you may still have
differing opinions and it is important that you give consideration
to those points of view. (allow 2 minutes for this to take place)
Finally, form a group of eight and decide which ideas a spokesperson
from the group will share with the entire class in a whole-group
discussion. (allow 3 minutes for groups to complete this task)
Now, the spokesperson for each group will be provided with up to two
minutes for the presentation of their summary to the others in the
class. As you listen to the summary from the group with an
opposing view, please make some notes about what you feel are
important points to consider. (allow 4 minutes for this to take
place)
After listening to the various viewpoints, has your thinking changed at
all? What might be some of the benefits to living in the year 1920?
Is life harder to live with or without technology?
Pause for questions or self-reflection…and then begin taking individual
responses.
3) Writing Exercise (10 min.)
Tonight’s homework is a written assignment by reflecting what life
was like in the year 1920. For the final segment of our class, you
can begin working on the essay. You are encouraged to take
points from both sides of the responses to construct your essay.
Use this time to your best advantage, and if you would like some
16
help just let me know.
Differentiation:
Gifted/Talented Learners: Have students research the various
inventions from the 1920s and ask them to identify the five (5) which
most impacted society in the years to come.
English Language Learners: Have students draw a visual form of
their point of view including a caption written in English to describe
their point of view.
Special Needs Students: Instead of the Discussion Web format,
students will write a letter to the editor of a local newspaper in the
year 1920. Their letter should reflect their stance on new inventions
and how they are impacting the community.
17
Discussion Web Rubric
Name ____________________________________________________________
Criteria
Discussion
Question/Topic
Reasoning
Conclusion
Content
Knowledge
Participation
1
2
3
4
Question or
problem is not
stated
Student
requires
prompts to
generate
question or
problem
around topic.
Student states
or generates
question or
problem
around a topic.
Student
properly states
or generates
question or
problem
around a topic.
Several
Numerous
Some detailed
detailed
detailed
A reason is
reasons are
reasons are
reasons are
provided based
provided based
provided based provided based
on the story.
on the story.
on the story.
on the story.
Conclusion is
provided by
the teacher.
Student
requires
prompts to
generate a
conclusion.
A conclusion is
reached from
the evidence
provided.
A detailed
conclusion is
reached from
the evidence
provided.
Student cannot
answer
questions
about the
story.
Student is
uncomfortable
with story
content.
Student is at
ease with story
content but
fails to
elaborate.
Student
demonstrates
full knowledge
of story
content.
Student rarely
contributes to
the group by
offering ideas
and asking
questions.
Student
contributes to
the group by
offering some
ideas and
asking a few
questions.
Student
actively
contributes to
the group by
offering
several ideas
and asking
many
questions.
Student never
contributes to
the group by
offering ideas
and asking
questions.
Total 
Teacher Comments:
18
Points
_________
_________
_________
_________
_________
Model T Road Trip: How did automobiles impact American life?
Webquest
This lesson (via a Webquest format) integrates technology via the incorporation of viable
websites and an outline of questions which involves analytical and critical skills on the
part of the student.
Overview
During this lesson the students will replicate the process of buying a
car, planning a road trip and experiencing the changes in the
American culture brought on by the introduction of an affordable
automobile to the general public.
Learning Outcomes
1. Students will understand the novelty of purchasing a car for the
first time and the decisions that are involved in that process.
Grade Level
2. Students will investigate the status of the American road system
of the early 1900’s and the affect that the increased number of
11th grade
automobiles had on the construction of a national road system.
3. Students will analyze the affect that the expanding automobile
industry had on the American culture.
Understandings (Background Knowledge)
Duration
Prior to this lesson, students should have a minimal understanding of
One (1) 60the American culture prior to the introduction of the auto (the
minute class
dominant Victorian morals, the lack of a paved national road system,
period
the reliance on railroads and the fact that most Americans never
ventured far from home).
Material
Essential Questions (Engaging Question)
* Standard
Before the availability of the automobile most Americans had never
American
traveled more that a few miles from where they had been born.
History
However, when the auto became affordable to the general public,
Text
travel and the American society changed. Methods of production,
modes of transportation, the need for and construction of a new
*Internet access transportation network to accommodate the auto and everything from
for each student church attendance to dating rituals were changed. This lesson will
( or small group focus on the question “How did the introduction of an affordable
of students)
automobile change the American outlook towards technology?”
Primary Sources (if appropriate)
The primary sources are predominately from the Henry Ford website
and associated links and therefore are listed under the “Technology
Links” section.
Learning Activities (Procedure)
1. Students will need to access to a computer with internet access.
The students may work individually or in small groups (probably
no more than 3 students per group)
2. Students will be asked to go to
http://www.thehenryford.org/exhibits/smartfun/welcome.html and
CC Standards
S&L 11-12.2
S&L 11-12.4
19
read through the journal of the Brown family and their
experiences with purchasing a car for the first time.
3. While reading through the text, students will need to click on the
highlighted sites:
• “Our Family” will tell the students about the Browns.
• “Car Owners” will give information about early car production.
In the yellow highlighted area students need click on the sites
and answer the following:
a. In what year were trucks and busses first produced in the
U.S.? (1905)
b. In which 5 year period did production of the auto drop the
most? (1940-1945)
c. What might explain this drop? ( WWII)
d. In 1919, what would have been the average annual income
for a family like the Brown’s ($463.00)
e. In 1919, what was the average hourly wage for a factory
worker? ($.47)
f. In 1919, about how many cars did the Ford Motor
Company sell? (1 million)
4. Students will proceed to the next page in the journal, click on
the link “neighbors” read the impressions recorded and
answer the following:
a. According to the Brown’s neighbors, what was the popular
opinion about cars of the day? (they were dangerous, noisy
and undependable)
b. How might a car provide a sense of freedom to farmers?
(they could visit relatives and friends, go for a joy ride, go
in to town for necessities) How would a car provide a
sense of freedom to city-dwellers? (leave the city for a ride
in the country, they could live farther from work)
5. Students will proceed to the next page in the journal and
and answer the following:
a. Was it necessary to buy a new car, or could you purchase a
previously owned vehicle? (previously owned)
b. If you were looking in the Detroit Free Press in June of
1919, what might you expect to pay for a 1916 Runabout?
($240)
6. Students will proceed to the next link “advertisement” and
Answer the following:
a. If Mr. Brown was to read the three ads shown in the
journal, he would probably realize that the main theme in
each of them was 1) durability 2) prestige of ownership
3) technological advancements
b. How would you compare the ads from 1919 to the ads for
today’s cars? Explain.
7. Mr. Brown did extensive research before purchasing his Model
20
T. Go to the following website
www.thehenryford.org/exhibits/showroom/1908/model.t.html
to learn more about the Model T. Check out the photographs,
sales literature, advertisements and specifications for more
info. Summarize your findings in 2 or 3 paragraphs. Why do
you think Mr. Brown may have chosen this car? What other
models of cars (besides Fords) were available?
8. Continue on in the journal and click at the site “Ford
Agency” to tour the Billings Ford Agency to select your car.
You will have to learn how to operate and maintain your car
(remember this is an entirely new experience), so explore the
options at this site. Be sure and try to help Mr. Brown start his
car. Answer the following:
a. Most cars in the early 1900’s had limited options, so Mr.
Brown had to add a few things after he bought his car.
Click on “order form” and help him choose what he needs.
Be sure and watch your budget!
9. The Brown’s trip to Philadelphia will take them on both rural
Urban roads. Read through the journal and describe the
hazards of each of these types of roads. Stop and click on the
site “rural dirt roads”. Highlighted in the yellow box, click on
“ Highway funds” and answer the following
a. In which year between 1921 and 1939 did the government
spend the most money on highway construction? ( 1930 )
b. Continue on in the journal. As you read, pay attention to
the maintenance of the car. For example, what was
unusual about the location of the gas tank? ( it was under
the front seat) Be sure and watch the movie about filling
up the tank.
c. Continue on in the text. Click on the site “Henry Ford’s
Highland Park factory and complete the following:
1. Read the article “Assembly Line and Shipping”
2. Read the article “The Five Dollar Day”
3. Read the article “The Mass Production System”
4. Choose one of the remaining articles and read it. Be
prepared to share your insights with the other
students.
5. Be sure and watch the movie.
6. Read on in the journal until you reach the link “The
Mud” and click on it. Read the short article and
watch the movie.
7. Continue on in the journal until you come to the link
“autocamping.” Describe what it might be like to
experience a night autocamping.
8. Finish reading the account of the Brown’s trip.
For more information on auto travel in the early 1900’s, checkout
21
the sites listed in the Technology Links section below.
Technology Links
1. www.memory.loc.gov/cgibin/query/r?.ammem/hbtn:@field(DOCID+@lit(lhbtn21604))
This is a book entitled “2000 Miles on an Automobile Trip”
2. http://memory.loc.gov/ammem/lhbtnbibquery.html
3. http://memory.loc.gov./ammem/detroit/dethome.html
This is a collection of photos taken by the Detroit Publishing
Company during early auto trips.
4. http://www.wikipedia.org/wiki/Car_culture
5. www.thehenryford.org/education/smartfun/welcome.html
6. http://www.autolife.umd.umich.edu/
Another interesting source is the book, The Automobile and
American Culture, David Lamer Lewis and Laurence
Goldstein ed. ISBN: 047208044X
Assessment Tools
Assessment could be done in a number of ways; class presentations,
scoring the answers to the questions, class discussion and
participation. Feedback will be provided with a Rubric based on team
performance.
Differentiation:
Gifted/Talented Learners: Have students research the different
manufacturers of automobiles during the 1920’s. Have them complete
a Mind Mapping chart to display the various styles of vehicles that
were being assembled.
English Language Learners: Have students identify the parts of an
automobile by creating a word bank.
Special Needs Students: Instead of the Webquest format, students can
create a collage of items which passengers in a Model T might
experience during their road trip.
22
Webquest Scoring Rubric
Beginning
1
Survival
2
Accomplished
3
Exemplary
4
Contribute
Research &
Gather
Information
Shares
Information
On-Time
Does not
collect any
information
related to
topic.
Collects
minimal
Information,
some relates
to topic.
Collects basic
Information,
most relates to
topic
Does not
relay any
information
to team.
Relays very
little
information,
some relates
to topic.
Relays some
basic
information,
most relates to
topic.
Collects
information
beyond the
basics, all
relates to
topic.
Relays a great
deal of
information,
all relates to
topic.
Is
consistently
late in
completing
assignments.
Completes
most
assignments
on time.
All
assignments
completed on
time.
Completes
very little of
duties
associated
with job.
Contributes
little or
irrelevant
information
during
presentation.
Performs
nearly all of
duties
associated
with job.
Contributes
some
information
during
presentation,
most is
relevant
Usually does
the assigned
work, rarely
needs
reminding.
Performs all
duties of
assigned job.
Does not
complete
assignments
on time.
Takes Responsibility
Does not
Fulfill
perform
Assigned
duties
Job
associated
with job.
Does not
contribute
Participates
during
in
presentation.
Presentation
Teamwork
Always relies
on others to
do the work.
Rarely does
the assigned
work, often
needs
reminding.
(continued on flip side)
23
Contributes
extensively to
presentation,
all
information is
relevant.
Always does
the assigned
work without
having to be
reminded.
Score
Beginning
1
Quality of Presentation
Presentation
did not
exhibit an
Mastery of
understanding
Material
of key
questions.
Attention to
Detail and
Creativity
Overall
Quality
Survival
2
Accomplished
3
Exemplary
4
Presentation
exhibited
some
understanding
of key
questions.
Presentation
exhibited
basic
understanding
of key
questions.
Presentation
was messy
and not well
organized.
Presentation
was neat but
not well
organized.
Presentation
was neat and
well
organized.
Presentation
showed
minimal
understanding
of what class
defines as
quality.
Presentation
exhibited
basic
understanding
of what class
defines as
quality.
Presentation
exhibited near
mastery of
what class
defines as
quality.
Exhibited
understanding
of key
questions and
raised new
ones worth
pursuing.
Presentation
was neat, well
organized and
showed
extensive
creativity.
Presentation
exhibited
mastery of
quality and
raises the
level in a
unique way.
Score
Total:
*rubric based on collaboration rubric at http://edweb.sdsu.edu/
24
The Invention of the Radio & How Broadcasts Impacted the 1920s
Technology Integration
This lesson integrates technology via the incorporation of viable websites by having
students construct their own radio broadcast based upon one or more of the events taking
place in the first half of the 1920s.
CC Standards
WS 11-12 2
WS 11-12 8
S&L 11-12 4
Overview
During this lesson the students will better understand the impact of
radio on society by constructing a radio broadcast during which might
have aired in the United States sometime between 1920 and 1925.
Learning Outcomes
1. Students will comprehend the reach of popular culture in the
1920s through listening to a student-created radio program
detailing the various events, people, and issues of the time.
