Chapter 6
THE TWENTIES
The Roaring Twenties - Introduction
Standards:
1. 7.1.12B Analyze the location of places and regions.
2. 8.1.12B Evaluate the interpretation of historical events and sources, considering the
use of fact versus opinion, multiple perspectives, and cause and effect relationships.
3. 6.2.12F Evaluate the impact of private economic institutions on the individual, the
national and the international economy.
Objectives:
1. The students will be able to describe the American economy entering the 1920s.
2. Students will be able to evaluate the political and cultural contributions of groups and
individuals to United States history during the 1920s.
3. Students will be able to complete a map activity outlining the significant locations
mentioned throughout the unit.
Subject Matter: Mass consumption, Prosperity, Leadership, Laissez faire, Consumerism,
Normalcy
Materials:
 Projector, Screen
 Speakers
 1920’s Jazz (instructor’s choice)
 1920’s Word List (included)
 Frayer Model (included)
Procedure:
Procedure:
1.Set: The instructor will play 1920’s jazz music as the students enter the class
Essential Question: Describe the political and cultural contributions of individuals and
groups to United States history during the 1920s.
2.PowerPoint Presentation:
a. The PowerPoint presentation created by the instrutor will supplement the
lecture/discussion provided to the students.
b. Students will be expected to take notes on the PowerPoint. Few/limited
wording on the PowerPoint is to encourage students to focus on the lecture, while
writing key ideas and phrases listed on the slide.
c. The instructor will begin the PowerPoint presentation by reviewing the main
events/ideas covered by the unit.
d. Students will complete the partner activity at the end of the PowerPoint
presentation.
3.Vocabulary Frayer Model:
a. Each student will be assigned a word off of a list of words dealing with the
1920’s.
b. The student will define their assigned word and fill out the Frayer Model
according to that word
c. The class will take turns sharing definitions of the assigned word until all of the
definitions are filled out on the student’s word list.
4.Close:
a. The instructor will ask students, “What words can you think of to describe the
1920’s?”
b. Adjectives should be listed on the board
c. Discuss EQ
Assessment:
1. The teacher will informally observe the students taking notes from PowerPoint.
2. The teacher will informally observe the students participating in class by answering
questions asked throughout the PowerPoint presentation.
3. The instructor will informally observe the students working on their Frayer model and
vocabulary lists.
Name:__________________________
Class:________
1920’s Vocabulary List:
Consumption:
Prosperity:
Laissez Faire:
Normalcy:
Aviation:
Capitalism:
Harlem Renaissance:
Race:
Jazz:
Stock Market:
Evolution:
Prohibition:
Speakeasies:
Date:_______
Name:______________________________
Class:_________
Date:_______
Frayer Model
Definition:
Examples:
Characteristics:
(Assigned
word)
Non-examples:
Adjusting to Peacetime
Standards:
1. 8.1.12C Evaluate historical interpretation of events.
2. 8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
3. 6.2.12F Evaluate the impact of private economic institutions on the individual, the national
and the international economy.
Objectives:
1. The students will be able to identify the events following the conclusion of WWI.
2. The students will be able to define the term “Normalcy.”
3. Students will be able to explain the election of Warren G. Harding.
Subject Matter: Leadership, Prosperity, Wartime economy
Materials:
 Overhead projector/chalkboard
 Harding’s “Return to Normalcy” (included)
Procedure:
1. Set: The instructor will ask the class, “Raise your hand if you think you are ‘normal’”
 The instructor will pick one of the students with a raised hand to define
what they believe “normal” is
Essential Question: What does the term normalcy refer to?
2. Document Analysis:
a. The instructor will pass out “Warren G. Harding calls for a "Return to
Normalcy," Boston, MA, May 14, 1920”
b. Students will work with a partner to read the handout and come up with a
brief summary about what Harding is trying to explain.
c. Once students have finished a summary, the class will share ideas and fix
their summaries’ errors if needed.
3. Mock Campaign:
a. Students will participate in a “Mock Campaign” and be asked to
create the campaign in groups of 2 or 3 they would use to gain
America’s votes following the hardships of WWI. Aspects of the
campaign should include a platform, a slogan, and a party name
 What do Americans want to hear following such a war?
 Why was WWI so devastating to the American psyche?
 What should the government promise citizens?
