The Roaring Twenties
Resource Unit for Grade K-6 Students
Professor Gail McEachron
Fall 2009
Prepared by:
Historical Narrative: Jennifer Noble, Nandi Sims, Patricia Boyce, Cara Hunt, Lindsay Robertson,
Christie Myers
Lesson One: Jennifer Noble
Lesson Two: Nandi Sims
Lesson Three: Patricia Boyce
Lesson Four: Cara Hunt
Artifact One and Two: Lindsay Robertson
Artifact Three and Four: Christie Myers
Assessments: Jennifer Noble, Nandi Sims, Patricia Boyce, Cara Hunt, Lindsay Robertson, Christie
Myers
Introduction
The third decade of the 20th century, from 1920 to 1929, is often referred to as the Roaring
Twenties (The Nineteen Twenties in History, 2005). This terminology mainly refers to the culture of
the period, specifically artistic and musical aspects, as well as the quickly evolving view of women
(The Nineteen Twenties in History). Virginia Standards of Learning state an appropriate standard
regarding the blossoming cultures of this time: “The student will demonstrate knowledge of the social,
economic, and technological changes of the early twentieth century by examining art, literature, and
music from the 1920s…with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keefe, and the
Harlem Renaissance.” However, these are but a few of the key themes of the decade.
In addition to the rich cultural contributions of the Roaring Twenties, scientists and engineers
made major strides in transportation technology (1920s Automobiles, 2005). Automobiles were quickly
increasing in popularity, used for entertainment purposes and also for moving goods—including
illegally produced alcohol (1920s Automobiles). Pilot Charles Lindbergh catapulted activities within
the aviation industry after his transcontinental flight of 1927. He was the first pilot to ever successfully
cross the Atlantic Ocean (Lindbergh Flies the Atlantic, 2007). The 1920s was a decade of rapid
technological growth. This accumulation of knowledge and intense interest in efficient transportation
influences our lives today, more than three-quarters of a century later. For these reasons, the Roaring
Twenties is an excellent subject of study for elementary students. The Virginia Standards of Learning
include a standard for kindergarten, stating that “the student will describe everyday life in the present
and in the past and begin to recognize that things change over time.” Studying the Roaring Twenties
will not only spark students’ interest and contribute to an understanding of their nation, but also
provide them with a background of important ideals and conveniences in their daily lives.
Although the Roaring Twenties is largely remembered for growth and change in areas such as
art, women's liberation, and transportation, the political and economic atmosphere was unstable. The
National Center for History in the Schools lists one standard that is important for grades three and four
relating to this topic: “Examine art, crafts, music, and language of people from a variety of regions long
ago and describe their influence on the nation” (for more standards regarding the Social Studies
curriculum, refer to Appendix A). Partially due to the Great Migration, a time when large numbers of
African Americans moved to the cities, racism rose in factories and other city workplaces. In 1923, Ku
Klux Klan activity peaked with membership reaching nearly five million men (Lay, 2005).
Unfortunately, the Ku Klux Klan targeted not only African Americans, but members attacked anyone
who was not a WASP (White, Anglo-Saxon Protestant) or anyone who did not uphold WASP values.
Members of the Ku Klux Klan often victimized Jews, Catholics, Native Americans, immigrants, and
supporters of any of these ethnic or religious minority groups.
On the economic front, Americans had never experienced prosperity as they did during the
1920s. Henry Ford, the automaker, introduced the idea of buying on credit. However, this prosperity
did not reach the farms that had once experienced good fortune (King, 2003). The extreme economic
changes resulted in unforeseen consequences and ultimately led to the Great Depression.
Key Ideas and Events
People remember the Roaring Twenties because of the unique and progressive changes that
took place during this time. African American culture became more prominent in the form of jazz
music and poetry. Women slowly gained more rights and expressed themselves much more than in past
generations. Transcontinental transportation became more prominent and accessible. In spite of such
progressive changes, many people fought back and tried to maintain the same moral standards upheld
in previous decades; ultimately, this led to the prohibition of alcohol. Though the Roaring Twenties
were a short ten years, many events took place that would change the United States forever.
The burgeoning African American culture and the Harlem Renaissance were largely possible
because of the Great Migration, which began in 1915, when African Americans from the rural South
moved to the North to work in industrial positions that were in demand as a result of World War I
(Harlem Renaissance Multimedia Resource). Groups of educated and wealthy African Americans
began settling in Harlem, which created a burgeoning middle class who advocated racial equality.
Much of the literature to come out of this movement sought to describe the life of blacks in America
and the struggle of racial identity after the American Civil War, which ended in 1865.
Many black artists flocked to Harlem during the 1920’s at the urging of Charles S. Johnson
(Harlem Renaissance Multimedia Resource).. He was a member of the National Urban League—a
foundation that sought to address issues faced by blacks in the urban North. He encouraged young
black artists to congregate in New York and introduced them to publishers and members of New
York’s elite establishment. Because of the large numbers of young people migrating to New York City,
an exciting nightlife developed and was sought after by blacks and whites alike. This sparked a national
interest in African American music, art, and literary works. The production of the magazine Fire!! by
young black writers in 1926 was significant because it involved many individuals who would become
some of the movement’s most influential individuals like Langston Hughes and Zora Neale Hurston.
One common theme that united blacks during the Harlem Renaissance was their dedication to
express their African American heritage through a variety of artistic means. Black writers like Hughes,
Hurston, and Claude McKay composed works of poetry and fiction, while black musicians like Duke
Ellington and Louis Armstrong made an impression on the world with their jazz music. Many of the
works from this period reflect an amalgamation of African American traditions such as stories of folk
life in the South and blues music with the creation of unique and expressive art forms.
By the mid 1920’s jazz music was played at almost all dance halls and speakeasies (Burns,
2006). With the invention of the radio, people could also listen to music in their own homes (Burns).
Even though jazz became overwhelmingly popular, there were many individuals who felt that jazz
music was a threat to American culture and would break down morals (Burns). Many older individuals
from the dominant power groups (white, Protestant) condemned jazz music because of its African
origins and the fact that it was mostly performed by minorities (Burns). Important aspects of jazz music
at this time were scat singing (syllables are sung, not full words) and call-and-response singing (Burns).
Jazz music also had a large impact on the dances of this time (Burns). Women were important to the
jazz age as well and were mostly vocalists or musicians in all female bands (Burns). A notable jazz
singer of this time was Billie Holiday (Burns).
The dance known as the Charleston, which became one of the biggest crazes of the 1920s,
originated in Charleston, South Carolina in 1903 (Henderson, 2008). By 1913 it was popular in
nightclub shows in Harlem, New York (Henderson). In 1923, the Charleston became the dance as we
know it today, when it was performed in the Broadway musical, Runnin’ Wild (Henderson). Within a
year of the opening of Runnin’ Wild, the Charleston became a nationwide phenomenon (Henderson).
Most commonly, it was performed to Dixieland jazz, New Orleans jazz, or ragtime (Henderson).
The 1920s was also an important time for art and literature (Burns, 2006). Art deco spread to
the United States in the 1920s, which made use of geometric and simple features and sometimes used
ideas from nature (Burns). An example of art deco from this time is the Chrysler building in New York
City (Burns). Famous literary works including The Great Gatsby by F. Scott Fitzgerald, All Quiet on
the Western Front by Erich Maria Remarque, and The Sun Also Rises by Ernest Hemingway were all
published at this time (Burns).
Despite the lack of direction from Washington during the 1920s, other political firsts were
taking place. In 1925, John T. Scopes was arrested for teaching Charles Darwin's theory of evolution in
his Tennessee school. Some felt this theory, that a higher order creature (i.e. human) evolved from a
lower life form (i.e. ape), conflicted with their traditional values and the Christian dogma of
creationism. Two notable names, William Jennings Bryant and Clarence Darrow, faced off in the
courtroom: Bryant for the prosecution and Darrow defending Scopes. Despite the high profile of the
case, the end of the trial brought no clear resolution on whether teaching evolution was allowed in
schools. Scopes was fined $100 and, later, the ruling was reversed on a technicality (King, 2003).
Nineteen twenty-seven proved an important year for transportation technologies. Ford Motor,
the leading automobile producer of the century, released the Model A (1920s Automobiles, 2005).
Fondly referred to as the “New Ford,” this model replaced the ever popular Model T. By this point in
history, many Americans owned their own automobiles (1920s Automobiles). If they could not
purchase their automobile outright, which was the case for 75% of purchasers, Ford allowed new car
owners to buy cars on credit, making payments in installments (1920s Automobiles). This contributed
to the growing credit problem in America, which would contribute to the stock market crash of 1929.
The availability of automobiles to the American public contributed to the growth of roads, the ability to
transport goods more quickly and efficiently, and provided Americans with new leisure activities, from
afternoon rides to vacations (1920s Automobiles). This impacted the travel industry as well, spurring
new gas stations, hotels, motels, and restaurants (1920s Automobiles).
Another key event in transportation technologies occurred in 1927. A pilot named Charles
Lindbergh set out from New York City in his airplane, called Spirit of the St. Louis (Lindbergh Flies
the Atlantic, 2007). He set out to do what no pilot had ever done before—cross the entire Atlantic
Ocean. Critics considered his goal lofty, and as he set out heading east, many thought it would be his
final flight (Chasing the Sun, 2009). But Lindbergh shocked the world when he landed near Paris,
France 33 hours later (Lindbergh Flies the Atlantic). Lindbergh's flight greatly influenced the way the
world viewed transportation and his accomplishment sparked a frenzy in the aviation industry (Chasing
the Sun). By proving he could fly across the Atlantic, Lindbergh made the world a smaller, more
accessible place. In a way, his flight captures the essence of the Roaring Twenties. Ideas and culture
were spilling out of places like Harlem during this decade. Charles Lindbergh showed the world that
they were all neighbors, encouraging the collaboration of ideas and the sharing of cultures and beliefs.
One of the earliest and most influential events in the 1920s was the ratification of the 19th
amendment, although the struggle for suffrage began in the mid 1800s. Women’s groups rallied behind
the right to vote and it was finally granted when the amendment was passed in 1919 by the house, and
ratified on August 18th, 1920. The Amendment granted a freedom never before experienced by
American women.
Along with this newfound freedom, fashion began to take a sharp turn. In the previous
Victorian era, make-up was heavily associated with prostitution; however, during the Roaring
Twenties, makeup became popular with young women. Dresses became knee length, and showed arms,
when previously all parts of the body were covered. The dresses also promoted a rectangle shape, with
a flat chest and straight sides, much different from the 1920s corseted figure. Hair was cut into the
short, popular bob. These women were labeled “flappers” by older generations, though the
stereotypical flapper was not popular until the middle of the decade (Thomas, 2009).