2. Students will understand the impact of the radio on popular
culture in evaluating the nature of authentic radio programs, and
Grade Level
will assess the value of radio on a modern society.
11th grade
3. Students will further develop creative writing and public speaking
skills in preparing 2 minute radio sketches to record in front of
their peers.
4. Some students, who show interest, will learn to edit and create
podcasts in producing the final cut of the radio program.
5. Students will further their research skills by identifying a 1920s
historical/social event or figure to produce their sketch on.
Duration
Understandings (Background Knowledge)
Two (2) 60Based on today’s integration of radio programming into today’s
minute class
society, students are aware of how music, news and other formats can
periods
impact their thinking.
Essential Questions (Engaging Question)
Prior to the first broadcast in 1920, no human had ever heard voices
Material
and music being projected from a box cabinet with wires. It made
* Standard
America into a land of listeners, and joined every age and class of
American
people into a common culture. It taught Americans new ways to talk
History
and think, and sold them products they never knew they needed.
Text
Radio brought them the world, but it was also the first time in history
*Internet access that one person with a microphone could speak to many individuals,
for each student influence them, and perhaps change their lives.
( or small group Primary & Secondary Sources
of students)
Students are allowed to use any resource from a listing of ten (10)
creditably approved websites.
Learning Activities (Procedure)
Day 1: Anticipatory Set: As class begins, ask students to sit down to
listen to Radio program from the 1920s. This program can be any that
you see as entertaining for your students -- I often choose the Lone
Ranger because of the iconic music, which most students know for
25
some reason. Play about 5 minutes of the program and then allow for
comments of all stripes from students. Engage them by asking what
they think about radio as a medium for communication. Explain to
students the history of the radio and its impact on the United States
especially during the 1920s. (15 minutes)
Activities:
1. Hand out assignment to students, explaining that they will be
spending the next two days preparing a radio program of their own
about an issue from the 1920s. This assignment sheet should clearly
detail expectations of the program. Students are asked to create a 2
minute radio bit which has to be about several pre-selected topics. In
the past, these topics have included Silent Film stars Clara Bow and
Charlie Chaplin, the 1919 Black Sox Scandal, the 1927 Yankees
baseball team, the Dempsey-Tunney fight, the Teapot Dome Scandal,
etc. Students could even sing pieces from The Threepenny Opera.
Whatever the focus, make sure students have clear things to choose,
mainly because if it is left open-ended, they won't decide on a topic.
Read through choices with students and then ask students to consider
what they'd be interested in doing. Get down on a piece of paper who
wants to do what (1 person per topic), and then bring them to the
computer lab for research. (10 minutes to read and answer questions,
5 minutes to take down student selections).
2. At computer lab, time students and explain that they have to
produce a summary of information about their particular issue that
they should turn into you at the end of class, as well as keep a copy
for themselves. They can also email a copy to themselves and to
teacher. This summary should answer basic details about the
individual. Students are provided with a checklist of the key facts they
need to have, as well as a brief brainstorm of what can make their
presentation about. (5 minutes transit to computer lab, remainder of
period for work).
Closure: Students should bring their summary home and for brief
homework see if they can add more information to that particular
summary. They should come into class with a rough outline of what
their radio program could look like, complete with possible needs for
sound effects.
Students should meet teacher in the computer lab to start the next
class. Explain that students can also go onto iTunes and download
free Antique Radio shows for free from their podcasting website.
Differentiation: Weaker students can be paired together with
stronger ones, or kids who are more introverted can offer to help as
"sound effects" people (getting needed props) or digital editors for
26
after the program is done. However, they should be few in number, as
if everyone does this then no one will be recording the radio show.
Day 2:
No anticipatory set
Activities:
1. Students will meet with teacher to start off class and hand in a copy
of their rough outline. Explain to them that you will review this
particular sheet over the course of class to weed out any issues. You
explain that if there are any worrisome bits, then If a student hasn't
completed this, they simply lose credit, as the class period will be
devoted to producing a final script for the radio show based on their
research. They should, by the 45 minute mark, be able to hand in a
copy of their two-minute script. (45 minutes)
2. At the 45 minute mark, students will have had to print their scripts.
When they are ready to submit them to you, take them, and then
immediately pass them out to other students along with a prepared
rubric. Before you turn students loose, you will have for them a
completed list of all props that will be needed for this particular event.
Students MUST check off that their items are there, so that you can
try to get them. *If you have prop students, or editing students, the
first part of the period would be used for them in taking the Olympus
tutorials, or starting to brainstorm how to assemble basic props for
making sounds. The second half of class would be that they actually
go out, based on the list, and obtain as many materials as possible and
bring them to your classroom (remember to give them a hall pass!
Teacher can give them a "Can we borrow form" that is shown to other
teachers in order to get supplies. This way the other teachers know
that it will be returned.)
The rest of the class needs to then take the new script they have and,
using the rubric, test and critique it. They need to make sure it is 2
minutes long (no longer), that it is clever, interesting, dramatic, etc.,
and they need to go back to their computers to make sure that it's
accurate. (Explanation is 5 minutes)
3. Students fill out the rubric and return it at the end of class, signing
it to ensure that they have tested it and they have done a good job
vetting it for errors. They return the script to the student, and the
rubric to teacher. (30 minutes)
Closure:
Students need to be ready to perform their scripts in the next class.
They will have two chances to get through it (you can give more, but
its best that you say only two so that kids practice). They have to be at
27
2 minutes and only have a 5 second grace period either way -- this
prevents going overtime in the class and prevents kids from making it
up on the spot. Hefty penalties are assessed for being too long or too
short.
Day 3:
No anticipatory set. Class can be arranged in an amphitheater style,
Signs for signs for student cues are provided, such as "Gasp" and
"Applause" to hold up during presentations for student sound effects.
Activities:
1a. (before class) From the rubrics and topics, arrange the order of
performance as you see fit. All students should try to go in that
period, although if you have shorter classes, you can split your group
by who you think is most or least prepared.
1. Explain to students that recording will begin in about 15 minutes.
As you have props assemble and get ready to record, students can do
one last practice with their script. Take ten minutes to see what props
are available for each particular recording (if you have prop people,
they can do it, and if you don't, ask individuals to grab the props
you've fond for sound). (10 minutes)
2. Announce a 5 minute warning and check recording equipment one
last time. Pass out note sheets so that students can write down
information about these topics (and thus get content data on the
1920s). You can organize the note sheet in a variety of ways -chronological, thematic, etc. I have a copy of this as well. (5 minutes)
3. Begin recording. Either you or a student can play opening bars
(akin to NBC's opening), to start the program. Using Olympus digital
voice recorder, maneuver from student to student. Remember to use
the stop button on student false starts, but pause when they merely
forget a line and need a second. Use signs in order to prompt
applause, laughter, etc. (anywhere from 40 minutes to 60 minutes,
depending on the class and the quality of the programs).
4. Review topics with students, congratulate them for a job well done,
and explain that grades will be given after a second listening by you
(as it is hard to listen and score when holding a voice recorder).
Collect ALL scripts, so that students do not recycle them in case of a
computer or recorder error and they have to rerecord. (5-10 minutes).
Closure:
(post class) Take Olympus recorder and immediately attach to PC for
downloading files. Put files on computer from program and begin,
28
when time available, to put together into radio show. If you have
student editors, they can fuse in more sound clips, voice overs (to play
the role of radio personality or announcer), and get copies made on
CD for students (which can be extremely time-consuming). Students
or you can upload radio program as a podcast using Olympus
software.
Materials
Access to a Computer Lab (Day 1 and 2)
Olympus Digital Voice Recorder (more if possible) (Day 3)
Band Xylophone (for opening bars) (Day 3)
Signs (for sound effects during recording) (Day 3)
Other props as needed (Day 3)
Olympus Podcasting/Editing software (Day 3+)
Podcast of 1920s radio shows (available on ITunes) (Day 1)
Assignment Sheet with prescribed topics (Day 1)
Rubric for Peer Scoring (Day 2)
Note Sheet for Radio Day (Day 3)
Optional* -- Blank CDs for student versions
Assessment Tools
Assessment could be done in a number of ways; class presentations,
scoring the answers to the questions, class discussion and
participation. Feedback is provided with a Rubric based on individual
and team performance.
Differentiation:
Gifted/Talented Learners: These individuals can research ways
which early broadcasters injected advertising into their daily radio
shows via entertainment and news. This information can then be
shared with students who are creating their own podcasts.
English Language Learners: Students will be given scripts of early
broadcasts in order to identify key terms and vocabulary from this
time period.
Special Needs Students: In place of making a podcast, students can
listen to actual recordings from 1920s newscasts.
29
Radio Show Assessment Rubric
Below
On-Air Quality
Acceptable
On-Air Quality
Exceeds Minimum
On-Air Quality
(0–5 pts.)
(6–10 pts.)
(11–15 pts.)
Script
Difficult to follow plot.
Listeners could easily
follow the plot.
Listeners could easily
follow the plot, and
were also intrigued by
the plot.
Audio Levels
Inconsistent levels.
Mostly consistent
levels.
Consistent levels
throughout.
Sound
Effects
Sound effects were not
consistent with the
script. Very few sound
effects. Sound effects
added little to story.
Missing a few needed
effects, but the sound
effects were consistent
with the script.
Sound effects were
consistent with the
script and enhanced the
story.
Acting
Voice actors were not
convincing.
Actors were mostly
convincing.
Actors were
consistently
convincing.
Timing
Program was short or
long by more than a
few seconds.
Program was within a
few seconds of the
required time length.
Program met the
assigned time
requirement.
Editing
There were several
noticeable editing
errors.
There were one or two
noticeable editing
errors.
There were no
noticeable editing
errors.
Comments:
Source:
www.ohiorc.org/orc_documents/orc/pathways/21_Radio_Show__assessment_rubric.doc
30
The 19th Amendment and the American Way
Anticipatory T-Chart
For the first 150 years of history of the United States, women were not provided with the right to
vote. There was a concerted effort on the part of organized groups to deny that right, and
students will use this activity to understand the various arguments put forth by both sides of the
issue.
Standards
RS 11-12 3
RS 11-12 7
WS 11-12 7
Grade Level
11th grade
Duration
60-minute
class period
Material
Folders,
Democratic
Process
Evaluation
Form, copies of
documents, and
the Newspaper
Editorial
Graphic
Overview
Students will be able to arrange and assemble information as it
pertains to one of our country’s most important decisions in granting
the right to vote to women. (synthesis)
They will be able to identify various arguments used by individuals
and groups on both side of this issue. (analysis)
Finally, they will be able to explain and defend their position on the
issue of the 19th Amendment. (evaluation)
Learning Outcomes
1. Students will look at how the Nineteenth Amendment impacted
both the democratic process and our national identity.
2. Students will identify different methods used within the
democratic process by the suffrage movement to expand the
political rights of women and pass the Nineteenth Amendment.
Understandings (Background Knowledge)
A great many determined women, in groups and as individuals (along
with some enlightened men), worked for over 70 years to gain women
the national right to vote in our country. They had to suffer many
setbacks and disappointments along the way before seeing their
dream become a reality. This came about as a result of political
activism by many groups, sometimes in conflict with one another
over other matters, but always with the intent of passing this
amendment.
Essential Questions (Engaging Question)
Prior to the passage of the 19th Amendment, what cultural shifts laid
the groundwork for Women’s Suffrage in the United States? What
were the prevailing arguments used by individuals and groups with
regards to Women’s Suffrage and the 19th Amendment?
Learning Activities (Procedure)
Students will engage in a two-sided discussion of the issues
associated with the events leading up to the creation and passage of
the Nineteenth Amendment. This will be done by examining the
background information associated with the will identify, analyze,
31
and evaluate the different methods used to pass the Nineteenth
Amendment and then explain how the 19th Amendment reflects the
U.S. national identity.
Initiation/Opening: This is a photograph which was taken and then
published in the early months of 1920. It is called “Jailed for
Freedom!” and depicts one of the outcomes which women
experienced during their fight for the right to vote.
I’ve created the outline for a T-Chart so we might discuss whether
picketing was a good way to get positive results in our democratic
system. The class will be divided into two sides and then those sides
will be further divided into groups of 2-3 people. I would like each
side to think of at least three positive and three negative reasons to
use picketing to advocate change. (5 minutes)
Teacher’s Activities
Have students create a T-Chart and
use the photo called Jailed For
Freedom/
Women Picketing (Big Debates:
Rise of Women/Women Unite) to
discuss whether picketing is a good
way to get positive results in the
democratic process. Have students
list at least three positive and three
negative reasons to use “picketing”
to create change in a democratic
system. Then have students list at
least three other ways citizens can
create change in a democratic
system. (Chart attached, or have
students draw their own.)
Use the other media tools to gauge
how public opinion was used to
promote being either “for” or
“against” women’s suffrage.