 How can you bring in the most votes?
(Display questions on the board for students to refer to)
b. Groups will take turns sharing their mock campaigns with the rest of the
class
4. Close: Content Analysis
 The instructor will complete a concise check for understanding:
 What was the state of America following WWI?
 What was Harding’s campaign slogan?
*Discuss EQ
Assessment:
1. The teacher will informally observe the students reading the handout and
creating a brief summary.
2. The teacher will informally assess students’ Mock Campaign proposals.
Return to Normalcy
Warren G. Harding
May 14, 1920
Warren G. Harding calls for a "Return to Normalcy," Boston, MA, May 14, 1920
There isn’t anything the matter with world civilization, except that humanity is viewing it
through a vision impaired in a cataclysmal war. Poise has been disturbed, and nerves have been
racked, and fever has rendered men irrational; sometimes there have been draughts upon the
dangerous cup of barbarity, and men have wandered far from safe paths, but the human
procession still marches in the right direction.
America’s present need is not heroics, but healing; not nostrums, but normalcy; not revolution,
but restoration; not agitation, but adjustment; not surgery, but serenity; not the dramatic, but the
dispassionate; not experiment, but equipoise; not submergence in internationality, but
sustainment in triumphant nationality.
It is one thing to battle successfully against world domination by military autocracy, because the
infinite God never intended such a program, but it is quite another thing to revise human nature
and suspend the fundamental laws of life and all of life’s acquirements…
This republic has its ample tasks. If we put an end to false economics which lure humanity to
utter chaos, ours will be the commanding example of world leadership today. If we can prove a
representative popular government under which a citizenship seeks what it may do for the
government rather than what the government may do for individuals, we shall do more to make
democracy safe for the world than all armed conflict ever recorded.
The world needs to be reminded that all human ills are not curable by legislation, and that
quantity of statutory enactment and excess of government offer no substitute for quality of
citizenship.
The problems of maintained civilization are not to be solved by a transfer of responsibility from
citizenship to government, and no eminent page in history was ever drafted by the standards of
mediocrity. More, no government is worthy of the name which is directed by influence on the
one hand, or moved by intimidation on the other…
My best judgment of America’s needs is to steady down, to get squarely on our feet, to make
sure of the right path. Let’s get out of the fevered delirium of war, with the hallucination that all
the money in the world is to be made in the madness of war and the wildness of its aftermath. Let
us stop to consider that tranquillity at home is more precious than peace abroad, and that both our
good fortune and our eminence are dependent on the normal forward stride of all the American
people. …
Changes in Society
Standards:
1. 8.1.12C Evaluate historical interpretation of events.
2. 8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
3. 6.2.12F Evaluate the impact of private economic institutions on the individual, the
national and the international economy.
Objectives:
1. The students will be able to identify changes in society during the 1920s.
2. The students will be able to compare and contrast the social conditions on the 1920s to the
previous years.
3. The students will be able to present their portion of the group activity to the rest of the
class.
Subject Matter: Capitalism, Industry, Mass Production, Aviation, Fashion, Entertainment
Materials:
 Paper
 Film Clip – America in the 20th Century
 Computer
 Screen, Projector, Speakers
 Scrapbook Project handout/rubric (included)
 Craft Materials
 Scissors/Glue
Procedure:
1. Set: Students will view the following video clip as an introduction to the society
during the Roaring Twenties.
 America in the 20th Century
Essential Question: How did the changes in society during the Roaring 20’s affect
American people?
2. Scrapbook Project:
a. Students will receive the scrapbook project handout and rubric explaining the
directions and expectations of the project.
b. Students will be asked to make a scrapbook of the fads and changes in society
during the 1920s. Students may include original drawings, magazine pictures,
and photocopies from books.
c. All illustrations must have a caption explaining their relevance to the Roaring
Twenties.
d. All sources must be properly cited.
3. Scrapbook Presentations:
a. Students will be able to present their scrapbooks by writing a brief summary
and table of contents to accompany their book.
b. Students will be asked to place their scrapbooks, summaries, and tables of
contents around the classroom.
c. Students will receive Post-It notes and will be able to go around the classroom
leaving comments on their peer’s scrapbook projects.
d. Comments must be appropriate.
a. Examples of comments –
i. “I like the picture you used to show the way flappers dressed!”
ii. “I like how you chose to map out Charles Lindbergh’s journey;
however I might change...”
e. Students will be given the opportunity to read peer comments and make
adjustments to their scrapbooks before handing in their final projects.