The economic prosperity meant that younger members of the family were not required to work
to help support the family. Many young women were supported in their efforts to get jobs on their own
or to receive vocational training. As women began seeking education, large schools that previously
admitted only men became co-ed. While women were beginning to go to college, much of their time
was spent taking classes like home economics and other family related subjects (Woloch, 2002).
With the advent of co-ed schools, dating and sexuality changed in the 1920s. The ideals of
psychologists such as Sigmund Freud were gaining popularity during this time. The shift between
dating and courting occurred with many individuals having access to cars and many women living
away from their parents. Dating couples in college were more open about their sexual experience.
Along with sexual liberation, came the need for contraceptives. Previously, it was illegal to disperse
information about contraception to the public but Margaret Sanger’s efforts helped contraceptives
become readily available to women. Sanger was arrested and imprisoned multiple times for distributing
information and for opening information clinics. She founded the American Birth Control League
(presently Planned Parenthood Federation of America) in 1921. Many states took the ban off of
providing information, but it was not until 1965 under Griswold v. Connecticut that contraception was
legalized for married couples (OCP).
Another critical event that changed the way of life for many Americans during the 1920s was
Prohibition. In 1920, the United States passed the 18th Amendment, which was dubbed “The Noble
Experiment” (Eyewitness History, 2000). The 18th Amendment made the production, sale,
transportation, importation, and exportation of alcohol, or alcoholic beverages, a federal crime, and
therefore punishable by law. The precursor to the 18th Amendment was the Volstead Act, which had
passed two years prior (Henderson, n.d.). This movement was led by the Anti-Saloon League and the
Women's Christian Temperance Union, who advocated a completely dry country with absolutely no
alcohol consumption (Mintz et. al, 2006). Also, these groups claimed that alcoholic beverage
companies were aligned with the Germans (as the Germans were our enemies through 1917-1918) and
therefore taxes on any alcoholic beverage would not support the war effort (Mintz et. al, 2006).
Prohibition ultimately led to the rise of organized crime. Bootlegging, or the illegal production
of alcohol, gave rise to organized crime and mobsters. Speakeasies were created as a way for patrons to
drink bootlegged alcohol under the guise of attending a club or of dining at a restaurant. Owning,
operating, and attending speakeasies during Prohibition was illegal, and owners created very clever
ways to avoid discovery by authorities. For example, the 21 Club in New York, New York, served as a
restaurant, but secretly served alcohol, and there was even a way for the owners to quickly discard their
alcohol if Federal agents ever investigated (Morgan, 2009).
These key events in the 1920s paved the way for many changes that would soon follow in the
decades to come. However, key events are often instigated by people: without people supporting these
initiatives, these events never would have happened. From transportation to prohibition and women to
ethnic minorities, several people greatly impacted this decade.
Men, Women, Youth & Children
Even though there were many key events of the 1920s, there were even more important
individuals of this time period that made great contributions to our country. Louis Armstrong
developed ideas about jazz music that pushed it in a new direction. Langston Hughes is most notable
for his poetry, which incorporated the everyday voice of African Americans. In the area of dance,
Martha Graham pioneered a new movement style and vocabulary still used today. Warren G. Harding
reinvented American politics by simultaneously maintaining his popularity and overseeing a corrupt
cabinet. Corruption also infiltrated everyday American life through gang leaders like Al Capone.
Louis Armstrong was extremely influential to the jazz age of the 1920s (Louis Armstrong,
2008). He was born in 1901 to a poor family and was the grandson of slaves living in New Orleans
(Louis Armstrong). During his youth he spent time listening to music called ragtime in dance halls
(Louis Armstrong). By age thirteen, Armstrong began playing cornet to audiences in a number of bands
(Louis Armstrong). Armstrong was proficient in trumpet by age twenty and began adding his own
touches to solos and added singing to his performances (Louis Armstrong). In 1922, Armstrong moved
to Chicago to join a Creole jazz band led by Joe “King” Oliver (Louis Armstrong). Although relations
between races were bad at this time in Chicago, there were plenty of jobs and plenty of money to spend
on entertainment (Louis Armstrong). Oliver’s band was known at this time in Chicago as the best
(Louis Armstrong). Armstrong made a good living playing in the band and even had his own bathroom
in his apartment, which was unheard of at the time (Louis Armstrong).
Armstrong made the decision to leave Oliver’s band in 1924 and moved to New York and
played in many orchestras (Louis Armstrong, 2008). One of the orchestras he joined was the Fletcher
Henderson orchestra, which was considered to be the best African-American orchestra of the time
(Louis Armstrong). During this time Armstrong created his own unique style of scat singing and
improvisation (Louis Armstrong). He also began to record songs, which his wife thought would give
him the title of the greatest trumpet player of all time (Louis Armstrong). Armstrong continued to be
influential to music until the time of his death in 1971 (Louis Armstrong).
Another influential African American of the Roaring Twenties and arguably the most popular
African American writer to emerge during the Harlem Renaissance, Langston Hughes, attempted to
incorporate everyday black speech into poetry that took its form from blues music (Baym, 2003).
Instead of focusing on traditional rural life for blacks in the South, Hughes turned his attention to the
relatively new scene of the urban life of blacks in the North. His works were heavily political and he
was very concerned with blacks achieving racial equality.
He was born in Joplin, Missouri in 1902 and was raised mostly by his grandmother in
Lawrence, Kansas (Baym, 2003). At times, he also lived with his mother in Detroit and Cleveland and
his father in Mexico. He began to write poetry after finishing high school and entered Columbia
University for a year in 1921 before leaving to travel. Finally, he settled down for a time in New York
City in the late 1920’s and got the attention of several other influential poets of the time including
Alain Locke and Countee Cullen. His first volume of poetry, The Weary Blues, was published in 1926
(Baym).
He became known as “the bard of Harlem” with his musical rhythms, innovative voice, and
disregard for classical form (Baym, 2003). During the 1930’s he became involved in radical politics.
After visiting the USSR in 1932, he was drawn to the Communist party, which stressed racial equality
and the importance of the working-class. In 1953, during the McCarthy Era he was called to testify to
his radical actions of the 1930’s and was unable to leave the country until 1960. He died in 1967 and
before his death wrote patriotic poetry to repair his reputation as a good American (Baym).
The experimental nature of Hughes’s poetry and his vibrant portrayals of black urban life using
the voice of common, everyday black speech was an essential component of the Harlem Renaissance.
His unique style influenced many African American poets during the 1920s and the message of racial
equality that rings throughout his works is still applicable today.
In the spirit of innovation of the 1920s, Martha Graham had many new ideas about what dance
could be. Graham was born in Allegheny, Pennsylvania in 1894 (McCormick & Reynolds, 2003). Her
family was wealthy and could afford many luxuries, which meant that Graham and her siblings
received an excellent education (McCormick & Reynolds). In 1908, Graham moved to California and
attended a school for dramatics (McCormick & Reynolds). After this time she began studying dance
with a company called Denishawn (McCormick & Reynolds). From 1916-1923 Graham worked with
the company as a dancer, teacher, and later, their start dancer (McCormick & Reynolds). In 1923
Graham moved to New York City and danced with a number of small companies (McCormick &
Reynolds).
Graham started her own company in 1925 and they debuted their first performance in 1926
(McCormick & Reynolds, 2003). At this time the choreography was beginning to evolve into what is
known today as the Graham technique (McCormick & Reynolds). Her main idea about dance was the
use of contraction and release and at this time was considered ugly because most other dancers were
using a lyrical and flowing style of movement (McCormick & Reynolds). She also began to create
dances based on American history (McCormick & Reynolds). Two examples were “Frontier” and
“Appalachian Spring” (McCormick & Reynolds). After only a couple of years her new style of dance
and movement became very popular and influenced the development of modern dance in America
(McCormick & Reynolds). Graham died in 1991, but her company, The Martha Graham Dance
Company, is still extremely popular and most all students studying modern dance still study her
technique today (McCormick & Reynolds).
The Roaring Twenties, though known for its culture and ideas of change, also experienced a
political transformation. Warren G. Harding began his presidency in 1921 by winning an
unprecedented 60% of the popular vote. The American people were looking for what Harding
promised; a “return to normalcy.” The United States was still recovering from both World War I and
the recession that followed. Unfortunately, Harding himself admitted that the job was more than he
could handle. He preferred popularity over presidency, allowing his cabinet to make decisions within
the nation as well as abroad. Harding found himself entwined with a group known as “the Ohio gang.”
In an effort to maintain favor, it was well known that Harding was unable to turn down the requests of
his friends (American President, 2009).
Harry Daugherty, a close friend and political manager to the 29th president, managed to escape
conviction on two charges of defrauding the government, as well as two attempts to impeach him.
Harding's secretary of the interior, Albert Fall, was imprisoned for accepting at least $300,000 in bribes
from private oil companies. Other scandals during Harding's presidency include several payoffs and
distribution of drugs and alcohol. In 1923, Warren G. Harding and his wife were in San Francisco when
he suffered a heart attack and died instantly. Some speculate that his wife, Florence, had poisoned him
to save him the humiliation of the corruption in his cabinet (King, 2003). Harding has been regarded as
the worst president in the history of the United States, for more than just the actions of his peers. His
politics lacked direction and vision, and Harding shrugged leadership responsibility on more than one
occasion. Some credit Harding for his progressive views on race and civil rights, but his time in office
was misguided at best (American President, 2009).
One of the issues the country faced during President Harding’s time in office has become
known as child labor. Prior to 1929, children often worked in factories to provide funds for their
families. For years, adult Americans were divided on issues regarding child labor: should children
under the age of 18 be allowed to do the same work as someone who is over 18? Finally, in 1926,
Congress attempted to pass an amendment to the Constitution that permitted Congress to regulate and
prohibit child labor (Mount, 2007). Unfortunately, the amendment failed to be ratified, but due to the
Great Depression, the number of working children rapidly decreased as jobs became scarce and adults
took what few jobs existed (Mount).
An infamous individual of the 1920s, Al Capone, was one of the United States’ most notorious
mobsters, who climbed his way through the ranks of Chicago’s Five Points gang and quickly
established himself as leader (Al Capone Biography, n.d.). Capone became one of the top bootleggers
in the country as Chicagoans flocked to him to purchase alcohol. Unfortunately, Capone had stiff
competition with other gangs that also bootlegged; this includes George “Bugsy” Moran, the leader of a
rival gang (Al Capone Biography). Capone led several gang fights to increase territory and reduce
competition, including the St. Valentine’s Day massacre in 1929 (Al Capone Biography). Capone was
admired by some and feared by many, and there is no doubt of the influence he had during Prohibition.