Cartoon: Every Good Suffragette
Audio book: Jailed for Freedom
(30 minutes)
Students’ Activities
1. Organize students into groups of two or three.
2. Students will work together in small groups to
examine the documents and
gather information and complete the Information
Gathering Matrix using the
HRC website Teaching the American Twenties:
Big Debates/Rise of Women/Women Unite. The
information can either be organized into a folder
for each group or students can research the
information directly from the website.
3. Material used from the website should
include:
� Reading: Women Unite
� Photo: Women Campaigning - Eugene O.
Goldbeck
� (5) Photos: Jailed For Freedom
� Cartoon: Every Good Suffragette
4. Students use the information they gather to
identify and evaluate three methods used to
achieve the equality of women’s political rights.
They will identify the method, describe it,
evaluate how effective this method was, and
draw an example of the method. The information
gathered will be documented on a matrix like the
one below
32
Technology Links:
1. The written information and visuals on the HRC 1920s Website (Big Debates: Rise of
Women/Women Unite)
http://www.hrc.utexas.edu/educator/modules/teachingthetwenties/theme_viewer.php?the
me=big&section=women
2. Reading from Big Debates: Women on the Rise: Women Unite
3. Photo: Women Campaigning - Eugene O. Goldbeck
4. Photos (5): Jailed For Freedom
5. Cartoon: Every Good Suffragette
6. Audio book link: ‘Jailed for Freedom’ by Doris Stevens – select one chapter to listen to,
http://www.booksshouldbefree.com/book/Jailed-for-Freedom
http://www.archives.gov/education/lessons/woman-suffrage/
Closure: We can sometimes be hard-pressed to grab ahold of the concept that a woman’s right
to vote is less than 100 years old. Here is a website with a timeline of when women were granted
this right, and it displays some surprising results. (bring up the following website:
http://www.ipu.org/wmn-e/suffrage.htm “A World Chronology of the Recognition of
Women's Rights to Vote and to Stand for Election”) It’s surprising to see when other
countries extended this right to the women in their country. (provide time for student questions
and reflection) (10 minutes)
Differentiation and Accommodations
Gifted/Talented Learners: Have students research the progress of women’s political rights in the
United States since the passing of the Nineteenth Amendment as well as the progress of
women’s political rights in another modern industrial country. Then have them complete a Venn
Diagram comparing the two countries.
English Language Learners: Have students draw a visual form of their point of view including
a caption written in English to describe their point of view.
Special Needs Students: Instead of an editorial, students will write a letter to the editor using the
same requirements as the editorial. Their letter should reflect one of the required point of views.
Reflections/Notes:
33
Anticipatory Set Handout – T-Chart - Handout #1
Picketing - Protesting
Positive
Negative
1.
1.
2.
2.
3.
3.
Ways to create change in a democratic society
1.
2.
3.
34
Information Gathering Handout - Handout #2
DEMOCRATIC PROCESS – EVALUATION FORM
Nineteenth Amendment
Evaluate three methods used to achieved equality of women’s political rights
Methods Used
Describe Method
Evaluate method based on how it
reflects the national identity
1.
2.
3.
35
Sketch Method
Public Personalities from the 1920s
Written Conversations
This lesson makes use of “Written Conversations” as a learning strategy for high school
students studying U.S History during the 1920s. When you study history, you study
people, either as a group or as an individual, and identify how their achievements may
have impacted others around them.
Overview
During this lesson students will reflect on their readings and come to
CC Standards know some of the individuals whose personalities defined the
RS 11-12 1
individual spirit and drive of Americans living in the period known as
WS 11-12 2
the Roaring Twenties. The purpose is to get students to offer their
WS 11-12 9
interpretations/opinions about the text to each other in a nonthreatening way by passing notes back and forth where they debate,
question, or agree and expand on thoughts.
Learning Outcomes
1. Students will imagine what life for one or more Americans might
have been like in the 1920s. (synthesis)
Grade Level
2. Students will be aware of potential obstacles which may have
11th grade
blocked their achievements from taking place. (knowledge)
3. Students will interpret how various events in the personal or
professional life may have defined the character’s overall success.
(evaluation)
Understandings (Background Knowledge)
Events don’t just happen without individuals making life-changing
decisions about something that will impact the world around them.
The Roaring Twenties were an exciting time to live, but it took
Duration
genuine individuals with a vision and a mission to achieve their goals.
Some of these people are famous for their accomplishments while
60-minute
others may be totally unknown to the average American. When
class period
provided with viable insight on these individuals, we are often left
with inward-looking wonderings about specific events. This is where
“Written Conversations” provides an opportunity for students to
explore their own thoughts and expound on those of another student.
Essential Questions (Engaging Question)
Material
What is reading between the lines? Interpreting, assembling
(5) Five
information, perceiving relationships and making inferences about a
handouts on
person or event. When we read about people who made a positive
specific
impact on others in their life, how does this personally affect you?
individuals who
Did these individuals truly make a difference in the world? What are
lived during the
the lessons which each of us can take away from learning about these
1920s (make
people?
enough copies
Primary & Secondary Sources
for each
The handouts pull biographical information from an assortment of
member in the
credible websites. When available, quotes are also put into block form
group)
in each handout as well as one or more pictures of the individual and
36
the event(s) they are associated with. There are designated areas of
blank content on both sides of the paper to allow space for students to
jot down their questions, comments and insight.
Learning Activities (Procedure)
A short PowerPoint presentation of six slides is provided as an
overview of the “Personalities from the 1920s.” We discuss the
tremendous groundswell of new inventions during this decade, and
how they impacted the life of many Americans; but behind every new
technology is a person who drives the idea. If we see their picture,
some will recognize these people (such as Henry Ford and Babe
Ruth) and their names are considered household in nature; but there
are other individuals for who little is known or understood. Explain
how they all made important contributions to the American Spirit of
the 1920s, and a good way to get to know these individuals is involve
one another in a written conversation about them. (5 minutes)
The group is divided into groups of 4-5 students (no more than that),
and they are instructed to sit all at a table in order to have eye contact
with one another. When they are situated, each of them is provided
with a copy of “Written Conversations: (with the name of the
person).” They are also told that once we begin, they cannot talk with
one another and all communication must be done in written form. (2
minutes)
After any questions are answered, students are advised that they will
have five (5) minutes to complete the first part of the assignment. As
they read the biography, they are encouraged to circle specific pieces
of information which they find interesting. After they complete the
reading, they are asked to write specific questions or ponderings
about the individual…almost as if they were trying to reach out in
dialogue to the person in modern-day life.
At the end of five minutes, they take their paper and pass it to the
person to their immediate right. That individual is asked to read the
questions/comments of that student and then expand on them further.
They will have two (2) minutes to do so.
This is continued until each student has had the opportunity to read
and respond to the various comments. Students are then allowed to
speak with one another, and each group is asked to identify a
minimum of five (5) defining characteristics and/or wonderings about
the personality they explored. (2 minutes)
When this is completed, each group is provided with one-and-a-half
(1-1/2) minutes to make a summarizing overview about the person
who they had a written conversation with and to share what ideas
were generated with the whole class.
Differentiation:
Audio Support: Talking web browsers, text to speech software, and
37
text-to-MP3 audio files provided upon request.
Independent Study: The student and teacher can identify topics of
interest to the student. Together they plan a method of investigating
the topic and decide upon the outcome of the independent study. The
result of the project will be based on the needs of the student and the
curricular content. Guided by the teacher, the student completes his
or her own research on the topic and develops a product to share with
classmates.
Choice Boards: Organizers will contain a variety of activities.
Students can choose one or several activities to complete as they learn
a skill or develop a product. Choice boards can be organized so that
students are required to choose options that focus on several different
skills. For example, after students read the assignment, they are given
a choice board that contains a list of possible products for each of the
following learning styles: visual, auditory, kinesthetic, and tactile.
Students must complete two products from the board, and must
choose these products from two different learning styles.
Rubric for Written Conversations
Earned Assessment
Element
Points
Consistently addresses audience's needs by using purposeful
and specific information to fully explain the topic. Text is
uniformly organized, and language choices often enhance
the text.
2
Sometimes addresses audience's needs by using purposeful
and mostly specific information to adequately explain the
topic. Text is generally organized, and language choices
sometimes enhance the text.
1
Rarely or never addresses audience's needs by using
purposeful or specific information to explain the topic. Text
lacks organization, and language choices seldom, if ever,
enhance the text.
0
Total
38
Self
Teacher
Alice Paul, chief strategist for the militant wing of the suffrage movement and author
of the Equal Rights Amendment, was born on January 11, 1885 in Moorestown, New Jersey. The product of an upper middle-class Quaker family, Paul attended Swarthmore College and earned a doctorate in social work from the University of Pennsylvania. Raised in
an area founded by her Quaker ancestors, Alice and her family remained devoted observers of the faith. As Hicksite Friends, the Paul family adhered to Quaker traditions of simplicity and plain speech (replacing you and yours with "thee" and "thy" when talking with
other Quakers). Alice attended a Hicksite school in Moorestown, New Jersey, and graduated first in her class in 1901. Hicksite Friends endorsed the concept of gender equality as a central tenet of
their religion and a societal norm of Quaker life. As Paul noted years later,
"When the Quakers were founded...one of their principles was and is
equality of the sexes. So I never had any other idea...the principle was always there." Growing up among Quakers, who believed men and women
were equal, meant Alice's childhood environment was something of an
anomaly for the time period. This upbringing undoubtedly accounts for the
many Quaker suffragists including Susan B. Anthony and Lucretia Mott,
both whom Paul admired and considered role-models. Alice's faith not only established the foundation for her belief in equality but also provided a
rich legacy of activism and service to country.
Alice Paul joined the woman suffrage movement while pursuing graduate studies in England. There, she
was schooled in the militant tactics of Emmeline Pankhurst's Women's Social and Political Union. Upon her
return to the United States in 1910, Paul found the suffrage movement in need of new ways to capture public
and press interest. In November 1912 Paul attended the annual convention of the National American Woman
Suffrage Association (NAWSA) and offered her services. NAWSA accepted her offer and made her chairman
of their Congressional Committee.
Charged with maintaining NAWSA's presence in
Washington, D.C., her first task was organizing a parade and pageant designed to draw attention to the
I never doubted that equal rights was the right direc on. Most
suffrage movement. Timed to coincide with festivireforms, most problems are complicated. But to me there is
ties surrounding the inauguration of Woodrow Wilnothing complicated about ordinary equality.
son, the event resulted in a near riot as crowds surIt is be er, as far as ge ng the vote is concerned I believe, to
have a small, united group than an immense deba ng society. rounded and at times engulfed parade participants.
I always feel the movement is a sort of mosaic. Each of us puts in Nonetheless, the parade on March 3, 1913 highlighted the suffrage cause at a time when the issue was
one li le stone, and then you get a great mosaic at the end.
We women of America tell you that America is not a democracy. falling from public consciousness.
When you put your hand to the plow, you can't put it down un l
you get to the end of the row.
Twenty million women are denied the right to vote.
In 1913, Alice Paul, Lucy Burns, Crystal Eastman,
The Woman's Party is made up of women of all races, creeds and and others organized the Congressional Union (CU),
na onali es who are united on the one program of working to
later known as the National Woman's Party (NWP).
raise the status of women.
The group's goal was ratification of a suffrage
amendment to the United States Constitution. Until
the late 1910s, NAWSA mainly worked on the state
This world crisis came about without women having anything to
level, urging each state to pass legislation permitting
do with it. If the women of the world had not been excluded
women to vote. Sensing the Congressional Union was
from world affairs, things today might have been different.
moving in a more radical direction, NAWSA ousted
Each of us puts in one li le stone, and then you get a great mosathe CU almost immediately following its formation.
ic at the end.
There will never be a new world order un l women are a part of
it.
source: hƩp://thinkexist.com/quotes/alice_paul/ Over the next seven years, Paul and her followers re39
lentlessly pursued a Constitutional Amendment. Their policy of holding the party in power responsible for the Amendment's success contrasted sharply with
NAWSA's commitment to political neutrality. In the 1916 election, for example,
the National Woman's Party campaigned against Wilson's Democrats in states
where women could vote.
Even World War failed to divert the National Woman's Party from the suffrage campaign. Instead of calling a truce with President Wilson, suffragists
picketed his White House with signs demanding "Kaiser Wilson" extend democracy to women. These peaceful, if abrasive, demonstrations ended with arrest and imprisonment. Behind bars, Paul and other suffragists continued their
protest with a prison hunger strike and eventually were force fed.
In 1922, Alice went on to study law at the Washington College of Law. She
still had unfinished business, to "remove all remaining forms of the subjection
of women." The following year, she introduced the first Equal Rights Amendment: "Men and women shall have equal rights throughout the United States
and every place subject to its jurisdiction." She continued to re-introduce the ERA for many years -- finally
getting it through Congress in 1970. But the ERA failed to win ratification from enough states within the specific time limit, and it failed. Alice went on to receive a Master’s and Doctorate legal degrees from American
University (Washington, D.C.) in 1927 and 1928.