4. Close: The class will work together to pick the 5 best scrapbooks in the class
a. Students will then write on a piece of paper which of those 5 they think is the
best
*Discuss EQ
Assessment:
1. The teacher will informally observe the students taking notes from the film clip.
2. The teacher will formally evaluate students on their scrapbook projects using the
provided rubric.
3. The teacher will informally observe the students during the scrapbook presentation
activity.
Scrapbook Project
Make a scrapbook of the fads and changes in society
during the 1920s.
You may include original drawings, magazine pictures,
and photocopies from books.
All illustrations must have a caption explaining their relevance to the Roaring
Twenties.
All sources must be properly cited.
1920s Scrapbook
Student Name:
________________________________________
3
2
1
Quality of Construction The scrapbook shows
considerable attention
to construction. The
items are neatly
trimmed. All items are
carefully and securely
attached to the
backing. There are no
stray marks, smudges
or glue stains. Nothing
is hanging over the
edges.
The scrapbook shows
attention to
construction. The items
are neatly trimmed. All
items are carefully and
securely attached to the
backing. A few barely
noticeable stray marks,
smudges or glue stains
are present. Nothing is
hanging over the
edges.
The scrapbook shows
some attention to
construction. Most
items are neatly
trimmed. All items are
securely attached to the
backing. A few barely
noticeable stray marks,
smudges or glue stains
are present. Nothing is
hanging over the
edges.
The scrapbook was put together
sloppily. Items appear to be just
"slapped on". Pieces may be loose
or hanging over the edges.
Smudges, stains, rips, uneven
edges, and/or stray marks are
evident.
Creativity
Several of the graphics
or objects used in the
collage reflect an
exceptional degree of
student creativity in
their creation and/or
display
One or two of the
graphics or objects
used in the collage
reflect student
creativity in their
creation and/or display.
One or two graphics or The student did not make or
objects were made or customize any of the items on the
customized by the
collage.
student, but the ideas
were typical rather than
creative (.e.g, apply the
emboss filter to a
drawing in Photoshop).
Design
Graphics are trimmed
to an appropriate size
and interesting shape
and are arranged well,
some in front and some
behind. Care has been
taken to balance the
pictures across the
canvas.
Graphics are trimmed
to an appropriate size
and interesting shape
and are arranged with
some items in front and
others behind. The
canvas, however does
not appear balanced.
Graphics have been
trimmed to an
appropriate size and
shape, but the
arrangement of items is
not very attractive. It
appears there was not a
lot of planning of the
item placement.
Graphics are untrimmed OR of
inappropriate size and/or shape. It
appears little attention was given
to designing the collage.
Attention to Theme
The student gives a
reasonable explanation
of how every item in
the scrapbook are
related to the assigned
theme. For most items,
the relationship is clear
without explanation.
The student gives a
reasonable explanation
of how most items in
the scrapbook are
related to the assigned
theme. For many of the
items, the relationship
is clear without
explanation.
The student gives a
fairly reasonable
explanation of how
most items in the
scrapbook are related
to the assigned theme.
The student's explanations are
weak and illustrate difficulty
understanding how to relate items
to the assigned theme.
Number of Items
The scrapbook
includes 15 or more
items, each different.
The scrapbook
includes 10-14
different items.
The scrapbook
includes 9 different
items.
The scrapbook contains fewer
than 9 different items.
Titles and Text
Titles and text were
written clearly and
were easy to read from
a distance. Text varied
in color, size and/or
style for different text
elements.
Titles and text were
written clearly and
were easy to read
close-up. Text varied
in color, size and/or
style for different text
elements.
Titles and text were
written clearly and
were easy to read
close-up. There was
little variation in the
appearance of text.
Titles and/or text are hard to read,
even when the reader is close.
CATEGORY
Comments:
4
The Jazz Age
Standards:
1. 8.1.12C Evaluate historical interpretation of events.
2. 8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
3. 5.2.12C Interpret the causes of conflict in society.