Closing and Legacy
The Harlem Renaissance ended in the mid 1930’s. With the Great Depression came a shift in
interest from the promotion of black artists to economic concerns that plagued the country and thus
many of the prominent figures of the movement left New York City. During the Harlem Renaissance
African Americans were welcomed into the world of literature and the arts in a way that previously had
never been possible. While the movement began in the New York City neighborhood of Harlem, its
influence eventually spread throughout America and even into Europe. The styles of writing and music
that emerged during the movement paved the way for black artists later in the 20th century.
The political, social, and economic issues of the 1920s, although unstable and corrupt, had an
undercurrent of change that was to come. Warren G. Harding's one notable attribute was his
progressive attitude on race and civil rights. In the meantime, an educator like John Scopes was able to
challenge tradition and widely accepted values and take steps towards a more modern style of
education. There were certainly hardships still to come, as the country determined how to balance and
maintain a new economic system, but the buds of change were beginning to show.
The impact of Prohibition and Al Capone can still be felt in the present-day United States.
Prohibition still exists, though not with alcohol. Today, prohibition is evident in the form of
recreational drugs. Many people still believe alcohol creates trouble in society, and bootleggers still
exist (although what they make, which is called moonshine, is still illegal). Al Capone’s influence can
still be felt today through the large presence of organized crime and gangs in metropolitan areas.
Organized crime and gangs are even filtering out into the suburbs and rural areas. Though mobsters are
not as prominent as they were during the Roaring Twenties, organized crime and gangs have survived
through the years and into present-day America.
The legacy of the Roaring Twenties should not be understated. From this era, modern
Americans glean ideas of freedom, rich culture and diversity, the evolution of ideas, and the
determination to accomplish goals. By studying the hatred of the KKK and their intolerance of non-
WASP groups, students can learn the importance of toleration and acceptance. Transportation
technologies began to mature at a rapid rate during the 20s, and by looking around at the modern world,
it is obvious what a deep impact those innovations have on the daily lives of Americans. Students
should be given the opportunity to study the Roaring Twenties to gain an appreciation for and
understanding of the nation’s belief for freedom in expressing ideas, taking risks for those beliefs, and
persevering to achieve goals. These qualities are shown in the progress of the automobile and aviation
industries and the rise of minority cultures, as shown by the Ford Motor Company, Pilot Charles
Lindbergh, the Harlem Renaissance, and Martha Graham’s influence on dance.
Lesson #1: Mapping Charles Lindbergh’s Trans-Atlantic Flight (1927)
Audience: Primary elementary—1st and 2nd grade
Objectives and Standards: Virginia Social Studies Standards of Learning (SOL)
1.4
2.6
The student will develop map skills by
a)
recognizing basic map symbols, including references to land, water, cities,
and roads;
b)
using cardinal directions on maps;
c)
identifying the shapes of the United States and Virginia on maps and
globes;
The student will demonstrate map skills by constructing simple maps, using title,
map legend, and compass rose.
Behavioral Objectives:
1. Given a world map, students will differentiate between landmasses and bodies
of water.
2. Given a world map, students will locate the United States.
3. Given a world map, students will correctly identify the cardinal direction of
Charles Lindbergh’s trans-Atlantic flight.
Materials/Time/Space: Night Flight: Charles Lindbergh’s Incredible Adventure by S.A. Kramer,
document camera, screen, globe, world map, pencils, crayons, Handout #1 (one copy for each student
plus one for teacher use), Handout #2 (one copy for each student plus one for teacher use), scissors, and
glue/1 full hour/typical elementary classroom with desks and chairs for each student within view of the
screen/a typical elementary class (approximately 20 students)—whole group.
Lesson Description:
Anticipatory Set:
Show the students the globe of the world and a world map. Ask students to identify the landmasses and
the bodies of water. Ask the students how people travel from one landmass to another, specifically how
to people travel across the ocean. Tell the students that less than 100 years ago, airplanes were not able
to fly all the way across the ocean because they were not fast enough. Then, tell students you will be
reading a story about Charles Lindbergh, the first pilot to ever fly all of the way across the Atlantic
Ocean (from New York City to near Paris, France).
Objective and Its Purpose:
Given a world map, students will map the first trans-Atlantic flight and indicate the cardinal direction
of that flight by circling “East” on the compass rose. Students will identify the United States and
France on the given map and identify basic map symbols, such as land and water.
The purposes of these objectives are to teach students how to understand basic map skills—specifically
the recognition of common map symbols such as the representation of landmasses versus bodies of
water, the use of symbols to represent cities, the compass rose and cardinal directions—and to show
their understanding by visually representing these symbols on the given map.
Instructional Input/Modeling
The teacher will read Night Flight: Charles Lindbergh’s Incredible Adventure aloud to the class,
specifically emphasizing the maps in the story, that Lindbergh leaves from New York City, which will
be represented on their maps by the Statue of Liberty—a commonly associated monument with New
York City—and flies to Paris, which will be represented by the Eiffel Tower—a monument that
commonly represents Paris, and that he flies East across the Atlantic Ocean. Ensure all students are
able to see the pictures, specifically the map, by putting the pages under the document camera. Review
the compass rose with students, reminding them of the mnemonic “Naughty Elephants Squirt Water.”
Check for Understanding
Give each student a copy of Handout #1. As a class, review the details of Lindbergh’s flight, such as
where he took off, what body of water he crossed, which direction he traveled, and where his plane
landed.
Specific questions the teacher can ask to review the book and Charles Lindbergh’s flight include:
“Where did Charles Lindbergh begin his flight?” “This was the first time a pilot ever flew across an
entire ocean. Which ocean did Charles Lindbergh fly across?” “Where did Charles Lindbergh land his
airplane at the end of his flight?” “What direction did Charles Lindbergh fly when he left New York
City and crossed the Atlantic Ocean to Paris, France?” If students have trouble recalling the answers, it
is helpful to put the questions in context of the story. (Example: “A crowd of people was waiting for
Charles Lindbergh to land so they could celebrate his safe and successful flight. Who can remember
where those people were?”) Accurate responses to these questions (Lindbergh took off from New York
City, flew across the Atlantic Ocean, landed in Paris, and flew East) indicate student understanding.
The teacher should show students the locations of places important to this event (the United States,
New York City, the Atlantic Ocean, France, and Paris) on Handout #1 (placing the handout under the
document camera). To reference the map and help students connect it with the story, show the map in
Night Flight: Charles Lindbergh’s Incredible Adventure (pages 8-9).
Guided Practice
Instruct the students to locate the landmasses and bodies of water on the map on Handout #1. Write
“United States,” “Atlantic Ocean,” and “France” on the sample Handout #1. Instruct students to label
these locations on their Handout. Then, instruct students to indicate the water by coloring it blue and to
indicate the landmasses by coloring them green. While guiding the students through this activity, the
teacher should also assess student understanding by monitoring student work around the classroom.
Independent Practice
Give each student a copy of Handout #2. Instruct students to cut out the Statue of Liberty and the Eiffel
Tower and to color and glue them in the appropriate spots on Handout #1. Then, instruct students to cut
out the arrow and glue it in the appropriate direction from the starting point to the ending point of
Lindbergh’s flight on Handout #1. Instruct them to indicate the cardinal direction of the flight by
circling the appropriate letter on the compass rose on Handout #1.
Closure
Collect Handout #1 upon student completion. Show the completed teacher model and talk about the
correctly completed Handout #1. Ask what questions students have about the activity. Discuss the
implications of Lindbergh’s Trans-Atlantic flight and how his flight impacts our lives today.
Assessment
Formative: Monitoring students as they are completing Handout #1. Listening to responses
during guided practice and questions they may ask throughout the lesson.
Summative: The teacher will evaluate Handout #1 for accuracy to assess if students meet
the lesson’s objectives. Multiple-choice question (below).
Multiple-Choice Question
What body of water did Charles Lindbergh cross over on his famous flight?
a. the Pacific Ocean
b. the Atlantic Ocean
c. the Arctic Ocean
Background Information/Content:
In the 1920s, airplanes were a fairly new invention. They could not fly as fast or as far as our airplanes
today. In fact, before 1927, no pilot had every flown across an ocean. Before Charles Lindbergh’s
famous flight, other pilots had tried to fly across oceans, but they all failed. This is why Charles
Lindbergh’s flight was so important. Charles Lindbergh was a young pilot. He believed that he could
do what no one had ever done, which was to fly his plane across the Atlantic Ocean. No one believed
that Charles would be able to do it, as he was young and new at flying and more experienced pilots had
all failed. But Charles Lindbergh was determined. He began his flight in New York City and traveled
East, across the entire Atlantic Ocean. His flight was long and difficult. It took over 33 hours for him to
fly from New York City to his landing point in Paris, France. Even though no one thought he would be
able to do it, Charles Lindbergh’s flight was a success. He proved everyone wrong by being the first
man to fly across the ocean. For this reason, his flight was very important. Charles Lindbergh’s flight in
1927 helped motivate people to build faster and safer airplanes so that people could travel to different
places quickly and safely. Today, our airplanes fly all over the world.
The compass rose and cardinal directions are extremely important map skills to teach to elementary
school students, especially in the 1st and 2nd grades. This lesson is not meant to introduce these skills, as
they require a lesson devoted entirely to teaching students how to read a compass rose and how to
understand cardinal directions. This lesson reinforces knowledge of the compass rose and cardinal
directions. To help students review these concepts before the lesson, it may be helpful to review. Use a
mnemonic such as “Naughty Elephants Squirt Water” to remember the 4 cardinal directions and their
location on the compass rose (starting at the top with North and then moving clockwise around the
compass rose). This will help students review what they have already learned.
Lesson 2: Art Forms
Preparer:
Nandi Sims
Context: Primary K-2 (Ideally 1st grade)
Time: One Hour
Space: Whole Group (12-30 students)
Standards
Music K.8
The student will recognize and demonstrate expressive qualities of music: fast/slow and
loud/soft.
Music K. 11 and 1.11 The student will exhibit respect for the contributions of self and others in a music
setting
2. Contribute to a group effort of listening to music
3. Participate in music activities that involve sharing taking turns and other ways of
demonstrating good citizenship.
Music 1.3 and 2.3
The student will respond to music with movement.
3. demonstrate locomotor and non-locomotor movements
(2.3) 5. Perform choreographed and non-choreographed movements.