In the late 1920s, Alice broadened NWP's activities internationally; then founded the World Woman's Party
(WWP) in 1938, later renamed the World Woman's Party for Equal Rights, and headquartered in Geneva,
Switzerland. Through this group, particularly from 1938 through 1953, Alice worked closely with the League
of Nations and later with the United Nations, trying to achieve equality and the rights of women around the
world. The WWP was responsible for establishing the U.N. Commission on the Status of Women in 1946.
When World War II broke out, in September 1939 in Europe, the WWP headquarters became a refuge for
people escaping the Nazi terror. The group and Alice also helped them find American sponsors, get passports
and travel safely to the U.S. However, in the spring of 1941, with Nazi restrictions imposed, the WWP relocated to Washington, D.C. Alice said that if women had helped
to end the first World War, the second one would not have
been necessary.
From the mid-1950s on, Alice re-focused on women's
issues in the U.S., trying to have prohibition of sex discrimination included in the pending civil rights bill. She was not
successful until the next decade. At 79 years of age, Alice
ran the NWP's lobbying campaign to add a sex discrimination category to Title VII of the Civil Rights Act of 1964.
The NWP was the only women's organization to fight for
this inclusion.
Alice never married, committing herself to a life of causes. When she returned to the U.S. in 1941, she lived with
her sister Helen, after that she lived with activist Elsie Hill, her closest friend. After Elsie died in the late
1960s, Alice lived alone in reduced circumstances in the Alta Craig Nursing Home in Ridgefield, Connecticut.
But she still protested in rallies for women's rights and against the Vietnam War -- while in her 80s.
Still active, the NWP continues to fight for ratification of the ERA and other women's rights issues. On June
26, 1997 -- after 75 years, a Congressional Resolution, and $75,000 raised by the National Museum of Women's History -- the statue of the suffrage leaders was returned to the Rotunda of the U.S. Capitol.
sources: http://www.lkwdpl.org/wihohio/paul-ali.htm
http://memory.loc.gov/ammem/today/jan11.html
40
During his five full seasons with the Boston Red Sox, Babe Ruth established himself as
one of the premier left-handed pitchers in the game, began his historic transformation
from moundsman to slugging outfielder, and was part of three World Series championship teams. After he was sold to the New York Yankees in December 1919, his eyepopping batting performances over the next few seasons helped usher in a new era of
long-distance hitting and high scoring, effectively bringing down the curtain on the
Deadball Era.
George Herman Ruth was born to George Ruth and Catherine Schamberger on February 6, 1895, in his
mother’s parents’ house at 216 Emory Street, in Baltimore, Maryland. With his father working long hours in
his saloon and his mother often in poor health, Little George (as he was known) spent his days unsupervised
on the waterfront streets and docks, committing petty theft and vandalism. Hanging out
in his father’s bar, he stole money from the till, drained the last drops from old beer
glasses, and developed a taste for chewing tobacco. He was only six years old.
Shortly after his seventh birthday, the Ruths petitioned the Baltimore courts to declare
Little George “incorrigible” and sent him to live at St. Mary’s Industrial School, on the
outskirts of the city. The boy’s initial stay at St. Mary’s lasted only four weeks before
his parents brought him home for the first of several attempted reconciliations; his longterm residence at St. Mary’s actually began in 1904. But it was during that first stay that
George met Brother Matthias.
“He taught me to read and write and he taught me the difference between right and
wrong,” Ruth said of the Canadian-born priest. “He was the father I needed and the
greatest man I’ve ever known.” Brother Matthias also spent many afternoons tossing a
worn-out baseball in the air and swatting it out to the boys. Little George watched, bug-eyed. “I had never
seen anything like that in my life,” he recalled. “I think I was born as a hitter the first day I ever saw him hit a
baseball.” The impressionable youngster imitated Matthias’s hitting style—gripping the bat tightly down at
the knobbed end, taking a big swing at the ball—as well as his way of running with quick, tiny steps.
When asked in 1918 about playing baseball at St. Mary’s, Ruth said he had little difficulty anywhere on the
field. “Sometimes I pitched. Sometimes I caught, and frequently I played the outfield and infield. It was all
the same to me. All I wanted was to play. I didn’t care much where.” In one St. Mary’s game in 1913, Ruth,
then 18 years old, caught, played third base (even though he threw left-handed), and pitched, striking out six
men, and collecting a double, a triple, and a home run. That summer, he was allowed to pitch with local amateur and semipro teams on weekends. Impressed with his performances, Jack Dunn signed Ruth to his minor
league Baltimore Orioles club the following February.
Although he was a bumpkin with minimal social skills, at camp in South Carolina Ruth quickly distinguished himself on the diamond. That spring, the Orioles played several major league teams. In two outings
against the Phillies, Ruth faced 29 batters and allowed only six hits and two unearned runs. The next week, he
threw a complete game victory over the Philadelphia Athletics, winners of three of the last four World Series.
Short on cash that summer, Dunn sold Ruth to the Boston Red Sox.
With the Red Sox offense sputtering after the sale of Tris Speaker in 1916, the suggestion to play Ruth
every day was renewed when he tied a record with a home run in three consecutive games. Ruth hated the
helpless feeling of sitting on the bench between pitching assignments, and believed he could be a better hitter
if given more opportunity. In mid-season, with all three Boston outfielders in slumps, Carrigan was reportedly ready to give Babe a shot, but it never happened. Ruth finished the 1917 season at .325, easily the highest
average on the team. Left fielder Duffy Lewis topped the regulars at .302; no one else hit above .265. Giving
Ruth an everyday job remained nothing more than an entertaining game of “what if”—until 1918.
41
The previous summer, the United States had entered the Great War; many
players had enlisted or accepted war-related jobs before the season began. Trying to strengthen the Red Sox offense, about two weeks into the season, manager Ed Barrow, after discussions with right fielder and team captain Harry Hooper, penciled Ruth into the lineup. The move came only a few days after a Boston
paper reported that team owner Harry Frazee had refused an offer of $100,000
for Ruth. “It is ridiculous to talk about it,” Frazee said. “Ruth is our Big Ace.
He’s the most talked of, most sought for, most colorful ball player in the game.”
Later reports revealed that the offer had come from the Yankees.
While with the Red Sox, Ruth often arranged for busloads of orphans to visit
his farm in Sudbury for a day-long picnic and ball game, making sure each kid
left with a glove and autographed baseball. When the Red Sox were at home, Ruth would arrive at Fenway
Park early on Saturday mornings to help the vendors—mostly boys in their early teens—bag peanuts for the
upcoming week’s games.
“He’d race with us to see who could bag the most,” recalled Tom Foley, who was 14 years old in 1918.
(Ruth was barely out of his teens himself.) “He’d talk a blue streak the whole time, telling us to be good boys
and play baseball, because there was good money in it. He thought that if we worked hard enough, we could be
as good as he was. But we knew better than that. He’d stay about an hour. When
we finished, he’d pull out a $20 bill and throw it on the table and say ‘Have a
good time, kids.’ We’d split it up, and each go home with an extra half-dollar or
dollar depending on how many of us were there. Babe Ruth was an angel to
us.” [Allan Wood, telephone interviews with Tom Foley, 1995 and 1997.]
To management, however, Ruth was a headache. His continued inability—or
outright refusal—to adhere to the team’s curfew earned him several suspensions
and his non-stop salary demands infuriated Frazee. The Red Sox owner had
spoken publicly about possibly trading Ruth before the 1919 season, when Babe
was holding out for double his existing salary and threatening to become a boxer. However, Ruth and Frazee
came to terms and the Babe’s hitting made
headlines across the country all season long. “I won't be happy un l we have every boy in America between the ages of six and sixteen wearing a glove and swinging a bat.” He played 111 games in left field, belted a
“The way a team plays as a whole determines its success. You may record 29 home runs, and led the major
have the greatest bunch of individual stars in the world, but if they leagues in slugging percentage (.657), ondon't play together, the club won't be worth a dime.” base percentage (.456), runs scored (103),
“How to hit home runs: I swing as hard as I can, and I try to swing RBIs (114), and total bases (284). He also
right through the ball... The harder you grip the bat, the more you drove in or scored one-third of Boston’s
can swing it through the ball, and the farther the ball will go. I runs. But while Ruth also won nine games on
swing big, with everything I've got. I hit big or I miss big. I like to the mound, the rest of the staff fell victim to
live as big as I can.” injuries and the defending champs finished
“As soon as I got out there I felt a strange rela onship with the pitchin the second division with a 66-71 record.
er's mound. It was as if I'd been born out there. Pitching just felt The sale of Ruth to the Yankees was anlike the most natural thing in the world. Striking out ba ers was nounced after New Year’s 1920 and alteasy.” hough it was big news, public opinion in
“Never let the fear of striking out keep you from coming up to bat.” Boston was divided. Many fans were aghast “You know this baseball game of ours comes up from the youth - that that such a talent would be cast off, while
means the boys. And a er you've been a boy, and grow up to know how to play ball, then you come to the boys you see represen ng others, including many former players, inthemselves today in our na onal pas me.” sisted that a cohesive team (as opposed to
one egomaniac plus everyone else) was the “I know, but I had a be er year than Hoover.” ‐ Reported reply when a reporter objected that the salary Ruth was demanding ($80,000) key to success. source: http://bioproj.sabr.org/bioproj.cfm? was more than that of President Herbert Hoover's ($75,000) “It's hard to beat a person who never gives up.” a=v&v=l&bid=1809&pid=12352
source: hƩp://www.baberuth.com/quotes 42
Most people credit Henry Ford with inventing the automobile. The fact is he didn't, but
Henry Ford held many patents on automotive mechanisms. He is best remembered, however, for helping devise the factory assembly approach to production that revolutionized
the auto industry by greatly reducing the time required to assemble a car.
The story of Henry Ford is not of a prodigy entrepreneur or an overnight success. Ford
grew up on a farm and might easily have remained in agriculture. But something stronger
pulled at Ford's imagination: mechanics, machinery, understanding how things worked
and what new possibilities lay in store. As a young boy, he took apart everything he got
his hands on. He quickly became known around the neighborhood for fixing people's watches.
Henry Ford's parents left Ireland during the potato famine and settled in the Detroit area in the 1840s. Ford was
born in what is now Dearborn, Michigan on July 30, 1863. His formal education was limited, but even as a youngster, he was handy with machinery. He began constructing his first steam engine (1878) at the age of 15. He became a machinist's apprentice in Detroit at the age of 16. In 1888, Henry Ford marries Clara Bryant and moves to
an 80-acre farm in what is today Dearborn. Five years later their only child Edsel Bryant Ford is born. From 1891
to 1899 he was a mechanical engineer, and later chief engineer, with the Edison Illuminating Company. In 1893 he
built his first internal combustion engine, a small one-cylinder gasoline model.
In 1896, Ford invented the Quadricycle. It was the first "horseless carriage" that he actually built. It's a far cry
from today's cars and even from what he produced a few years later, but in a way it's the starting point of Ford's
career as a businessman. Until the Quadricycle, Ford's tinkering had been experimental, theoretical—like the gas
engine he built on his kitchen table in the 1890's, which was just an engine with nothing to power. The Quadricycle
showed enough popularity and potential that it launched the beginning of Ford's business ventures.
In 1899 Ford left Edison to help run the newly formed Detroit Automobile Company which produced only a few
cars. Ford quit Detroit Automobile Company and began to build his own racing cars. In 1901, the Henry Ford Company is organized with Ford as chief engineer. Cars were still built essentially one at a time. Ford hoped to incorporate ideas from other industries -- standardized parts as Eli Whitney had used with gun manufacturing and George
Eastman tried in photo processing -- to make the process more efficient. This idea struck others in his field as nutty,
so before long, Henry resigned in a dispute with his financial backers. In 1902, the company becomes the Cadillac
Motor Car Co. His own racing cars were good enough to attract backers and even partners, Ford Motor Company
was founded on June 16, 1903. The first Ford, the Model A, was being sold in Detroit a few months later. When
founded, Ford Motor Company was just one of 15 car manufacturers in Michigan and 88 in the US. But as it began
to turn a profit within its first few months, it became clear that Henry Ford's vision for the automotive industry was
going to work, and work in a big way. During the first five years of Ford Motor Company's existence, Henry Ford,
as chief engineer and later as president, directed a development and production program that started in a converted
wagon shop.
In 1907, Henry Ford announced his goal for the Ford Motor Company: to create "a motor car for the great multitude." At that time, automobiles were expensive, custom-made machines. Ford's engineers took the first step towards this goal by designing the Model T, a simple, sturdy car, offering no factory options -- not even a choice of
color. The Model T, first produced in 1908, kept the same design until the last one -- number 15,000,000 -- rolled
off the line in 1927. From the start, the Model T was less expensive than most other cars, but it was still not attainable for the "multitude." Ford realized he'd need a more efficient way to produce the car in order to lower the price.