Objectives:
1. The students will be able to summarize content by taking notes on an interactive lecture.
2. The students will be able to describe the impact of Jazz musicians.
3. The students will be able to evaluate the different forms of entertainment during the 1920s.
Subject Matter: Jazz, Music, Race, Harlem Renaissance, Entertainment, Sports, Aviation,
Heroes
Materials:
 Computer Lab
 Garageband software
 Podcast Handout/rubric (included)
Procedure:
1. Set: The instructor will ask students: What does the term Renaissance mean?
Essential Question: How did the Jazz Age change entertainment in America?
2. Informal Discussion:
a. As a brief review, the instructor will ask the class to recall the main ideas
discussed during the previous class period.
 What were some of the changes in society that occurred during the
1920s?
3. Interactive Lecture:
a. Students will be expected to take notes on the lecture.
b. The powerpoint created by the instructor will cover the new trends that
emerged during the Jazz Age along with fads, entertainment, sports, etc.
Computer Lab - Create a Podcast:
a. Students will receive the Podcast Handout instruction sheet and rubric.
b. Using Garageband software, students will be asked to create a podcast
featuring one of the forms of entertainment discussed during the powerpoint
lecture.
c. Students will need to create a 2-3 segment featuring music and cover art.
Close: The instructor will ask students, “What issues in society today are reflected in
modern music?”
*Discuss EQ
Assessment:
1. The teacher will informally observe the students taking notes from the lecture.
2. The teacher will informally observe the students participating in class by answering
questions throughout the lecture.
3. The teacher will formally assess the students by grading the podcast projects according
to the rubrics provided.
Podcast Instructions
Record Your Podcast!
Once your script is written, create a new Garageband project. Make sure to put your own name
in the name you use to save the podcast.
Begin by:






Choosing Intro and Outro Music and identifying stingers and sound effects you will use.
On recording day, be ready to record your script. Divide the script into pieces and only
attempt to record small parts of the podcast at one time. It will make it easier to record
and allow you to go back and correct mistakes more easily.
Work slowly and listen to each segment after you record it. If you are not happy with it,
don't be afraid to re-record it. Make sure you save often!
When you are finished and happy with the recording, music, sound effects and stingers,
save the project.
Now, open Keynote. In Keynote, create a slide which you will use as your podcast's
'Episode Artwork". The slide should include the title of the podcast as well as the names
of the participants. When finished, drag the finished slide from the slide sidebar in
Keynote into the Episode Artwork "box" in Garageband. Also create a slide for your
credits or "For More Information". Include the website addresses you used in your
research. Drag this slide to the PODCAST TRACK in your Garageband projects and
place it at the end of your podcast.
Save your podcast and then choose "Send Podcast to iTunes" from the Share menu. After
the podcast exports, quit Garageband. Locate and listen to the podcast in iTunes.
Create a Podcast
Student Name:
CATEGORY
________________________________________
4
3
2
Point of View Awareness of
Audience
Strong awareness of
audience in the design.
Students can clearly
explain why they felt
the vocabulary, audio
and graphics chosen fit
the target audience.
Some awareness of
audience in the design.
Students can partially
explain why they felt
the vocabulary, audio
and graphics chosen fit
the target audience.
Some awareness of
Limited awareness of
audience in the design. the needs and interests
Students find it difficult of the target audience.
to explain how the
vocabulary, audio and
graphics chosen fit the
target audience.
Voice - Consistency
Voice quality is clear
and consistently
audible throughout the
presentation.
Voice quality is clear
and consistently
audible throughout the
majority (85-95%) of
the presentation.
Voice quality is clear
and consistently
audible through some
(70-84%)of the
presentation.
Voice quality needs
more attention.
Voice - Pacing
The pace (rhythm and
voice punctuation) fits
the story line and helps
the audience really
"get into" the story.
Occasionally speaks
too fast or too slowly
for the story line. The
pacing (rhythm and
voice punctuation) is
relatively engaging for
the audience.
Tries to use pacing
(rhythm and voice
punctuation), but it is
often noticeable that
the pacing does not fit
the story line. Audience
is not consistently
engaged.
No attempt to match the
pace of the storytelling
to the story line or the
audience.
Cover Art and Music
Images and music
create a distinct
atmosphere or tone
that matches different
parts of the story. The
images may
communicate
symbolism and/or
metaphors.