USII.5 The student will demonstrate knowledge of the social, changes of
the early twentieth century by
a. examining music from the 1920s and 1930s, Duke Ellington, and including the Harlem Renaissance;
Objectives:
1. When presented with various songs from the past and present, students will be able to state the
characteristics of a song verbally and in written language as having a fast or a slow tempo.
2. Students will demonstrate the ability to recognize contrast in song tempo by verbally saying if a
song is faster or slower than the previous song.
3. When listening to a song of either fast or slow tempo, students will be able to create movement
based on the songs’ characteristics.
Resources:
Duke Ellington- “A Gypsy Without a Song,”
http://www.last.fm/music/Duke%2520Ellington/_/A%2520Gypsy%2520Without%2520A%252
0song?ac=a%20gypsy%20without%20a%20song
and “It don’t mean a thing” http://www.youtube.com/watch?v=qDQpZT3GhDg
Ella Fitzgerald- “ Someone to watch over me.”
http://www.youtube.com/watch?v=VuHgGsP1eOA
Frank Sinatra- “Fly me to the moon” http://www.youtube.com/watch?v=znjEVqSmUSE
“Between the Lions” theme song. http://www.youtube.com/watch?v=ubH4LDcKRyE
Students need to have room to move around freely.
Introduction
The lesson should begin with a brief introduction to music. Students should be asked if they
listen to music at home. Students should be told that people who lived during the 1920s listened to
music as well, but they listened to a different type of music that is not as popular today. The most
popular style of music Jazz. The teacher will play a sample of Jazz music to the children. This song is
to be Frank Sinatra’s “Fly Me to the Moon.” The students will be asked: How did this song make you
feel? (reflective) Did you like this song? (reflective) Is this song fast or slow? (objective)
Content focus
After listening to the first sample, students will be told they will now listen to a song that is
contrasting. They will be told the word “contrast” means “to be different from” or “to be opposite.”
The students are given the example that the students are smaller than the teacher. The students will be
asked: “Can you compare two things in the classroom? (reflective)” The song clip they will listen to
next is “Someone to Watch Over Me” by Ella Fitzgerald. After listening, the students should be asked
“Was this song faster or slower than the song before it?”(objective) clips of both songs will be played
again so the students can hear the difference again. The students are informed that the speed of a song
is called the “tempo.”
Students will be prompted to move to a location around the room that is far away from their
peers and to sit down. Students will be instructed to listen to Frank Sinatra’s song once again for a few
seconds, once they here the teacher say the word “Dance” they are to get up and dance to the music
using the characteristics of the song. For example if the song has a quick tempo, they should dance
quickly. The teacher should model quick dancing and slow dancing with each initial example of Jazz
music. They should be instructed before they start, that the moment the music stops, they are to sit in
place and be quiet. The next songs to be played are“ Someone to Watch Over Me,” Duke Ellington’s
“It don’t Mean a Thing” and “Gypsy without a song.” After each song the students are asked: What
type of dance did you do? (reflective) Was the dance fast or slow? (objective) Was the tempo of the
song fast or slow? (objective) Was the tempo slower or faster than the previous tempo? (objective)
Closure
From there, the students are split into self-made groups of 3. The class is presented with a song,
and asked to create a short dance or movement together with their group that best depicts the song’s
tempo. The song to which the students are to choreograph is the theme song from “Between the
Lions.” While it is not an example of jazz, it ties the concept into a song that most of the students
know. There is a shift in pace in the middle of the song.
Students should sit down once more to discuss this song. Was this song fast, slow or both?
(Objective) Why do you think the composer would choose to do this? (Interpretive) If you wrote a
song, would you write it slow, fast, or a combination? Why? (decisional).
Evaluation
Formative- The student’s ability to follow directions and to move accordingly will be assessed during
the activity.
Summative- The student will demonstrate the ability to compare contrasting songs based on tempo
verbally after the activity is complete
Background Information
Jazz music gained popularity during the 1920’s after coming into the mainstream in early 1910’s and
was one of the most popular styles of music through the 1960s. African-American artistic culture
developed rapidly during the Harlem Renaissance. At the beginning of the 1920s artists such as Louis
Armstrong popularized improvisation and scat singing. At end of the 1920’s Duke Ellington started the
big band era. Dance venues increased the demand for professional jazz musicians. To create a steady
dance beat, many jazz artists adopted a 4/4 beat.
Multiple Choice Question:
Circle the correct response.
The type of music that gained popularity in the 1920’s was
A. Country
B. Rock
C. Jazz
The teacher will play Duke Ellington’s “ A gypsy without a song”
The tempo of this song was FAST SLOW.
The teacher will then play Frank Sinatra’s “Fly me to the moon.”
The tempo of this song was FASTER SLOWER than the first song.
Lesson #3: Leadership and Voting
Preparer/Audience: Patricia Boyce, Intermediate (Grades 4-6); 18-24 students recommended
Standards:
History and Social Science Standards of Learning:
USII.1 The student will demonstrate skills for historical and geographical analysis and responsible
citizenship, including the ability to:
a) analyze and interpret primary and secondary source documents to increase understanding of
events and life in United States history from 1865 to the present;
d) interpret ideas and events from different historical perspectives;
e) evaluate and debate issues orally and in writing.
USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of
the early twentieth century by:
c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston
Hughes, Duke Ellington, Georgia O'Keeffe, and the Harlem Renaissance.
National Standards Civic and Government:
Students should be able to describe historical and contemporary efforts to reduce discrepancies
between ideals and the reality of American public life.
Behavioral Objectives:
1. Using Warren G. Harding as a case illustration, students will define leadership and identify qualities
that make a good leader.
2. Using a variety of research tools, students will investigate the meaning of leadership and how it
applies to influential people of the 1920s.
3. From a teacher selected group of individuals, students will write about and then debate the leadership
potential of the individual they chose to research.
4. After listening to persuasive presentations, students will choose the individual that is best
characterized by the class discussion of leadership.
Materials, Time, and Space:
chart paper or white board; Warren G. Harding: America's 29th President by Deborah Kent (see
attachment); Resource list (see attachment); sealed shoe box with a hole cut in the lid (see attachment);
whole class instruction, 10-15 min; small group & independent activity, 45 min; presentations, 40-50
min.; graphic organizer of leadership qualities
Lesson Description:
Introduction: Cover the book with fabric or paper. Read aloud excerpts to the class that discuss the
highlights and low points of Harding's presidency and leadership qualities. Use excerpts that do not
necessarily give away that he was a president. When completed reading, ask students who they think
you were reading about, or what his position was. Ask them to defend their answer, or to compare what
they have just heard to another famous person they can think of. Reveal that the excerpts were about
Warren G. Harding, who was president in the early 1920s. Discuss why or why not the students think
he sounds like a good president. Begin making a graphic organizer with qualities that the class
determines makes a good leader and what “leader” and “leadership” mean.
Content Focus: Allow students to select, in groups, an influential person from the 1920s. Provide
some examples or allow students to select reasonable candidates that they choose. Have students use
attached set of resources, or others deemed appropriate, to learn about the individuals. Make sure more
than one resource is available for each person, as the students will be working in groups. Give the
students about 25 minutes to investigate both primary and secondary sources, to be done individually.
Bring the students back into small groups and have them discuss the potential for leadership of the
person they have been researching. Refer them to the chart made as a class to consider characteristics
or to develop new ones based on their reading. Have students write a persuasive essay based on their
discussion about why an American citizen should or should not vote for their person in an election
(why and why not they would make a good leader).
Closure: Allow students to share their persuasive essays with the class. Once everyone has had the
chance to highlight their candidate's accomplishments and flaws, have a class election. Student write
the name of the candidate they believe would be best qualified for president and put the name in the
“ballot” box. When candidate is selected, discuss with class how they made their selection and what
characteristics influenced their decision to choose one candidate over another.
Evaluation:
Formative: Teacher can listen to student responses during class discussion, assess participation in the
selection of leadership qualities, listen to and observe small group discussions, and monitor student
reasoning.
Summative: See attached multiple choice question. Collect and grade persuasive essays based on
rubric appropriate for the class. One suggestion, three point rubric:
•
•
•
Three: clearly identifies several traits of leadership; uses three or more resources; uses above
average persuasive writing.
Two: identifies at least one trait of leadership; uses two resources; uses facts but writing is not
very persuasive.
One: does not identify traits of leadership, writes about factual resource information; uses fewer
than two resources; does not use persuasive writing.
Background Information:
Electing leaders has been a right and responsibility of the American people for hundreds of
years. Making these selections affect many people, both socially and economically. During the 1920s,
particularly in the early years, the individuals who were selected for leadership did not always address
the needs of the people. Warren G. Harding, president from 1921 to 1923, was described as “good
natured,” and “wholesome”. Prior to his presidential term, he held a senate seat from Ohio, where his
desire not to ruffle feathers found him many friends and few enemies. Surprisingly, however, Harding
had a notoriously corrupt term in office, including employing a fraudulent political manager, Harry
Daughtery. Harding's distaste for confrontation and desire to please his friends made it easy to
manipulate and coerce him.
Meanwhile, some artists were also very politically involved. Langston Hughes, for instance,
concerned himself greatly in the push towards racial equality. In the absence of true political
visionaries, many influential citizens answered the call and displayed the type of leadership the country
truly needed. A good leader could be defined as someone who is trustworthy, has integrity, responsible,
enthusiastic, dedicated, inspiring, confident, stable, analytical, and charismatic. Leadership is the ability
to demonstrate these characteristics.
Notes:
This lesson would best come after students have spent some time studying the 1920s. They will be
better able to select an individual to research with increased background knowledge. In addition,
depending on specific class schedules, a teacher may want to spread the lesson over more than one day.
Students could work at home as well, which may allow students who simply need more time to develop
a successful presentation.
Summative Question:
Which of these is NOT a quality you would expect to find in a good leader?
a) self-confident
b) reliable
c) dishonest
d) decisive
Resources
William Jennings Bryan
Links:
http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/bryan
http://www.agribusinesscouncil.org/bryan.htm
Books:
Faber, D. & Faber, H. (1988). American government. New York: Scriber.
Al Capone
Links:
http://www.fbi.gov/libref/historic/famcases/capone/capone.htm
http://www.spartacus.schoolnet.co.uk/USAcapone.htm
Books:
King, D. (1999). Al Capone and the roaring twenties. Woodbridge, CT: Blackbirch Press.
Coco Chanel
Links:
http://www.metmuseum.org/TOAH/hd/chnl/hd_chnl.htm
http://www.britannica.com/EBchecked/topic/105474/Coco-Chanel
Books:
Ashby, R. & Ohrn, D.G. (Eds.). (1995). Herstory: Women who changed the world. New York: Viking.