He and his team looked at other industries and found four principles that would further their goal: interchangeable
parts, continuous flow, division of labor, and reducing wasted effort.
Using interchangeable parts meant making the individual pieces of the car the same every time. That way any
valve would fit any engine, any steering wheel would fit any chassis. The efficiencies to be gained were proven in
the assembly of standardized photography equipment pioneered by George Eastman in 1892. This meant improving
the machinery and cutting tools used to make the parts. But once the machines were adjusted, a low-skilled laborer
could operate them, replacing the skilled craftsperson who formerly made the parts by hand. To improve the flow
of the work, it needed to be arranged so that as one task was finished, another began, with minimum time spent in
43
set-up. Ford was inspired by the meat-packing
houses of Chicago and a grain mill conveyor
belt he had seen. If he brought the work to the
workers, they spent less time moving about.
He adopting the Chicago meatpackers overhead trolley to auto production by installing
the first automatic conveyer belt. Then he divided the labor by breaking the assembly of
the Model T into 84 distinct steps. Each
worker was trained to do just one of these
steps.
Ford called in Frederick Winslow Taylor,
the creator of "scientific management," to do
time and motion studies to determine the exact speed at which the work should proceed
and the exact motions workers should use to
accomplish their tasks. There by reducing
wasted effort.
Ford put these
principles into
play gradually
over five years,
fine-tuning and
testing as he
went along. In
1913, they
came together in the first moving assembly
line ever used for large-scale manufacturing.
Ford produced cars at a record-breaking rate.
That meant he could lower the price and still
make a good profit by selling more cars.
Ford had another notion, rather original in
its time: the workers were also potential consumers! In 1914, Ford workers' wages were
raised to $5 a day -- an excellent wage -- and
they soon proved him right by buying their
own Model Ts. Ford was called "a traitor to
his class" by other industrialists and professionals, but he held firm in believing that well
-paid workers would put up with dull work,
be loyal, and buy his cars. Ford's manufacturing principles were adopted by countless other industries. The process was so revolutionary that the term "to Fordize" meant to standardize a product and manufacture it by mass
means at a price so low that the common man
could afford to buy it. Henry Ford went beyond his 1907 goal of making cars affordable
for all; he changed the habits of a nation, and
shaped its very character.
source: http://www.ideafinder.com/history/
inventors/ford.htm
Wealth is nothing more or less than a tool to do things with. It is like the fuel that runs the furnace or the belt that runs the wheel ‐‐ only a means to an end. HENRY FORD, Theosophist Magazine, Feb. 1930 Too many men are afraid of being fools. HENRY FORD, "In Bondage to a Reputa on," Ford Ideals The human mind is a channel through which things‐to‐be are coming into the realm of things‐that‐are. HENRY FORD, Theosophist Magazine, Feb. 1930 If there is one thing which I would banish from the earth it is fear. HENRY FORD, Theosophist Magazine, Feb. 1930 Do your best every me ... because by doing a thing well you build something valuable into yourself. HENRY FORD, Theosophist Magazine, Feb. 1930 Quality means doing it right when no one is looking. HENRY FORD, quoted in Elizabeth Dole's Hearts Touched With Fire The man who has the largest capacity for work and thought is the man who is bound to succeed. HENRY FORD, My Life and Work My opposi on to war is not based upon pacifist or non‐resistant prin‐
ciples. It may be that the present state of civiliza on is such that cer‐
tain interna onal ques ons cannot be discussed; it may be that they have to be fought out. But the figh ng never se les the ques on. It only gets the par cipants around to a frame of mind where they will agree to discuss what they were figh ng about. HENRY FORD, My Life and Work Unless you have courage, a courage that keeps you going, always going, no ma er what happens, there is no certainty of success. It is really an endurance race. HENRY FORD, Theosophist Magazine, Feb. 1930 An idealist is a person who helps other people to be prosperous. HENRY FORD, remarks in court, July 1919 You must know all there is to know in your par cular field and keep on the alert for new knowledge. The least difference in knowledge between you and another man may spell his success and your failure. HENRY FORD, Theosophist Magazine, Feb. 1930 The only mo ve that can keep poli cs pure is the mo ve of doing good for one's country and its people. HENRY FORD, "Party Poli cs," Ford Ideals The me will come when man will know even what is going on in the other planets and perhaps be able to visit them. HENRY FORD, Theosophist Magazine, Feb. 1930 We teach children to save their money. As an a empt to counteract thoughtless and selfish expenditure, that has value. But it is not posi‐
ve; it does not lead the child into the safe and useful avenues of self‐
expression or self‐expenditure. To teach a child to invest and use is be er than to teach him to save. HENRY FORD, My Life and Work source:
h p://www.notable‐quotes.com/f/ford_henry.html
44
Charlie Chaplin was a comedic actor whose ability made him a worldwide star before the end of WWI and a major influence in the silent film era. His character of the
Tramp, a refined vagrant, was identified so closely with the silent film era that Chaplin
refused to make a "talkie" with him, retiring the character in the film "Modern Times".
Born Charles Spencer Chaplin on April 16, 1889, in London, England, Chaplin was
one of film's first superstars, elevating the industry in a way few could have ever imagined. Chaplin's rise was a true rags-to-riches story. His father, a notorious drinker,
abandoned Chaplin, his mother, and his older half-brother, Sydney, not long after his
Charlie's birth. That left Chaplin and his brother in the hands of their mother, a vaudevillian and music hall
singer who went by the stage name of Lily Harley.
For a few years, anyway, Chaplin's mother, who would later suffer severe mental issues and have to be
committed to an asylum, was able to support her family. But in a performance that would introduce her youngest boy to the world of performance, Hannah inexplicably lost her voice in the middle of a show, prompting
the stage manager to push the five-year-old Chaplin, whom he'd heard sing, onto the stage to replace her.
Chaplin lit up the audience, wowing them with his natural presence and comedic angle (at one point he imitated his mother's cracking voice). But the episode meant the
end for Hannah. Her singing voice never returned and she eventually ran out of money. For a time Charlie and Sydney had to make a new temporary home for themselves in London's tough workhouses.
Armed with his mother's love of the stage, Chaplin was determined to make it in
show business himself and in 1897 using his mother's contacts landed with a clog
dancing troupe named the Eight Lancashire Lads. It was a short stint, and not a terribly profitable one, forcing the go-getter Chaplin to make ends meet anyway he could.
"I (was) newsvendor, printer, toymaker, doctor's boy, etc., but during these occupational digressions, I never lost sight of my ultimate aim to become an actor," Chaplin
later recounted. "So, between jobs I would polish my shoes, brush my clothes, put on
a clean collar and make periodic calls at a theatrical agency."
Eventually other stage work did come his way. Chaplin made his acting debut as a pageboy in a production
of Sherlock Holmes. From there he toured with a vaudeville outfit named Casey's Court Circus and in 1908
teamed up with the Fred Karno pantomime
A day without laughter is a day wasted. troupe, where Chaplin became one of its
A man's true character comes out when he's drunk. stars as The Drunk in the comedic sketch, A
Actors search for rejec on. If they don't get it they reject themselves. Night in an English Music Hall. With the
All I need to make a comedy is a park, a policeman and a pre y girl. Karno troupe, Chaplin got his first taste of
the United States, where he caught the eye
Despair is a narco c. It lulls the mind into indifference. of film producer Mack Sennett, who signed
Failure is unimportant. It takes courage to make a fool of yourself. Chaplin to a contract for a $150 a week. In
I am at peace with God. My conflict is with Man. 1914 Chaplin made his film debut in a
I don't believe that the public knows what it wants; this is the conclu‐ somewhat forgettable one-reeler called
sion that I have drawn from my career. Make a Living. To differentiate himself from
I suppose that's one of the ironies of life doing the wrong thing at the the clad of other actors in Sennett films,
Chaplin decided to play a single identifiable
right moment. I thought I would dress in baggy pants, big shoes, a cane and a derby character. The Little Tramp was born, with
hat. everything a contradic on: the pants baggy, the coat ght, the audiences getting their first taste of him in
Kid Auto Races at Venice (1914).
hat small and the shoes large. Over the next year, Chaplin appeared in 35
I went into the business for the money, and the art grew out of it. If movies, a lineup that included Tillie's Puncpeople are disillusioned by that remark, I can't help it. It's the truth. tured Romance, film's first full-length comeI'd sooner be called a successful crook than a des tute monarch. dy. In 1915 Chaplin left Sennett to join the
45
Essanay Company, which agreed to pay him $1,250 a week. It's with Essanay that Chaplin, who by this time had hired his brother Sydney to be his
business manager, rose to stardom. During his first year with the company,
Chaplin made 14 films, including The Tramp (1915). Generally regarded
as the actor's first classic, the story establishes Chaplin's character as unexpected hero when he saves farmer's daughter from a gang of robbers.
By the age of 26, Chaplin, just three years removed from his vaudeville
days was a movie superstar. He'd moved over to the Mutual Company,
which paid him a whopping $670,000 a year. The money made Chaplin a
wealthy man, but it didn't seem to derail his artistic drive. With Mutual, he
made some of his best work, including One A.M. (1916), The Rink (1916),
The Vagabond (1916), and Easy Street (1917). Through his work, Chaplin came to be known as a grueling perfectionist. His love for experimentation often meant countless retakes and it was not uncommon for him to order the rebuilding of an entire set. It also wasn't rare for him to begin with one leading actor, realize he'd made
a mistake in his casting, and start again with someone new.
But the results were hard to refute. During the 1920s Chaplin's career blossomed even more. During the
decade he made some landmark films, including The Kid (1921), The Pilgrim (1923), A Woman in Paris
(1923), The Gold Rush (1925), a movie Chaplin would later say he wanted to be remembered by, and The Circus (1928). The latter three were released by United Artists, a company Chaplin co-founded in 1919 with
Douglas Fairbanks, Mary Pickford, and D.W. Griffith.
But while Chaplin's life on-screen life was filled with successes, what was happening off-screen proved to
be trickier to navigate. His affairs with actresses who had roles in his movies were numerous. Some, however,
ended better than others. In 1918 he quickly married 16-year-old Mildred Harris. The marriage lasted two
years, and in 1924 he wed again, to another 16-year-old, actress Lita Grey, whom he'd cast in The Gold Rush.
The marriage had been brought on by an unplanned pregnancy, and the resulting union, which produced two
sons for Chaplin (Charles Jr., and Sydney) was an unhappy one for both partners. The two split in 1927.
In 1936, Chaplin married again, this time to a chorus girl who went by the film name of Paulette Goddard.
They lasted until 1942. That was followed by a nasty paternity suit with another actress, Joan Barry, in which
tests proved Chaplin was not the father of her daughter but a jury still ordered him to pay child support. In
1943, Chaplin married 18-year-old Oona O'Neil, the daughter of playwright, Eugene O'Neil. Unexpectedly the
two would go on to have a happy marriage, one that would result in eight children for the couple.
As his personal life unfolded, Chaplin continued to do remarkable work. In 1931, he released City Lights, a
critical and commercial success that incorporated music Chaplin scored himself. More acclaim came with
Modern Times (1936), a biting commentary about the state of world's economic and political infrastructures.
The film, which did incorporate sound and
Man as an individual is a genius. But men in the mass form the head‐
did not include the Little Tramp character,
was, in part, the result of an 18-month world less monster, a great, bru sh idiot that goes where prodded. tour Chaplin had taken between 1931 and
Nothing is permanent in this wicked world ‐ not even our troubles. 1932, a trip in which he'd witnessed severe The hate of men will pass, and dictators die, and the power they took economic angst and a sharp rise in nationalfrom the people will return to the people. And so long as men die, ism in Europe and elsewhere.
liberty will never perish. Chaplin spoke even louder in The Great The saddest thing I can imagine is to get used to luxury. Dictator (1940), which pointedly ridiculed
To help a friend in need is easy, but to give him your me is not al‐
the governments of Hitler and Mussolini. "I
ways opportune. want to see the return of decency and kindTo truly laugh, you must be able to take your pain, and play with it! ness," Chaplin said around the time of the
film's release. "I'm just a human being who We all want to help one another. Human beings are like that. We want to live by each other's happiness, not by each other's misery. wants to see this country a real democracy..."
We think too much and feel too li le. source: http://www.pbs.org/wnet/ What do you want a meaning for? Life is a desire, not a meaning. americanmasters/episodes/charliesource: h p://www.brainyquote.com/quotes/authors/c/
chaplin/about-the-actor/77/
46
Bessie Coleman was born in Atlanta, Texas, in 1892, the tenth of thirteen children born to
Susan and George Coleman. Her father was one-quarter African-American and three-quarters
Choctaw and Cherokee Indian. Her mother was African-American. When she was two years
old, her family settled in Waxahachie, Texas, and ran a cotton-picking business. In 1901, frustrated by the racial intolerance and barriers, her father went back to Indian Territory
(Oklahoma); his wife and children opted not to go with him. Bessie's older brothers struck out
on their own, leaving Susan with four daughters under the age of nine. She found work as a
cook and housekeeper while Bessie took care of her sisters and the house. From an early age
Bessie Coleman's mother urged her to "become somebody." Although her mother could not read, she managed to borrow books from a traveling library, hoping that somehow Bessie could teach herself to read. "I did," said Coleman, "and
I found a brand new world in the written word. I couldn't get enough."
Susan, Bessie Coleman's mother, encouraged her daughter's education, though she was herself illiterate, and though
Bessie had to miss school often to help in the cotton fields or to watch her younger siblings. At the age of eight, Bessie
worked as the family bookkeeper. As Baptists, Bessie and her siblings learned to read and write by reciting from the
Bible each evening. She went to the one-room school in Waxahachie (a four-mile walk
every day), completing all eight grades. She borrowed books from the library and read
them to the family at night -- often they were of African-American heroes: Paul Laurence Dunbar, Harriet Tubman and Booker T. Washington. After high school and
yearning for more, Bessie took her hard-earned savings and enrolled at the Colored
Agricultural and Normal University (a teachers college) in Langston, Oklahoma. It
was here she read about the Wright Brothers and Harriet Quimby, a woman pilot. But
unfortunately, Bessie only had enough money to complete one term at the university.
Bessie returned to Waxahachie after her year of college, working as a laundress. In
1915, at the age of 23, she moved to Chicago, where her brother Walter lived. He was a Pullman porter. In 1917, she
married Claude Glenn, but apparently never informed her family, lived with him, or even used his name. She became a
manicurist and worked in the White Sox barbershop, even winning a contest through the black weekly newspaper, the
Chicago Defender, as the best and fastest manicurist in the area.
In 1920, her other brother John came to the barbershop, a World War I veteran, and began talking about how French
women were better. They could even fly airplanes, he said. According to her family, that was exactly what she needed
to hear. She's dreamed of "amounting to something" and her brother's taunting inspired her to become a pilot. But pursuing this dream was not easy -- it was hard enough for a white woman to get flying lessons; for black women it was
impossible. She sought help and was encouraged by her friend Robert Abbott, founder of the Chicago Defender, to attend an aviation school in France, where racism was nonexistent. But she had to learn French
first. She did, at a local language school.
After securing funds from Jesse Binga, founder of the Binga State Bank, and other sources,
Bessie left for France in November, 1920. In seven months, she completed the ten-month
course at the Ecole d'Aviation des Freres Caudon at Le Crotoy in the Somme. She learned to
fly in a French Nieuport Type 82, including "tail spins, banking and looping the loop." On
June 15, 1921, Bessie received her pilot's license from the renowned Federation Aeronautique
Internationale. Bessie was not the first black woman (or even the only woman in her class) to
receive a license from the FAI -- but she was the first American to obtain her pilot's license
from the French school. And she was the first licensed black pilot in the U.S.
After studying for an additional three months in France, Bessie returned to the U.S. in September and was greeted by a surprising amount of press. She planned to become an entertainment aviator but found she needed more training. She returned to France for about six months and visited airplane manufacturers in Germany and Holland. Upon returning to the U.S. in August, 1922, Bessie knew she needed publicity for
her performances, so she created an exciting image with a military-style uniform that augmented her beauty.
On September 3, 1922, Bessie Coleman flew in an air show on Long Island in New York, with Abbott and the Chicago Defender as sponsors. The event was held in honor of black veterans of World War I. She was billed as "the
world's greatest woman flyer." Weeks later, she flew in a second show, this one in Chicago, where crowds lauded her
stunt flying. From there she became a popular pilot at air shows around the United States. She announced her intent to
47
start a flying school for African Americans, and began recruiting students for that future venture. She started a beauty
shop in Florida to help raise funds. She also regularly lectured at schools and churches. Bessie Coleman landed a movie
role, but walked away when she realized that the depiction of her as a black woman would be as a stereotypical "Uncle
Tom." Those of her backers who were in the entertainment industry in turn walked away from supporting her career.
In 1923, Bessie Coleman bought her own plane, a World War I surplus Army training plane. She crashed in the plane
days later, on February 4, when the plane nose-dived. After a long recuperation from broken bones, and a longer struggle
to find new backers, she finally was able to get some new bookings for her stunt flying. On Juneteenth (June 19) in
1924 , she flew in a Texas air show. She bought another plane -- this one also an older model, one that was low-priced
enough that she could afford it.
Bessie briefly began a movie career, and moved to southern California, but broke her contract with the black movie
company when she learned she was to play an ignorant black country girl who goes to the big city. She felt the role was
demeaning to women. A year later, she gave flying lessons to an advertising executive who offered to buy her an airplane in exchange for airdropping ad leaflets. She got a war surplus JN-4 ("Jenny") army trainer plane, but it stalled on
the first flight and crashed. Bessie spent four months recuperating from a broken leg and other injuries. She gave a series
of lectures at the Los Angeles YMCA, inspiring others to pursue their dreams and revealing her determination to open a
black aviation school.
Her career was stalled at this point, and Bessie returned to Chicago with no job or plane. She did
perform in Columbus, Ohio, but it was a year before she found backing for a series of performances
in Texas, in the summer of 1925. Successful again, she followed this up with shows in Houston,
Dallas, Wharton, Richmond, San Antonio, Fort Worth, and Waxahachie -- insisting at the last one
that there be a non-segregated main gate. She also began lecturing in black theaters, churches and
schools, not only in Texas, but also Georgia.
She became famous; her fans called her Queen Bess or Brave Bessie. But she still endured
countless obstacles -- from both whites and blacks. Many black men resented her doing what they
could not. And many black women, despite activism for civil liberties and better schools, were often
too socially conservative to accept Bessie's vibrant persona. Black newspapers gave her publicity,
but they were smaller in circulation. White newspapers often either ignored her altogether, or belittled her.
Early in 1926, Bessie gave exhibitions in Florida. A Baptist minister and his wife invited her to spend two months
with them in Orlando. Here, she opened a beauty shop to raise more money for her aviation school. She wrote to a sister
that she was nearing enough capital to open the school. She also had began making payments on another plane.With the
help of a wealthy Orlando businessman, Bessie made the final payment on the plane, another "Jenny." She arranged to
have it flown to her next performance, in Jacksonville, Florida, on May 1, 1926. The mechanic-pilot had to make three
forced landings enroute.
On the evening of April 30, Bessie and her mechanic-pilot took the airplane for a test run. It malfunctioned and the
mechanic lost control. Too short to see over the cockpit's edge, Bessie was not wearing a seatbelt so she could lean over
to check out the field. The plane suddenly accelerated and flipped over. She plummeted 1,500 feet. Upon impact, every
bone in her body was crushed and she died. The plane crashed nearby, killing the pilot.
Thousands of people mourned Bessie's death -- from Jacksonville and Orlando to Chicago, where her body was
transported by train. Three funerals were held; one in each of those cities. An estimated 10,000 people paid their last respects at the memorial service at Pilgrim Baptist Church in Chicago. She was buried at Lincoln Cemetery. It wasn't until
after her death that Bessie received the recognition
she deserved.
I decided blacks should not have to experience the difficul es I
In 1929, Lt. William J. Powell founded the
had faced, so I decided to open a flying school and teach other
Bessie Coleman Aero Club, the aviation school
black women to fly.
she'd longed to establish, in Los Angeles. In 1931,
the Challenger Pilots' Association of Chicago did
I refused to take no for an answer.
their first annual flyover above Lincoln Cemetery,
in honor of her. In 1934, Powell dedicated his book The air is the only place free from prejudices.
Black Wings to her memory. And in 1977, women
pilots in the Chicago region founded the Bessie
Tell them that as soon as I can walk I'm going to fly!
Coleman Aviators Club.
sources: http://womenshistory.about.com/od/ The Negro race is the only race without aviators and I want to
aviationpilots/a/bessie_coleman.htm
http://www.lkwdpl.org/wihohio/cole-bes.htm
http://www.bessiecoleman.com
interest the Negro in flying and thus help the best way I’m
equipped in to upli the colored race.
48
My writer’s prompt...
I made a connection to….
I love the way…..
I don’t really understand…
I can’t believe….
I realized….
49
My writer’s prompt...
I wonder why….
I was surprised to learn that…
I think….
If I were….
I ‘m not sure….
50
My writer’s prompt...
I learned….
I already knew that…..
I was wrong to think…
I still don’t know….
I found it interesting that….
I thought it was especially important….
51
My writer’s prompt...
I would tell someone….
I found it confusing when…..
This helped me explain…
I noticed…..
I know the feeling….
52
Presidents during the Roaring Twenties Era
History Change Frame Graphic Organizer
Grade Level/Course: 11th Grade U.S. History
Unit Topic: The Roaring Twenties
This lesson incorporates a History Change Frame graphic organizer to provide a
structural tool for students to group similar or related information together from the
readings. Graphic organizers are a great success for lessons such as the presidents of the
1920’s because they are right next to each other, making it easier to compare and contrast
as well as keep information organized.
Common Core Standards:
• R 11-12 2
• R 11-12 3
Lesson Outcomes:
1) Students will know who the presidents of the 1920’s were and basic information
about each individual.
2) Students will be able to describe some of the accomplishments or events that
occurred in each president’s term(s).
Assessment Tools:
1) Participation and attendance
2) Presidential graphic organizer rubric
Activities:
1) Opening:
a. The class will be asked to write down anything that they know about the
presidents of the 1920’s, including names, presidential number, events,
etc.
b. Once the students are finished writing down their previous knowledge, the
instructor should ask the students for volunteers to share their thoughts or
knowledge. (10 minutes )
2) At the completion of the opening discussion, the instructor should have students
form groups with three members. The instructor will then hand out the three
writings describing each of the 1920’s presidents. They are to read all three
handouts beginning with President Harding. While reading silently the students
are encouraged to write down ideas or comments they have to discuss with their
group when they are finished the readings. (15 minutes )
3) The students are provided a graphic organizer worksheet and are to fill in the
boxes; encourage students to work with one another when filling out the graphic
organizer. (15 minutes )
53
4) The instructor will bring the class back together to give each group the
opportunity to provide two pieces of information from all three readings that they
found important. (10 minutes )
5) Closure: The instructor will have the students fill out an exit slip about today’s
class to observe what content students have taken away from the class. It should
also be re-iterated that the graphic organizers are to be handed in at the end of the
period so they can be given credit for completion. (10 minutes )
Differentiation:
1) Students with lower reading skills will be grouped with other students who have
shown to have higher reading skills.
2) Readings and graphic organizers can be accommodated to meet the needs of all
individuals.
Pre-Planning:
1) Material
a. Copies of each 1920’s President reading information.
i. 25 copies each
b. Copies of Presidential graphic organizer.
i. 25 copies
c. Copies of graphic organizer rubric.
i. 25 copies
Reflections: Student knowledge of important figures in the 1920’s is vital for students to
connect the large figures during this time period with events that occurred during their
administrations. The presidents of the 1920’s are an integral component of the significant
changes and transformations of American society that occurred during that era, and
students should have a strong foundation of who these men were, what were their
political views and platforms, and the events or actions that defined their presidencies.
Sources:
- Presidential information: http://www.u-s-history.com/pages/h1564.html
54
HISTORY CHANGE FRAME GRAPHIC ORGANIZER
President
What problems did
they face as
they entered office?
What changes or events
impacted their
decision-making?
Warren
Harding
Calvin
Coolidge
Herbert
Hoover
55
What did they do to
address issues associated
with these problem(s)?
It All Falls Apart - The Crash of 1929
RAFT (Role/Audience/Format/Topic)
Grade Level/Course: 11th Grade U.S. History
Unit Topic: The Roaring Twenties
This lesson integrates the RAFT (Role/Audience/Format/Topic) instructional strategy, which is a
great way to engage students in the lesson material plan by incorporating reading and writing,
personal interests, previous knowledge, and critical thinking all into one strategy.
Common Core Standards:
•
•
W 11-12 3
W 11-12 9
Lesson Outcomes:
1) Students will take on the role-of their own choosing-of an American from any
background/region that lived during the 1920’s and had experienced the dramatic events
that took place in October 1929.
2) Students will be able to articulate possible perspectives of different individuals who
experienced the stock market crash of 1929 in a piece of writing they are to complete.
3) Students will share their fictitious character’s experience with class members in small
group work.