Calvin Coolidge
Links:
http://www.whitehouse.gov/about/presidents/calvincoolidge/
http://www.noho.com/calvinc.html
Books:
Venezia, M. (2007). Calvin Coolidge. New York: Children's Press.
Clarence Darrow
Links:
http://www.spartacus.schoolnet.co.uk/USAdarrow.htm
http://www.law.umkc.edu/faculty/projects/ftrials/Darrow.htm
Books:
Johnson, A.J. (2007). The Scopes “Monkey Trial”. Detroit, MI: Omnigraphics.
John Dillinger
Links:
http://www.pbs.org/wgbh/amex/dillinger/timeline/index.html
http://www.fbi.gov/libref/historic/famcases/dillinger/dillinger.htm
Books:
Block, L. (Ed.). (2004). Gangsters, swindlers, killers, and thieves: The lives and crimes of fifty
American villains. Oxford, NY: Oxford University Press.
Duke Ellington
Links:
http://www.redhotjazz.com/duke.html
http://pbskids.org/jazz/nowthen/duke.html
Books:
Pinkney, A.D. (1998). Duke Ellington: The piano prince and his orchestra. New York: Hyperion
Books for Children.
(accompanying sound recording)
Albert B. Fall
Links:
http://www.ohiohistorycentral.org/entry.php?rec=3038
http://www.spartacus.schoolnet.co.uk/USAfallA.htm
Books:
McCartney, L. (2008). The Teapot Dome Scandal: How big oil bought the Harding White House and
tried to steal the country. New York: Random House.
F. Scott Fitzgerald
Links:
http://www.sc.edu/fitzgerald/biography.html
http://www.americanwriters.org/writers/fitzgerald.asp
Books:
Bredeson, C. (1996). American writers of the 20th century. Springfield, NJ: Enslow.
Marcus Garvey
Links:
http://www.marcusgarvey.com/
http://www.pbs.org/wgbh/amex/garvey/
Books:
Hudson, W. & Wesley, V.W. (1997). Afro-bets book of black heroes from A to Z: An introduction to
important black achievers for young readers. East Orange, NJ: Just Us Books.
Ernest Hemingway
Links:
http://www.lostgeneration.com/childhood.htm
http://www.spartacus.schoolnet.co.uk/USAhemingway.htm
Books:
Reef, C. (2009). Ernest Hemingway: A writer's life. Boston: Clarion Books.
Oliver Wendall Holmes, Jr.
Links:
http://www.arlingtoncemetery.net/owholmes.htm
http://www.let.rug.nl/usa/B/oliver/oliverxx.htm
Books:
Aaseng, N. (1992). Great justices of the Supreme Court. Minneapolis, MN: Oliver Press.
Herbert Hoover
Links:
http://www.whitehouse.gov/about/presidents/HerbertHoover/
http://www.ibiblio.org/lia/president/HooverLibrary/museum/Museum-Guide3.html
Books:
Holford, D.M. (1999). Herbert Hoover. Springfield, NJ: Enslow.
Harry Houdini
Links:
http://www.apl.org/history/houdini/biography.html
http://memory.loc.gov/ammem/vshtml/vshchrn.html
Books:
Fleischman, S. (2006). Escape! The story of the great Houdini. New York: Greenwillow Books.
Langston Hughes
Links:
http://www.kansasheritage.org/crossingboundaries/page6e1.html
http://www.redhotjazz.com/hughes.html
Books:
Hughes, L. (1995). The block: Poems. (L.S. Sims & D.M. Voigt, Eds.) New York: Viking.
Cooper, F. (1994). Coming home: From the life of Langston Hughes. New York: Philomel Books.
Charles S. Johnson
Links:
http://artsedge.kennedy-center.org/exploring/harlem/faces/johnson_cs_text.html
http://tennesseeencyclopedia.net/imagegallery.php?EntryID=J021
Books:
Sullivan, O. R. (2005). African American millionaires. (J. Haskins, Ed.). Hoboken, NJ: John Wiley &
Sons.
George Moran
Links:
http://www.bugsmoran.net/biography.html
http://www.indopedia.org/Bugs_Moran.html
Books:
English, T.J. (2005). Paddy-wacked: The untold story of the American gangster. New York: Regan
Books.
Georgia O'Keefe
Links:
http://www.pbs.org/wnet/americanmasters/episodes/georgia-okeeffe/about-the-painter/55/
http://www.arthistoryarchive.com/arthistory/modern/Georgia-OKeeffe.html
http://www.artst.org/okeeffe/
1. high resolution art gallery
Books:
Lasky, K. (2009). Georgia rises: A day in the life of Georgia O'Keefe. New York: Farrar, Straus, and
Giroux.
Dorothy Parker
Links:
http://www.kirjasto.sci.fi/dparker.htm
http://www.spartacus.schoolnet.co.uk/USAparker.htm
http://www.dorothyparker.com/dotaudio.htm
• audio recordings
Books:
Chipman, D., Florence, M. & Wax, N. (1998). Cool women. (P. Nelson, Ed.) Los Angeles: Girl Press.
Eleanor Roosevelt
Links:
http://www.udhr.org/history/Biographies/bioer.htm
http://docs.fdrlibrary.marist.edu/erbio.html
Books:
Freedman, R. (1993). Eleanor Roosevelt: A life of discovery. New York: Clarion Books.
Al Smith
Links:
http://www.nps.gov/archive/elro/glossary/smith-al.htm
http://www.u-s-history.com/pages/h1495.html
Books:
Slayton, R.A. (2001). Empire statesman: The rise and redemption of Al Smith. New York: Free Press.
Lillian Wald
Links:
http://www.jewishvirtuallibrary.org/jsource/biography/wald.html
http://jwa.org/exhibits/wov/wald/
Books:
Drucker, M. (2008). Portraits of Jewish American heroes. New York: Dutton Children's Books.
Ida Bell Wells-Barnett
Links:
http://www.pinn.net/~sunshine/whm2001/wells.html
http://www.lib.niu.edu/1996/iht319630.html
Books:
Harness, C. (2003). Rabble rousers: 20 women who made a difference. New York: Dutton Children's
Books.
Edith Wharton
Links:
http://www.npg.si.edu/exh/wharton/whar3.htm
http://www.womenwriters.net/domesticgoddess/wharton1.htm
Books:
Halliwell, S. (Ed.). (1998). The 19th century: Artists, writers, and composers. Austin, TX: Raintree
Steck-Vaughn.
Kent, D. (2004). Warren G. Harding: America's 29th President. Encyclopedia of Presidents. Danbury,
CT: Children's Press.
What you'll need:
2.
3.
4.
5.
6.
7.
8.
9.
Child’s shoe box
3 sheets of white construction paper
½ sheet red construction paper
1 sheet blue construction paper
Scissors
Glue stick
Black marker
Scissors
How to make it:
•
•
•
•
•
Cover the shoe box with white construction paper using glue stick.
Have a grown up use scissors to cut a slot in the top of the box.
Cut a rectangle from red construction paper larger enough to completely cover the hole and cut
out an opening in the center. Glue over the opening to cover any jagged edges.
Use a pencil to draw stars on a piece of blue construction paper. Cut the stars out and glue them,
pencil markings facing down, to the top of the ballot box.
Use a black marker to write the words “BALLOT BOX” on the front of the box.
Leadership
I.
intelligence
II.
confident
III.
analytical
A.
stays calm
B.
decisive
C.
reliable
IV.
responsible
V.
caring
VI.
A.
loyal
B.
listener
public speaker
A.
charismatic
B.
enthusiastic
C.
inspiring
VII. trustworthy
A.
honest
B.
integrity
Lesson 4 Inquiry
Standards:
National History Standards
5A, Grades 5-12: Examine the perspectives of various African Americans on
Progressivism and their alternative programs.
5A, Grades 5-12: Examine the contributions of artists and writers of the Harlem
Renaissance and assess their popularity.
National Standards for Art Education
Grades 5-8: Students know and compare the characteristics of artworks in various eras
and cultures
Virginia Standards of Learning
USII.6 The student will demonstrate knowledge of the social, economic, and
technological changes of the early twentieth century by examining art, literature, and
music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington,
Georgia O’Keeffe, and the Harlem Renaissance.
Intended Audience:
Heterogeneous sixth grade classroom with 24 students. Students will have background
knowledge of the movement of African Americans to the north and of the hardships
African Americans and women endured during the 19th and beginning of the 20th
centuries.
Behavioral Objectives:
1. Given music, visual art, and literature, students will describe art forms created
during the Harlem Renaissance with at least 90% participation.
2. Students will list characteristics of the Harlem Renaissance and will describe the
long-lasting contributions of African Americans and women from this time, with
at least 100% participation.
3. Given laptops with Internet, students will create a question of interest, conduct
research, and report their findings, with 100% participation.
4. With at least 85% participation, students will create a short, 3 to 5 slide
PowerPoint presentation and will present their information to the class.
Materials, Time, and Space:
Materials: Georgia O’Keefe paintings, Zora Neale Hurston’s Their Eyes were Watching
God, Langston Hughes’ The Dream Keeper and Other Poems, CD with 1920s jazz
music, laptop computers with Internet, social studies notebooks, PowerPoint of Harlem
Renaissance
Time: Seven days, one hour each
Space: Day 1, students are in the classroom at their desks; Days 2 through 5, students are
in the classroom at their desks with laptops; Days 6 and 7, students present their question,
research, and conclusions in the classroom
The Lesson Proper
Day 1
Catalyst: When students walk into the classroom, the CD with 1920s jazz music will be
playing. Paintings by Georgia O’Keefe and books and poetry written by Zora Neale
Hurston and Langston Hughes will be on display throughout the classroom. The students
will explore the classroom, and in their social studies notebooks, they will write out
descriptions of the music, the paintings, and the literature.
Introduction: Using a PowerPoint presentation, the teacher will introduce what the
Harlem Renaissance was and why it is important. Included in the presentation will be
pictures of important individuals who influenced American history during the Harlem
Renaissance and key characteristics of the Harlem Renaissance. Key individuals include
Langston Hughes, Duke Ellington, Louis Armstrong, Billie Holliday, Zora Neale
Hurston, and Georgia O’Keefe. Characteristics of the Harlem Renaissance include
upbeat, fast-tempo music (jazz music), soulful and bluesy music (Billie Holliday),
literature and poetry about the hardships of African Americans, and deep colors and
unfamiliar shapes in paintings and pictures. The concept of Progressivism will be
expressed. The PowerPoint will incorporate information about the impact of the Harlem
Renaissance on world culture and different groups of people worldwide. Students will
copy these notes into their social studies notebooks.