Activities:
1) Opener:
a. The instructor will group tables/desks together for student group discussion; the
students are asked as they walk in to sit at a table of their choosing
b. The instructor should then ask the students as a class if any of them have ever
heard of a family member, friend, or even an account seen on television for
example, discussing their experience of the Stock Market Crash of 1929.
c. Students will respond with any knowledge they have from first-hand accounts or
knowledge they have about the crash. (10 minutes)
2) The instructor will have students count of by 5’s and those with the same number will sit
with one another and receive the same readings. Each group will be given different
readings both that provide information that describes the events leading up to life of an
individual that experienced the crash of 1929. After the students are finished reading and
writing down some of their ideas, they will share with the rest of the group, followed by
sharing with the class one or two pieces of information they found in their group’s
readings. (15 minutes)
56
3) After the class has finished discussing their comments, the instructor will hand out a
RAFT template handout, as well as a handout that has sample ideas that the students can
use or look to for guidance. The instructor will go over the RAFT strategy concept with
the students and make sure that they know what is expected out of them. Make sure to
emphasize to the students to have fun with this assignment. The writing should include
their perspective of being one of the individuals, or a fictitious character that experienced
the stock market crash of October 1929. (30 minutes)
4) Closer: The class will wrap up with any questions or comments that the students or the
instructor has about the material or the writing assignment due at the beginning of the
next class. (10 minutes)
Differentiation:
1) An examples RAFT handout is available for the students of all levels and needs to assist
them.
2) There is also a RAFT template available that provides a visual image of the structure to
complete successfully the assignment.
Pre-Planning:
1) Material:
a. Copies of all articles/writings
i. 25 copies
b. Copies of RAFT template
i. 25 copies
c. Copies of Sample RAFT’s
i. 25 copies
d. Copies of RAFT rubrics
i. 25 copies
Sources:
http://history1900s.about.com/od/1920s/a/stockcrash1929_2.htm
http://eh.net/encyclopedia/article/Bierman.crash
http://www.econlib.org/library/Enc/FederalReserveSystem.html
http://www.federalreserve.gov/pubs/feds/2004/200401/200401pap.pdf
http://www.jstor.org/pss/2116229
http://library.thinkquest.org/03oct/01794/first_hand_accounts.htm
http://www.nytimes.com/library/financial/index-1929-crash-2.html
http://www.nytimes.com/library/financial/103029crash-lede.html
http://www.nytimes.com/library/financial/103029crash-fed.html
57
Informational Text
After Reading
Examples of RAFT Assignments
Role
Audience
Format
Topic
Qualities of General
Custer
Dred Scott Decision
Newspaper Reporter
Readers in the 1870s
Obituary
Lawyer
U.S. Supreme Court
Appeal Speech
Abraham Lincoln
Dear Abby
Mike Royko
Public
News Column
Capital punishment
Frontier Woman
Self
Diary
Hardships in the West
Constituent
U.S. Senator
Letter
Gun Control
Newswriter
Public
News Release
Ozone layer has been
formed
Chemist
Chemical company
Instructions
Combinations to avoid
Wheat Thin
Other Wheat Thins
Travel Guide
Plant
Sun
Thank-you note
Scientist
Charles Darwin
Letter
Square Root
Whole Number
Love letter
Explain relationship
Repeating Decimal
Set of Rational Numbers
Petition
Prove you belong to this
set
Cook
Other Cooks
Recipe
Alcoholism
Julia Child
TV Audience
Script
Wonders of eggs
Advertiser
TV Audience
Public Service
Importance of fruit
Lungs
Cigarettes
Complaint
Effects of smoking
Huck Finn
Jim
Letter
What I learned during the
trip
Joseph Stalin
George Orwell
Letter
Reactions to Animal Farm
Comma
9th grade students
Complaint
How it is misused
Trout
Self
Diary
Effects of acid rain on lake
Advice Column
Problems with his generals
Journey through the
Digestive System
Sun’s role in plant’s
growth
Refute a point in evolution
theory
Note: From Classroom Strategies for Interactive Learning, by Doug Buehl, 1995, Schofield, WI: Wisconsin State
Reading Association. Copyright © 1995 by the Wisconsin State Reading Association. Reprinted with permission.
58
59
Writer did not reflect on the role
chosen and voice sounded as
student’s voice.
Format was not followed. No
examples or details were provided.
More than three mechanical errors
were found.
Perspective—Did the writer adapt
the writing to reflect the role
chosen? Did the voice sound like
the role chosen?
Focus—Did the writer follow
his/her chosen format? Did he/she
provide examples and details?
Mechanics—Did the writer proof
their work? Were there any
punctuation, spelling, or grammar
errors?
TOTAL
Three or less mechanical errors
were found.
Either format was consistently
followed, or examples and details
provided, but not both.
Overall, the writer’s voice
reflected role chosen, but was
inconsistent through writing.
Basic (3)
No mechanical errors were found.
Both, format was consistently
followed and quality examples
and details were provided.
Writer’s voice was reflective of
role chosen and voice was
consistent throughout writing.
The information is correct and is
supported by text/research.
Advanced (5)
Source: http://daretodifferentiate.wikispaces.com/file/view/RAFT_rubric.pdf
Adapted from Strayer, B. & Strayer, T. (2007). Strategies for differentiating in the content areas. New York, NY: Scholastic.
The information provided is not
supported by the text/ research.
Novice (0)
Accuracy—Is the information
synthesized correctly and
supported by text/research?
Assignment Traits
RAFT (Role/Audience/Format/Topic) Rubric
Core Performance Task
Roaring Twenties Exhibit
Goal, Role and Audience – During the unit plan, groups of students (3-4 individuals) will work
to research, design and evaluate one aspect pertaining to a subtopic connected with the Roaring
Twenties. The entire class will create an exhibit entitled “The Roaring Twenties: Continuity and
Change,” and this will be available for examination by other classes in the school as well as
interested members of the community.
Situation and Purpose – After the exhibit is completed, students will take on the role as a
reporter for the Daily Herald, and you are attending a guided tour of the new exhibit during
which you will be taking notes for a review to the public. Each student will be writing a two page
review of the exhibit, evaluating its ability to demonstrate the extent by which the 1920s
impacted American society as a period of changing lifestyles.
Standards – Students will write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. (WS.11-12.2, 4, 7). The research associated with this
project will help students to build and present knowledge which is drawn from credible evidence
and viable sources.
The exhibit may include themes and topics from one or more of the following lesson plans…
• Changing roles of women (all aspects)
• Prohibition & Gangsters
• Arts & Entertainment (dance, music, movie stars, national heroes, & sports icons)
• Tolerance & Intolerance (KKK, Red Scare, lynching, anti-immigration actions)
• Business & Industry (automobile industry, labor strife, plight of farmers)
• Inventions & innovations (home conveniences, transportation, changes in
communication)
• Rural Traditions v. Secular Values (Sexual Morality, Prohibition Reforms, Scopes
Trial)
• Harlem Renaissance (Define it, Marcus Garvey & the UNIA, The Crisis, Langston
Hughes, Jazz & Blues)
Relationship to Enduring Understandings: How did events associated with the social and
technological innovations of the 1920’s impact American culture for years to come?
The class will work together to create an exhibit which best reflects the changes taking place in
American society during the 1920s. During their research they will collect information and make
observations about how life changed with regards to business, technology, and recreational
events. Most Americans enjoyed a high standard of living and demand for consumer goods was
increasing rapidly. Students will be able to reflect on societal change and how this impacted the
traditional American family.
The "Roaring Twenties"
Most Americans were unconcerned about the dark side of life. They were too busy enjoying the
prosperity of the 1920s. American industry had expanded during the Great War, making
weapons, uniforms, and equipment. This expansion continued after the war, helped by America's
massive reserves of raw materials and by high tariffs (import duties on foreign goods).Tariffs
60
made foreign goods dearer, so American goods were bought. Some industries were also given
subsidies (cash support), which increased their profits. As a result, there was a substantial boom
of economic expansion.
The greatest boom was in consumer goods such as cars, refrigerators, radios, cookers, and
telephones. Through advertising, ordinary people were encouraged to buy these goods and many
could now afford what had been luxuries before the war. One reason was consumers were
earning slightly higher wages because of the boom. Another reason was the growth of credit
which allowed people to spread the cost over many months and years. However, the main reason
goods became cheaper. For example, in 1908 the average cost of a car was $850, but by 1925 the
average cost of a car was $290.
This was because of mass production methods used to produce many consumer goods. Assembly
lines were built in factories and each worker concentrated on one small job only. The most
famous example of this method was Henry Ford's factory which was fully automated, much of
the work being done by machines. As a result of this revolutionary concept, one Model T Ford
was now produced every ten seconds.
Essential Questions:
Why was America prosperous in the 1920's? Many Americans were now enjoying a higher
standard of living. Food was plentiful and cheap thanks to the vast quantity produced on
American farms. More and more people bought their own houses through mortgages. They filled
them with all kinds of consumer goods and parked their new cars in the garage. But the "Roaring
Twenties" was also the great age of popular entertainment. In the theatres and "speakeasies"
(secret, illegal bars), people were entertained by "vaudeville" acts (music hall), singers and jazz
and dance bands. This is why this period is also called the "Jazz Age". Radio stations
mushroomed all over America, the programs being paid for from advertising.
It was also the age of the cinema, and by the end of the 1920’s one-hundred million cinema
tickets were sold each week. Thousands of black and white silent films were made in America
during this decade, especially in Hollywood, which became the capital of the industry. Actors
and actresses like Charlie Chaplin, Mary Pickford and Rudolf Valentino became "stars" and were
recognized all over the world. By the end of the 1920’s sound and color had been successfully
added on a small scale. In 1928 the first "talkie" was made called "The Jazz Singer" starring Al
Jolson. Many people had enough spare cash to invest in stocks and shares. As profits of
American industries rose, so did the price of shares, leading to ever greater amounts of money
being made. This became known as speculation and an increasing number of people tried it,
often using borrowed money. As we shall see the price of shares eventually began to fall and
then collapsed, leaving many bankrupt.
Essential Questions:
How did Americans enjoy their prosperity in the 1920's?
What were America's main problems in the 1920's?
Research
Scenario
You and your fellow “curators” have been asked by the Smithsonian
Institution to create an exhibition on the “Roaring Twenties”, exploring the
social, political, and economic changes of this exciting decade. Your group
will research, design and evaluate one aspect of 1920’s society. The entire
61
Task and
Product
Assessments
Essential
Question
exhibit will be entitled “The Roaring Twenties: Continuity & Change”.
How did domestic events during the 1920’s influence American Culture
through the rest of the 20th century?
The “Roaring Twenties” was a period of great changes in the United States.
This is a project to explore the social, political, and economic changes
during the decade of the 1920’s. For your group to research, design and
evaluate one specific aspect of the 1920’s (listed below) you will need to
follow these steps:
1. Use your textbook, Library books, Databases, and the internet to
collect information. Share this with others in your group. As you do
your research, you may find interesting artifacts, such political
cartoons, photographs, original documents etc… Collect these also.
Check out Gather & Sort below for access to resources.
2. As a group, make a list of important information. What does the class
need to know? Remember to “frame your room” Decide as a group:
a. Title of the “room”
b. Design for the visual presentation of at least 10 artifacts/primary
sources with captions & descriptions
c. One page summary plaque of information that describes the
changes & consistencies of the 1920 within your topic
3. Construct your “room”. Discuss how to distribute evenly the
descriptions of topics for presentation by the group.
The following scoring tools may be used or adapted by your Teacher to
evaluate your research process and your final product and presentation.
Research Process Assessments: Final Product Assessments:
• Poster/Bulletin Board
• Daily-- Formative
• Research Process-• Sketch/Drawing
Summative
• PowerPoint
(Student/Self)
• Scrapbook
• Research Process-• Other possible products
Summative (Teacher)
-must be cleared with
teacher first
How did domestic events during the 1920’s influence American Culture
through the rest of the 20th century?
Themes and Topics for display:
 Changing roles of women (all aspects)
 Prohibition & Gangsters
 Arts & Entertainment (dance, music, movie stars, national heroes, &
sports icons)
 Tolerance & Intolerance (KKK, Red Scare, lynching, antiimmigration actions)
 Business & Industry (automobile industry, labor strife, plight of
farmers)
 Inventions & innovations (home conveniences, transportation,
changes in communication)
 Rural Traditions v. Secular Values (Sexual Morality, Prohibition
62
Gather and Sort
Organize
Conclusion
Reforms, Scopes Trial)
 Harlem Renaissance (Define it, Marcus Garvey & the UNIA, The
Crisis, Langston Hughes, Jazz & Blues)
Use a variety of resources to gather information about your topic.
Sort your research findings using a graphic organizer or note cards.
Be sure to avoid plagiarism and remember to cite your references and keep
track of your resources by using the Works Cited list.
~ Analyze your research notes to determine if you have adequate
information.
• Organize your notes according to subtopics corresponding to your
subsidiary questions
• Is there a subtopic for which you did not find enough information? If
so, decide whether to continue searching for information about this
subtopic or eliminate it.
• Did you find interesting information which does not fit under any of
your subtopics? If so, decide if this information would be useful to
your audience, and identify a new subtopic for it.
~ Synthesize your findings.
• What new insights have emerged?
• Which facts would be most useful?
• Which facts are unnecessary or irrelevant and could be eliminated?
~ Evaluate your research product by using the following questions:
• Have you gathered enough information about your topic to create a
product?
• Are your details organized and sufficient?
• Do you feel you are well-informed on your topic in order to present
to the class?
Do a self-assessment by using the scoring tool for your product as a
checklist to make sure that your work meets all the listed criteria.
Presentation:
After the Exhibition is completed, we will hang up the “rooms”. NOW you
are a reporter for the Sun. You are attending a guided tour of the new
exhibit, and as any good reporter, you will be taking notes for a review to
the public. You will be writing a two page review of the exhibit, evaluating
its ability to demonstrate the extent the 1920’s had as a period of change &
consistency. Include:
 Summary of each room
 Choice of which room best presented the information & justify why.
 An evaluation as to the extent which the exhibit accurately and
adequately showed the decade as a period of change & continuity.
Justify your assessment with historical support from your notes.
~Plan how you will present your final product to the class. Consider these
options:
• Practice. Be prepared to answer questions.
• Display.
~Present your product to your class. Use the scoring tool to peer-assess your
63
classmates' work. Remember to take notes as your classmates present their
information.
Reflection: Your reflection is your two page review.
Be sure to support your BCR with details from the research presentations.
Resource:
http://carverhs.bcps.org/website05/resources/researchprojectfiles/socstudies/us/twentiesgather_files/
twentiesmain1.htm
64
Rubric for Teamwork on “Roaring Twenties Exhibit”
(up to 25 points)
Trait
Always
Usually
Sometimes
Seldom
Never
5
4
3
2
1
Productive: I came to class
prepared, started right away,
and stayed on task.
Responsible: I completed my
work and performed my team
role.
Contributing: I shared
information with my
teammates and asked for their
feedback.
Communicative: I listened to
my teammates and asked for
their feedback.
Collaborative: I asked my
teammates to share their ideas
and opinions, and I helped the
group make important
decisions.
Teamwork Score: _________
How could you improve? List one or two goals for upcoming work.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
65
Teacher’s Reflection and Self-Evaluation Comment Sheet
Make comments when appropriate.
Was the content over the heads of my students?
Did students lack sufficient prior knowledge?
Did I pace my instruction appropriately?
Were my Learning Goals appropriate to the needs of my students?
If I was to give this lesson again, how would I change it?
Do I provide students with exemplary models of oral and written language?
To what extent does my questioning foster critical and creative thinking?
Do I encourage students' questions and curiosity?
Do I encourage students to rethink, reorganize and refine their oral and
written ideas?
Am I encouraging students to listen and respond to the remarks of their
peers during large and small groups discussions?
Am I providing sufficient opportunity and time for students to work
independently, in pairs and in small groups?
Do I collaboratively structure language and learning experiences with
students?
Does my classroom environment encourage students to take risks during
speaking and writing activities?
Do I provide a variety of resources and experiences to meet the needs of all
students?
To what extent do I assist students in setting purposes for reading, in
relating material to previous experiences, and in constructing meaning from
printed text?
Do I encourage and enable students to access and use a wide variety of
resources?
Do classroom resources reflect fair, equitable and accurate portrayals of
peoples of different cultures, ages and genders?
Am I aware of how culture and gender influence students' interaction and
communication styles?
Do students see me as one who appreciates and enjoys reading and writing?
To what extent are my assessment techniques fair and appropriate for
evaluating progress and for making instructional decisions?
66
Reflection and Self-Evaluation Rubric
PMD Standard: The teacher analyzes the relationship between his/her instruction and student learning in
order to improve teaching practice.
Rating 
Indicator 
1
Indicator Not Met
2
Indicator Partially Met
No evidence or reasons
provided to support
conclusions.
Provides evidence but
no (or simplistic,
superficial) reasons or
hypotheses to support
conclusions drawn.
Provides no rationale
Insights on
for why some activities
Effective
or assessments were
Instruction and
more successful than
Assessment
others.
Identifies successful
and unsuccessful
activities or
assessments and
superficially explores
reasons for their
success or lack thereof
(no use of theory or
research).
Interpretation
of Student
Learning
Does not connect
learning goals,
instruction, and
assessment results in
the discussion of
student learning and
effective instruction
and/or the connections
are irrelevant or
inaccurate.
Connects learning
goals, instruction, and
assessment results in
the discussion of
student learning and
effective instruction,
but misunderstandings
or conceptual gaps are
present.
Implications
for Future
Teaching
Provides no ideas or
inappropriate ideas for
redesigning learning,
goals, instruction, and
assessment.
Provides ideas for
redesigning learning
goals, instruction, and
assessment but offers
no rationale for why
these changes would
improve student
learning.
Implications
for
Professional
Development
Provides no
professional learning
goals or goals that are
not related to the
insights and
experiences described
in this section.
Provides professional
learning goals that are
not strongly related to
the insights and
experiences described
in this section and/or
provides a vague plan
for meeting the goals.
Alignment
among goals,
instruction and
assessment
67
3
Indicator Met
Uses evidence to
support conclusions
drawn. Explores
multiple hypotheses for
why some students did
not meet learning goals.
Identifies successful
and unsuccessful
activities and
assessments and
provides plausible
reasons (based on
theory or research) for
the success or lack
thereof.
Logically connects
learning goals,
instruction, and
assessment results in
discussion of student
learning and effective
instruction.
Provides ideas for
redesigning learning
goals, instruction, and
assessment and
explains why these
modifications would
improve student
learning.
Presents a small
number of professional
learning goals that
clearly emerge from the
insights and
experiences described
in this section.
Describes specific steps
to meet these goals.
Score
Annotated Bibliography
Allen, Lisa and Renee Baylin. Roaring Twenties: Continuity and Change, 1920’s Museum
Simulation for US History Class. Carver Center for Arts & Technology: Baltimore County
Public Schools, 2006.
This is an excellent example of one group of educators working with their students to construct a
Roaring Twenties Exhibit. Their documentation is a great resource and provides insight on
different topics and themes for learners to explore during their research. They offer thoughtful
insight on design and presentation as well as suggestions for students to reflect at the end of the
project.
Buhl, Doug. Classroom Strategies for Interactive Learning. Newark, DE: International Reading
Association, 2009.
The author has assembled a wide variety of reading strategies that work in an assortment of
classroom settings. These are excellent examples of ways to develop and promote student
thinking which is independent in nature. There are different forms of graphic organizers which
allow students to see information in a new perspective.
D’Acquisto, Linda. Learning on Display. Alexandria, WA: Association for Supervision and
Curriculum Development, 2006.
This work is an excellent resource of photographs and classroom examples showing the step-bystep process for creating classroom exhibits and school museums which provide memorable and
fun experiences for everyone involved. The author is a former curriculum director, teacher, and
museum educator.
D.C. Everest Oral History Project. The 1920s Memories from the Past. Weston, WI: D.C.
Everest Area Schools, 2007.
This student assembled work is an oral documentation of interviews with individuals who grew
up in Wisconsin during the 1920s. It represents a treasure trove of memories from people who
experienced all of the unique happenings in that period of U.S. history. While most of these
68
people have now passed away, their recollections of life in a simpler time is priceless to those of
us who follow in their footsteps.
Gordon, Lois and Alan Gordon, eds. The Columbia Chronicles of American Life 1910-1992.
New York: Columbia Press, 1995.
The editors have assembled a unique listing of events and trends from a slice of the twentieth
century. Each year has a sampling of songs, movies, headlines, personalities, and other
happenings which characterize that specific time is history.
Immigration bill passes house. (25 December 1920). Retrieved from
http://www.oldmagazinearticles.com/pdf/IMMIGRATION-1920.PDF
This website is an excellent resource to use for the Roaring Twenties, particularly for the
‘Immigration in American Society’ lesson plan. Primary source documents, such as the
newspaper articles included in the lesson provide students with a more personable account of the
sentiment and opinion of American society during the 1920’s.
Klein, M. (2001). Rainbow's end: the crash of 1929. New York: Oxford University Press.
This book is a great resource for individuals to use when teaching the Roaring Twenties, as well
as the stock market crash of 1929. It provides in-depth details ranging from all parts of American
society, that makes it a great tool to look into regardless of what aspects chosen for lesson plans
Norris, F. (15 October 1999). Looking back at the crash of '29: Then, as now, a new era.
Retrieved from http://www.nytimes.com/pages/topics/
Comparative and opinionated writings in society are some of the most powerful forms of
communication that individuals who would like to express themselves with their peers. The New
York Times one of the most iconic media entities of the 20th and 21st centuries and is an excellent
resource for teachers and students alike.
Orphanides, A. Federal Reserve System, Board of Governors of the Federal Reserve System.
(2003). Monetary policy in deflation: the liquidity trap in history and practice. Retrieved
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from Federal Reserve System website:
http://www.federalreserve.gov/pubs/feds/2004/200401/200401pap.pdf
The Federal Reserve System website is an important resource for the Roaring Twenties unit plan,
particularly for the lesson plan on the stock market crash of 1929. When focusing on the role,
responsibility, actions/inactions, and other aspects pertaining to the events of stock market crash
in October 1929, it is important to inquire and learn what the Federal Reserve states about its
own actions over 60 years later.
Timberlake, Richard H. "Federal Reserve System." The Concise Encyclopedia of Economics.
2008. Library of Economics and Liberty. Retrieved 16 December 2011 from the World
Wide Web: http://www.econlib.org/library/Enc/FederalReserveSystem.html
This was a great resource to use throughout the Roaring Twenties unit plan because it provides
so many different facts, references, other resources that it was very convenient to have for the
rest of the unit plan. Having an encyclopedia such as the CEE is applicable for any historical
period.
Additional Resources
Automobile in American Life and Society. University of Michigan, Dearborn and Benson Ford
Research Center. 2010. 4 November 2011.
<http://www.autolife.umd.umich.edu/>
The Baseball Biography Project. Society for American Baseball Research. 2009. 30 November
2011. <http://bioproj.sabr.org/bioproj.cfm?a=v&v=l&bid=1809&pid=12352>
Bicknell, C. (1983). DETROIT'S CAPUCHIN SOUP KITCHEN. Labor History, 24(1), 112.
(n.d.). World war one - usa newsreel "san francisco celebrates ve day 1918" (1930s) .
[Web Video]. Retrieved from http://www.youtube.com/watch?v=hfr_NmAOtMg
Bierman Jr., Harold, H. "The Reasons Stocks Crashed in 1929." The Journal of investing 8.1
(1999): 11-18.
Carus Publishing, C., & Carus Publishing, C. (2011). Black Tuesday. Calliope, 21(8), 32.
"Cartoons of the Century." Newsweek 134.25 (1999): 55-76.
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Digital Wish. Manchester Center, VT. 10 November 2011.
<http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=1394>
Educational Broadcast System. 2011. 30 November 2011.
>http://www.pbs.org/wnet/americanmasters/episodes/charlie-chaplin/about-the-actor/77/
The Great Idea Finder. 2007. 4 November 2011.
<http://www.ideafinder.com/history/inventors/ford.htm>
The Henry Ford. Web. 2010. 14 November 2011.
<http://www.thehenryford.org/exhibits/smartfun/welcome.html>
Harry Ransom Center, The University of Texas at Austin. 2011. 10 November 2011.
<http://www.hrc.utexas.edu/educator/modules/teachingthetwenties/lessons/Nineteenth_A
mendment.pdf>
HotChalk, Inc. 2011. 15 November 2011.
<http://www.lessonplanspage.com/SSCIRoaringTwentiesLectureandRolePlaying712.htm
>
Huertas, Thomas F., Thomas F. "Charles E. Mitchell: Scapegoat of the Crash?" The Business
history review 60.1 (1986): 81-103.
Klein, M. "The Stock Market Crash of 1929: A Review Article." The Business history review
75.2 (2001): 325-51.
Lewis, Tom. "A Godlike Presence": The Impact of Radio on the 1920s and 1930s. OAH
Magazine of History. Vol. 6, No. 4, Communication in History: The Key to
Understanding (Spring, 1992), pp. 26-33. Published by: Organization of American
Historians.
< http://www.jstor.org/stable/25154082>
The roaring 20. (2008). Retrieved from http://besthistorysites.net/index.php/americanhistory/1900/roaring-20s
Women’s History at About.com. 2011. New York Times Company. 28 November 2011.
<http://womenshistory.about.com/od/aviationpilots/a/bessie_coleman.htm>
Women in History. 2011. Lakewood, CO. 1 December 2011.
<http://www.lkwdpl.org/wihohio/paul-ali.htm>
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