Content Focus: Students will complete a worksheet listing characteristics of the Harlem
Renaissance, see Worksheet I. After completing this worksheet, students will create a
research question based on the catalyst and introductory PowerPoint.
Predicted Outcomes: Students will ask many questions during the catalyst that they may
research. Questions include, “Why did the Harlem Renaissance take place?”, “Did the
Harlem Renaissance include only African Americans?”, and “Who started the Harlem
Renaissance?”. All of these questions will be answered during the Introduction, but not in
great detail. This is to spark curiosity. By allowing the students to wonder and create their
own questions, the students will actively engage in the remainder of the activities during
this lesson.
Days 2 through 5
Days 2 and 3 are reserved for students to research their question. Using their questions,
the students will conduct research to develop conclusions. Students will navigate through
the list of appropriate websites to find answers. Students are expected to find three details
from their research. On Worksheet II, students will record five details that support their
question. During days 4 and 5, the students will decide which of the five details to keep
and will write a five paragraph research paper using only three details. After completing
the research paper, the students will create a PowerPoint presentation highlighting their
research using their research and pictures.
Days 6 and 7 & Closure
Students will present their PowerPoints to the class. Students will ask questions about
their peers’ presentations. Using Worksheet III, students will record the highlights from
their peers’ presentations. Students will turn in Worksheet III and their research papers at
the end of day 7.
Evaluation
Formative: Did students develop relevant and researchable questions? Were students
able to efficiently navigate websites? Did students work through information on websites
without asking for teacher help? Were students attentive during peers’ presentations? Did
students participate by recording new facts and by asking questions during peers’
presentations?
Summative: Worksheets I, II, III; research question; essay; PowerPoint presentation
Background Information:
See PowerPoint for information about Harlem Renaissance and Progressive movement.
Part I.
Walking into the classroom with jazz music playing and paintings, pictures, and literature
on display, students will be introduced to a world when this culture was prominent in the
United States. This section of the lesson will expose the students to the art produced
during the Harlem Renaissance and the different modes of art work (visual, musical,
literary). The introductory PowerPoint presentation will delve into the background of the
Harlem Renaissance and the people who made this Progressive movement possible.
Days 2 through 5
http://pbskids.org/bigapplehistory/arts/topic9.html
Authors: PBS Kids
This website contains a lot of information about the Harlem Renaissance, the
prominent figures of the Harlem Renaissance, why African Americans moved to Harlem,
what New York City was like during the 1920s, and why the Harlem Renaissance began.
Skills: Develop ability to ask questions and to research; examine a way of life of a
different culture and a different era
Values: Awareness of and respect for different cultures; respect research and reason
Concepts: Progressive Movement (see PowerPoint)
Additional resources:
http://kids.yahoo.com/directory/Around-the-World/Countries/United-States/Culturesand-Traditions/African-American/History/Harlem-Renaissance (2009).
http://kids.britannica.com/comptons/article-9311769/Zora-Neale-Hurston (2009).
http://kids.britannica.com/comptons/article-9274974/Langston-Hughes (2009).
http://kids.britannica.com/comptons/article-9276171/Georgia-OKeeffe (2009).
http://history-world.org/history_of_the_united_states6.htm (2006).
http://www.britannica.com/EBchecked/topic/255397/Harlem-Renaissance (2009).
http://dictionary.reference.com/
http://www.nebraskastudies.org/0700/frameset_reset.html?http://www.nebraskastudies.or
g/0700/stories/0701_0105.html
Hughes, L. (1932). The Dream Keeper and Other Poems.
Neale Hurston, Z. (1937). Their Eyes Were Watching God.
Rowan, B. & Brunner, B. (2007). Great Days in Harlem. Retrieved from
http://www.infoplease.com/spot/bhmharlem1.html.
Duke Ellington’s Masterpieces of Duke Ellington CD
Georgia O’Keefe’s paintings: Autumn Trees, Calla Lilly Turned Away, Two Pears
(http://www.okeeffemuseum.org/her-art/new-york.aspx)
Essay Question (25 points)
Describe the Harlem Renaissance and the Progressive Movement from 1920-1929 (5
pts.). Explain the impact of the Harlem Renaissance on cultures throughout the world (5
pts.). Based on your own research, provide illustrations of individuals and their works
during this period (15 pts.).
Worksheet I
Characteristics of the Harlem Renaissance
Directions: Based on the artwork in the classroom and the PowerPoint presentation,
answer the following questions in your own words.
When did the Harlem Renaissance take place?
________________________________________
Where did the Harlem Renaissance take place?
_______________________________________
Name three (3) characteristics of the Harlem Renaissance:
________________________________________________________________________
Name three (3) important figures of the Harlem Renaissance:
________________________________________________________________________
Why did the Harlem Renaissance take place?
________________________________________________________________________
If you could go back in time to the Harlem Renaissance, who would you want to meet
and why?
________________________________________________________________________
________________________________________________________________________
After learning about the Harlem Renaissance, what and who would you like to know
more about? (Create at least three (3) questions you are curious about.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Worksheet II
Recording Your Research
What is your research question?
________________________________________________________________________
List five (5) details you have found that support your research question. Please number
them.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What resources did you use?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Of these five (5) details, which three (3) will you include in your research paper? Number
them.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Worksheet III
Presentations
Directions: During your peers’ presentations, write down comments, questions, and
anything you learned that you did not know before.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
Artifact #1: Art
Prepared by: Lindsay Robertson
Background Information
(Activities should be preceded by a lesson
on the changing role of women in the
1920s)
The word Flapper was first used to
describe young ladies who had not yet
grown into their womanhood and were
still a bit awkward. In the 1920s, the word
increasingly became used for the new,
modern young woman and referred to her
style. This new type of dress was partly
due to the new styles of dances that were
coming about at this time with the Jazz
age. The woman could not do the dance
moves that went along with the jazz music
if they wore tight corsets, but the new
looser and shorter dresses allowed them to
move about easily and freely. Flappers
also had a very identifiable hairstyle. At
first it was the “bob,” but then in the later 1920s, they cut their hair even shorter into what
is called the “shingle” style.
Not only was the Flapper’s style and dress very iconic; also their ideas about life were
important. Flappers were known to be risk takers, who were interested in preserving their
youth. For the first time in American history, women began to smoke, which was
previously only done by men (They did not know that smoking was harmful back then).
Flappers enjoyed going out to clubs and parties where they could show off their style and
spend hours dancing.
Student Activities
Primary
Whole Group: The students will discuss what the Flappers are wearing and what
is commonly worn today (for everyday, to places of worship, to parties, etc). With
students, the teacher will create a chart on the board describing these characteristics with
the headings “Then” and “Now.”
Small Group: The students, in small groups of no more than three, will find
images that they can cut out from a magazine to depict our clothing and styles today.
Each group should make a “photograph” for at least two different occasions. They will
essentially create their own “photograph” depicting our pop culture today.
Individual: Students will draw a picture of themselves in their favorite outfit.
When completed students will share what they are wearing, how the outfit makes them
feel, and where they would wear the outfit.
Intermediate
Whole Group: The students will discuss what the Flappers are wearing and what
is commonly worn today (everyday, to places of worship, to parties, etc). What the
students have previously learned about the changing roles of woman at this time will also
be discussed. A chart will be completely created by the students, using either the board
or a Smartboard. The title for the chart will be The Changing Roles of Women, 1929 and
2009.
Small Group: The students will use a digital camera to create their own
photographs depicting our pop culture today. Students will take two photographs in a
group of no more than three students. They must choose poses and clothing that fits this
time period. The photographs should depict two different occasions of their own
choosing.
Individual: Each student will create a short PowerPoint with his/her two
photographs. In the PowerPoint, the students will describe what they are wearing and
how it fits the intended occasions and lifestyle today. They will also describe why they
picked their pose and how that relates to our lifestyle today. After completion, each
PowerPoint presentation will be shared with the class.
Primary Assessment
1. Why did Flappers begin dressing the way we see them dressed in photographs?
A. They were too hot in other clothes
B. They could move more easily to dance
C. They did not have much money
Intermediate Assessment
1. What was an ideology that was important to Flappers during the 1920s?
A. Preserving their youth
B. Having a successful career
C. Raising a family
D. Moving across the country
Artifact #2: Published Document
Prepared by: Lindsay Robertson
The Negro Speaks of Rivers
I've known rivers:
I've known rivers ancient as the world and older than the
flow of human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I danced in the Nile when I was old
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln
went down to New Orleans, and I've seen its muddy
bosom turn all golden in the sunset.
I've known rivers:
Ancient, dusky rivers.
By: Langston Hughes
Background Information
Langston Hughes was arguably the most popular African American writer to emerge
during the Harlem Renaissance. He attempted to incorporate everyday black speech into
his poetry. Hughes also focused on the new scene of urban life of African Americans in
the North in his poetry. His works were heavily political and he was concerned with
African Americans achieving racial equality.
Hughes began to write poetry after finishing high school. He then entered Columbia
University for a year in 1921 before leaving to travel. Finally, he settled down for a time
in New York City in the late 1920’s and received the attention of several other influential
poets of the time including Alain Locke and Countee Cullen. His first volume of poetry,
The Weary Blues, was published in 1926, which included The Negro Speaks of Rivers.
This poem, The Negro Speaks of Rivers, symbolizes what the African race has been
through and the identity of African Americans in the 1920s.
Student Activities
Primary
Whole group: The teacher will read the poem to the students slowly and explain
any vocabulary that the students do not understand. The teacher will then write down, on
the board, every place that was described in this poem with assistance from the students,
as well as help the students locate the places on the globe. The teacher will model his/her
own poem that describes what places are important to his/her life.
Small group: In groups of no more than three, students will discuss three to four
places that they think are very important to their lives. They may pick where they have
lived, a favorite place to visits, where their grandparents live, etc.
Individual: Each student will create a short poem using the three to four places
they discussed in groups. Students should also create a drawing of each place they
incorporate into their poem.
Intermediate
Whole group: The teacher will read the poem to the whole group and then the
students should re-read the poem to themselves. The teacher will lead the students in a
discussion of what the poem means. They will write a chart on the board including every
place that was described in the poem. The teacher will then model a poem that
incorporates all the places that are important to her family history.
Small group: In groups of no more than four, students will describe where their
ancestors came from, where their parents lived when they were growing up, where they
have lived, and other important places to them (at least five places). The students will
also locate these places on the globe.
Individual: The students will create a poem using the five places they discussed in
small groups. If needed the students will have access to information about other
countries and all the states within the U.S. After completing the poems, the students will
share them with the class.
Primary Assessment
1. Langston Hughes wrote poems about:
A. His culture
B. His pets
C. His mother
Intermediate Assessment
1. Langston Hughes wrote poems about:
A. African Americans living in urban areas
B. African Americans living in the rural south
C. African Americans who were homeless
D. African Americans who traveled back to Africa
Artifact #3: Unpublished Document
Prepared by Christie Myers
Roaring Twenties
The diary of a housewife living in Indianapolis, Indiana during the 1920’s. Includes
pictures and several entries also contain additional information provided by family
members. Go to http://ruthcampbellsmith.blogspot.com/
Primary Activities
Background: (These activities should be preceded by a brief overview of family life during the 1920’s).
This diary and the additional information provided by family members includes entries about chores that
were completed around the house on a daily basis, the names of friends and family, and important events in
the life of a Midwest housewife from 1925-1927. She writes about sewing much of her family’s clothing;
being invited to a friend’s house to “hear the radio” as there was no television; and her favorite Christmas
tradition of making candy (recipe included!). During winters they had to tend to the fire in the coal furnace
to keep the house warm.
Student Activities
Whole Group: Teacher will lead a discussion about how historians can use a diary and documents such as
letters and photographs to learn about what life was like for people during the time period the document is
from. Because these artifacts are firsthand accounts as opposed to textbooks, which are secondary sources,
they often provide better insight into the time period. The teacher will ask students what kinds of things
they would want people to know about their lives if they were to write in a diary. Include things they do for
fun, chores they do around the house, places they go, etc. Write down students’ responses on a class chart.
Small Group: The teacher will print out several diary entries to read to students and photos to show them
(see attached). After reading entries and showing the pictures, the teacher will discuss with students how
they think life in the 1920s in this home was different from the lives of students and their families today
(use sample discussion questions included with entries).
Independent: Students will write a letter to the author of this diary explaining what they learned from her
about life in the 1920’s. They can also include questions they would like to ask her. Younger students may
draw a picture. (These can be sent to Carol, who posted the diary online, to thank her for sharing her
family’s history. She can be contacted by email at [email protected] to discuss mailing options.)
Primary Assessment
Which item would be the BEST to use to study a personal history?
a. Diary
b. Textbook
c. Microscope
Sample diary entries and photographs
Monday, December 26, 1927
Monday, December 26, 1927
Fair
Gilbert was home and we enjoyed a chance to rest. Didn’t get up until about eight. Had dinner
about 4. Mac came and stayed a couple of hours and when boys went to show asked us to come
over and hear their radio. We went and enjoyed the visit but the radio all static much to Mac’s
disgust.
(Aunt Marjorie wrote, "We didn't have a radio until Daddy had to retire because of Parkinson's disease
when I was about 10 years old. The radio was a gift from Daddy's boss. I think the radio was more
educational as one had to use their imagination whereas on TV you can stupidly just sit and watch, no need
to imagine the events. I remember wonderful radio programs. My oldest son still has this radio in his
home.")
•
•
What are some activities you would do for entertainment with your friends today?
How are those activities different from what is mentioned here?
Tuesday, August 9, 1927
Tuesday, August 9, 1927
Cooler
We saw Lindy! All but Daddy. Dale and Dick went down town to see him and I took the other
three and went out to Mama’s and we all walked down to 38th St. and saw him pass along going
to the fairgrounds.
(Aunt Marjorie wrote, "Charles Lindbergh was all the rage those days. When I was in my teens, I went
downtown to see Corrigan after he mistakenly flew to Ireland, I think, instead of across the United States.")
•
•
Who is a celebrity you would be excited to see come to your town?
How is that person, as a celebrity, different from or similar to Charles Lindbergh?
Monday, February 28, 1927
Monday, February 28, 1927
I tried to get some pretty little dresses made for Marjorie but didn’t get them finished. Cut out
two. Gilbert traded the old typewriter in on a better one that arrived this evening.
•
•
Has anyone ever made clothing for you to wear before?
What do we use today that is similar to the typewriter used long ago?
Saturday, December 4, 1926
Saturday, December 4, 1926
Found on the floor of living and dining room while cleaning house. Not mussed up as much as
sometimes.
1 airplane
1 doll chair
1 base ball
1 doll bed
1 market basket
1 tin cup
Pad for kitchen
Felix
1 piece toast
1 can rubber
1 tin cart and horse
1 revolver
1 cake box
Gilbert’s slippers
Ned’s hat
1 news bag
1 can opener
1 bather belt
Dale’s good pants
Albert’s good pants
Dale's news bag
1 box lid
1 box (garage)
1 iron truck
1 piece broken airplane
1 crayon
1 pencil
1 toy racer
2 rag dolls
1 tin box
1 leather whip
1 skate key
Doll's shoe
1 empty box
1 tin man
1 pair scissors
1 pencil
1 “blown up” Jack
2 rubber bands
3 paper clips
1 wheel
1 safety pin
11 Lincoln logs
6 blocks
1 doll dress
2 handerkerchiefs
1 button
1 clothes hanger
Lots of paper for Dick just got through eating a bunch of butterscotch and chocolates with tin foil
on them. I don’t know how it happened that there were no gloves in the pile or marbles.
•
•
How do the items found in this house in the 1920s differ from items in your
house?
Are there some things in this house you also have in your house?
Sunday, December 27, 1925
Sunday, December 27, 1925
Cold and Clear
Cold wave and we slept late and found the fire burned out. Had a cold time till we got another
one started. Got 3 boys off to Sunday School then nursed the fire and got started to Mama’s at
noon. All were there but Harry. Had a fine dinner and Mrs. Santa Claus (Mildred) distributed
gifts upstairs by the tree. I was well remembered and the boys got lots of nice toys.
(Earlier I posted that I thought Grandma hadn't celebrated Christmas with her parents because she sent the
two older boys over there with gifts. I guess I was wrong, and they did get together for a Christmas
celebration.
I can't imagine a coke (coal) furnace, and having to constantly add more coke to keep a fire going all
through the winter. That must have been tedious, and a somewhat dirty job. I'm reminded of the movie "A
Christmas Story" and the scene where Ralphie's father, "the old man", is down in their basement, cursing
the furnace, and comes up all covered with soot.)
•
How do our houses stay warm today instead of using coal furnaces like this
family had?
Ruth Campbell Smith
Around 1914
Gilbert Smith
Gilbert with Dale, late 1910's?
Albert, Dale, Ned, and Dick
1924
Artifact #3: Unpublished Document
Prepared by Christie Myers
Roaring Twenties
The diary of a housewife living in Indianapolis, Indiana during the 1920’s. Includes
comments attached to certain entries based on additional information provided by family
members. Go to http://ruthcampbellsmith.blogspot.com/
Intermediate Activities
Background: (These activities should be preceded by a brief overview of family life during the 1920’s).
This diary and the additional information provided by family members includes entries about chores that
were completed around the house on a daily basis, the names of friends and family, and important events in
the life of a Midwest housewife from 1925-1927. She writes about sewing much of her family’s clothing;
being invited to a friend’s house to “hear the radio” as there was no television; and her favorite Christmas
tradition of making candy (recipe included!). During winters they had to tend to the fire in the coal furnace
to keep the house warm.
Student Activities
Whole Group: Teacher will lead a discussion about how historians can use a diary and other documents
such as letters and photographs to learn about what life was like for people during the time period from
which the document was created. The teacher will explain that these diary entries were posted as a blog and
how that is a way for people today to keep an online diary for others to view. Create a classroom blog and
assign 1-2 students to contribute something to the blog each day. The blog entry should be about what
students are learning in class or significant current events.
Small Group: Students will work in groups to research different aspects of life during the 1920’s and create
a visual representation to share with the class (posterboard, newspaper, etc.). Each group will choose a
topic, including things such as the role of women in society, entertainment, food, fashions, political issues,
and jobs of the 1920s.
Independent: Students will be asked to complete a diary entry every day for 1-2 weeks. When the diary is
complete they will be asked to write a reflective entry about how they think their lives are similar to and
different from the lives of families who lived in the 1920’s (using the diary online and other knowledge
about the time period as a means for comparing and contrasting).
Intermediate Assessment
Which of the following is NOT characteristic of the 1920s?
a.
b.
c.
d.
Reading about Charles Lindbergh in the newspaper.
Listening to a news broadcast on the radio.
Using a coal furnace to heat the house.
Watching a music program on television.
Artifact #4: Oral History
Prepared by Christie Myers
Roaring Twenties
Radio broadcast of Charles Lindbergh’s arrival in Washington, DC after his transAtlantic flight. Go to http://www.charleslindbergh.com/mp3/Track1.mp3
Primary Activities
Background: (Activities should be preceded by a lesson about Charles Lindbergh crossing the Atlantic).
The radio was not invented during the 1920’s but the public use of the radio increased dramatically during
this decade. However, there were very few radio stations in existence and the few that did broadcasted
mostly news programs and only very little music. Some of the biggest radio events of the 1920’s were the
presidential elections. But one of the most widely listened to broadcasts of the 1920’s was that of Charles
Lindbergh’s arrival back to America following his trans-Atlantic flight. He arrived back in New York City
and during the spring of 1927 and was honored as a hero with the largest ticker tape parade ever. He then
went on to Washington, DC where he received the Distinguished Flying Cross from President Coolidge.
Student Activities
Whole Group: Students will listen to the radio broadcast and discuss how the radio was utilized instead of
televisions and computers as a means of learning important information about current events long ago.
They will then discuss some ways they can learn information today that were not available in the 1920’s.
They will compare and contrast means of disseminating information from the 1920’s to today using a
graphic organizer.
Small Group: The teacher will work on visualization techniques. First, students will be asked to close their
eyes and listen to the radio broadcast again to imagine what it would have looked like if they could have
seen what was happening (as if they were seeing it on television). Students will be asked to draw a quick
sketch of what they think they would have seen. Pictures of the parade and the websites they came from are
attached for the teacher to show students upon finishing their sketches.
Independent: Students will choose an important event they have heard about that has occurred during their
lifetime and create a visual representation of it. For older students this can be a sentence or paragraph and
for younger students this may be a picture of some kind.
Primary Assessment
Which invention became popular during the 1920’s?
Television
Computer
Radio
Pictures of parade
1.
3.
2.
4.
1. http://www.homeofheroes.com/wings/part1/7_nyreception.jpg
2. http://wwwdelivery.superstock.com/WI/223/486/PreviewComp/SuperStock_486231.jpg
3. http://gothere.com/SanDiegoHystericalSociety/page79.jpg
4. http://wwww.charleslindbergh.com/images2/parade_lg.jpg
Artifact #4: Oral History
Prepared by Christie Myers
Roaring Twenties
Radio broadcast of Charles Lindbergh’s arrival in Washington, DC after his transAtlantic flight. Go to http://www.charleslindbergh.com/mp3/Track1.mp3
Intermediate Activities
Background: (Activities should be preceded by a lesson about Charles Lindbergh crossing the Atlantic).
The radio was not invented during the 1920’s but the public use of the radio increased dramatically during
this decade. However, there were very few radio stations in existence and the few that did broadcasted
mostly news programs and only very little music. Some of the biggest radio events of the 1920’s were the
presidential elections. But one of the most widely listened to broadcasts of the 1920’s was that of Charles
Lindbergh’s arrival back to America following his trans-Atlantic flight. He arrived back in New York City
and during the spring of 1927 and was honored as a hero with the largest ticker tape parade ever. He then
went on to Washington, DC where he received the Distinguished Flying Cross from President Coolidge.
Student Activities
Whole Group: The teacher will lead a discussion about how the radio was an important means of
communication for people in the 1920’s. Talk about how it was mostly used for news programs but also
sometimes for entertainment. Ask students to compare and contrast how the radio was used in the 1920’s to
today and talk about how home entertainment has changed since the 1920’s.
Small Group: In groups of 3-4, students will create a short podcast about someone they consider to be an
American hero. The purpose of their podcast should be either to inform or to entertain. It can focus on the
individual’s life or a significant event related to the individual’s life. The podcast should include important
elements such as who, what, where, when, why, how, etc.
Independent: Students will give a brief oral presentation to the class during which they describe
characteristics of what they think it means to be a hero. The presentation should incorporate elements of
Charles Lindbergh’s story and/or characteristics of other heroic individuals.
Intermediate Assessment
Which of the following events did NOT occur in the 1920s?
a.
b.
c.
d.
The public use of radio increased dramatically.
Radios mostly broadcast news and seldom music.
Charles Lindbergh crossed the Pacific Ocean in an airplane.
Charles Lindberg received the Distinguished Flying Cross.
Primary Assessment
Circle the correct answer (Correct Answer in Bold or outlined).
What body of water did Charles Lindbergh cross over on his famous flight?
A. Pacific Ocean
B. Atlantic Ocean
C. Arctic Ocean
The type of music that was popular in the 1920’s was
A. Country
B. Rock
C. Jazz
Why did flappers begin dressing the way we see them dressed on photographs
A. They were too hot in other cloths
B. They could move more easily to dance
C. They did not have much money
Langston Hughes wrote poems about:
A. His culture
B. His pets
C. His mother
Which item would be the BEST to use to study a personal history?
a. Diary
b. Textbook
c. Microscope
Which invention became popular during the 1920’s?
Television
Computer
Radio
Intermediate Assessment
1. What was an ideology that was important to Flappers during the 1920s?
A. Preserving their youth
B. Having a successful career
C. Raising a family
D. Moving across the country
2. Which of the following is NOT characteristic of the 1920s?
A. Reading about Charles Lindbergh in the newspaper.
B. Listening to a news broadcast on the radio.
C. Using a coal furnace to heat the house.
D. Watching a music program on television.
2. Langston Hughes wrote poems about:
A. African Americans living in urban areas
B. African Americans living in the rural south
C. African Americans who traveled back to Africa
D. African Americans who were homeless
3. Which of the following best describes Warren G. Harding's style of leadership?
A. One who can be easily manipulated
B. One who addresses the needs of the people
C. One who likes to ruffle feathers and stir of controversy
D. One who is trustworthy and honest
4. Which of the following events did NOT occur in the 1920s?
A. The public use of radio increased dramatically.
B. Radios mostly broadcast news and seldom music.
C. Charles Lindbergh crossed the Pacific Ocean in an airplane.
D. Charles Lindberg received the Distinguished Flying Cross.
Essay Question (10 points)
Based on your knowledge of the Roaring Twenties, list and describe three
important characteristics of the Harlem Renaissance (6 pts.). In another paragraph, name
an influential person from the Harlem Renaissance and explain why that person is
important (4 pts.).
References
1920s Automobiles. (2005). 1920-30.com. Retrieved September 21, 2009 from
http://www.1920-30.com/automobiles/.
Al Capone biography. Retrieved from http://www.notablebiographies.com/CaCh/Capone-Al.html.
Baym, N. (Ed.). (2003). Langston Hughes. Norton Anthology of American Literature (6th
ed., Vol. D, pp. 1891-1901). New York: W.W. Norton and Company.
Burns, K (2006). Roaring twenties. Retrieved from http://www.pbs.org/jazz/
time/time_roaring.htm
Chasing the Sun: Charles Lindbergh. (2009). PBS: Chasing the Sun. Retrieved
September 16, 2009 from http://www.pbs.org/kcet/chasingthesun/innovators/
clindbergh.html.
Encyclopedia: Lincoln, Abraham. (2004). History.com. Retrieved September 16 2009,
from http://www.history.com/classroom/guides/lindbergh.pdf.
Eyewitness History. (2000). Prohibition. Retrieved from
http://www.eyewitnesstohistory.com/snpmech2.htm.
Hansgen, N. National Standards for Art Education. Retrieved from
http://artsedge.kennedy-center.org/teach/standards/.
Harlem Renaissance Multimedia Resource. (No Date). John Carroll University. Retrieved
September 21, 2009, from http://www.jcu.edu/harlem/index.htm
Henderson, P. 1920s’ prohibition. Retrieved from
http://www.vintageperiods.com/prohibition.php.
Henderson, P. (2008). Charleston Dance. Retrieved from http://www.vintageperio
ds.com/charleston.php.
King, D. (2003). Children's encyclopedia of American history. New York, NY: DK
Publishing.
Lay, S. (2005). Ku Klux Klan in the Twentieth Century. In New Georgia Encyclopedia.
Retrieved from http://www.georgiaencyclopedia.org/.
Lindbergh Flies the Atlantic. (2007). Charles Augustus Lindbergh Homepage. Retrieved
September 16, 2009 from http://www.charleslindbergh.com/history/paris.asp.
Louis Armstrong House Museum (2008). Louis Armstrong. Retrieved from http://
www.louisarmstronghouse.org/louie_armstrong/overview.htm.
McCormick M., & Reynolds N. (2003). No fixed points: Dance in the twentieth century.
New Haven, CT: Yale University Press.
Microsoft Encarta Online Encyclopedia. (2009). Microsoft. Retrieved September 21,
2009, from http://encarta.msn.com/encyclopedia
Mintz, S. et al. (2006). The jazz age: The American 1920s. Retrieved from
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=441.
Morgan, K. (2009). Retrieved from http://www.islandconnections.com/edit/21club.htm.
Mount, S. (2007). The failed amendments. Retrieved from http://www.usconstitution.net/
constamfail.html.
Nash, G., Dunn, R., Vigilante, D., & Olivas, M. National Center for History in the
Schools. Retrieved from http://nchs.ucla.edu/.
Social Studies. (2008). Virginia Standards of Learning. Retrieved from
http://www.doe.virginia.gov/go/Sols/home.shtml.
Warren Gamaliel Harding (1865-1923). (2009). In American president: An online
reference resource. Retrieved from http://www.millercenter.org/.
Appendix A
National Center for History in the Schools- UCLA
Standard 5A: Demonstrate understanding of the movements of large groups of people
into his or her own and other states in the United States now and long ago.
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Grades 3-4: Identify reasons why groups such as freed African Americans,
Mexican and Puerto Rican migrant workers, and Dust Bowl farm families
migrated to various parts of the country. [Consider multiple perspectives ]
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Grades 3-4: Analyze the experiences of those who moved from farm to city
during the periods when cities grew rapidly in the United States. [Read historical
narratives imaginatively]
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Grades K-4: Describe regional folk heroes, stories, or songs that have contributed
to the development of the cultural history of the U.S. [ Read historical narratives
imaginatively]
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Grades K-4: Draw upon a variety of stories, legends, songs, ballads, games, and
tall tales in order to describe the environment, lifestyles, beliefs, and struggles of
people in various regions of the country. [ Read historical narratives
imaginatively]
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Grades 3-4: Examine art, crafts, music, and language of people from a variety of
regions long ago and describe their influence on the nation. [Draw upon visual
and other historical data ]
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Grades 5-12: Analyze how radio, movies, newspapers, and popular magazines
created mass culture.
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Grades 5-12: Examine the contributions of artists and writers of the Harlem
Renaissance and assess their popularity.
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Grades 5-12: Examine the perspectives of various African Americans on
Progressivism and their alternative programs.
National Standards for Art Education
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Grades K-4: Demonstrating and understanding dance in various cultures and
historical periods: Students accurately answer questions about dance in a
particular culture and time period
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Grades K-4: Students identify by genre or style aural examples of music from
various historical periods and cultures
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Grades K-4: Students identify connections between the visual arts and other
disciplines in the curriculum
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Grades 5-8: Students competently perform folk, social, and/or theatrical dances
from a broad spectrum of twentieth-century America
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Grades 5-8: Students describe ways in which the principles and subject matter of
other disciplines taught in the school are interrelated with those of music
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Grades 5-8: Students know and compare the characteristics of artworks in various
eras and cultures
Virginia SOLs
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K.2 The student will describe everyday life in the present and in the past and
begin to recognize that things change over time.
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The student will interpret information presented in picture timelines to show
sequence of events and will distinguish among past, present, and future.
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3.12 The student will recognize that Americans are a people of diverse ethnic
origins, customs, and traditions, who are united by the basic principles of a
republican form of government and respect for individual rights and freedom
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VS.1 The student will demonstrate skills for historical and geographical analysis
and responsible citizenship, including the ability to
o a) identify and interpret artifacts and primary and secondary source
documents to understand events in history;
o b) determine cause-and-effect relationships;
o c) compare and contrast historical events;
o d) draw conclusions and make generalizations;
o e) make connections between past and present;
o g) interpret ideas and events from different historical perspectives;
o h) evaluate and discuss issues orally and in writing;
o i) analyze and interpret maps to explain relationships among landforms,
water features, climatic characteristics, and historical events.
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USII.6 The student will demonstrate knowledge of the social, economic, and
technological changes of the early twentieth century by
o describing the social and economic changes that took place, including
prohibition and the Great Migration north and west;
o examining art, literature, and music from the 1920s and 1930s, with
emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and
the Harlem Renaissance
Expenses
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Photo paper: $14
Jazz CD: $15
Flight: Charles Lindbergh’s Incredible Adventure by S.A. Kramer (2002).: $3.99