Images and music
create an atmosphere
or tone that matches
some parts of the story.
The images may
communicate
symbolism and/or
metaphors.
An attempt was made
to use images and
music to create an
atmosphere/tone but it
needed more work.
Image choice is logical.
Little or no attempt to
use images and music
to create an appropriate
atmosphere/tone.
Economy
The story is told with
exactly the right
amount of detail
throughout. It does not
seem too short nor
does it seem too long.
The story composition
is typically good,
though it seems to drag
somewhat OR need
slightly more detail in
one or two sections.
The story seems to
need more editing. It is
noticeably too long or
too short in more than
one section.
The story needs
extensive editing. It is
too long or too short to
be interesting.
Grammar
Grammar and usage
were correct (for the
dialect chosen) and
contributed to clarity,
style and character
development.
Grammar and usage
were typically correct
(for the dialect chosen)
and errors did not
detract from the story.
Grammar and usage
were typically correct
but errors detracted
from story.
Repeated errors in
grammar and usage
distracted greatly from
the story.
Comments:
1
The Economy of the 1920s
Standards:
1. 8.1.12C Evaluate historical interpretation of events.
2. 8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
3. 5.3.12C Evaluate how government agencies create, amend, and enforce regulations.
Objectives:
1. The students will be able to evaluate the impact of the boom economy of the 1920s.
2. The students will be able to discuss the signs of trouble leading up to the Great Crash.
3. The students will be able to analyze the 1928 election between Al Smith and Herbert
Hoover.
Subject Matter: Industry, Agriculture, Economics, Supply & Demand, Stock Markets
Materials:
 Power point presentation
 Brochure rubric (included)
Procedure:
1. Set: The instructor will ask students, “What do you know about the economy today?”
 Students will compare ideas and knowledge on the economy
Essential Question: How did the prosperity of the 1920s mask the coming of the stock
market crash?
2. Informal Discussion:
a. As a brief review, the instructor will ask the class to recall the main ideas
discussed during the previous class period.
 What were some of the changes in entertainment that occurred during
the 1920s?
3. Interactive Lecture:
a. Students will be expected to take notes on the lecture.
b. The PowerPoint will cover the new prosperity of the 1920s as well as the
ailing industries that will play a major part in the stock market crash in 1929.
4. Make a Brochure:
a. Students will be asked to create a sales brochure for a Ford dealer in the
1920s.
b. Brochures should be created with the intent to persuade shoppers to buy a
Model T Ford on credit.
5. Close: Discuss EQ
Assessment:
1. The teacher will informally observe the students taking notes from the lecture.
2. The teacher will informally observe the students participating in class by answering
questions throughout the lecture.
3. The teacher will formally assess the students by grading the brochure projects
according to the rubrics provided.
Brochure Rubric
CATEGORY
4
3
2
1
Writing Organization
Each section in the
brochure has a clear
beginning, middle,
and end.
Almost all sections
of the brochure have
a clear beginning,
middle and end.
Most sections of the
brochure have a
clear beginning,
middle and end.
Less than half of the
sections of the
brochure have a clear
beginning, middle
and end.
Writing - Grammar
There are no
grammatical
mistakes in the
brochure.
There are no
grammatical
mistakes in the
brochure after
revision.
There are 1-2
grammatical
mistakes in the
brochure even after
revision.
There are several
grammatical
mistakes in the
brochure even after
revision.
Content - Accuracy
All facts in the
brochure are
accurate.
99-90% of the facts
in the brochure are
accurate.
89-80% of the facts
in the brochure are
accurate.
Fewer than 80% of
the facts in the
brochure are
accurate.
Attractiveness &
Organization
The brochure has
exceptionally
attractive formatting
and well-organized
information.
The brochure has
The brochure has
attractive formatting well-organized
and well-organized information.
information.
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Sources
Careful and accurate
records are kept to
document the source
of 95-100% of the
facts and graphics in
the brochure.
Careful and accurate
records are kept to
document the source
of 94-85% of the
facts and graphics in
the brochure.
Careful and accurate
records are kept to
document the source
of 84-75% of the
facts and graphics in
the brochure.
Sources are not
documented
accurately or are not
kept on many facts
and graphics.
Knowledge Gained
The student can
accurately answer all
questions related to
facts in the brochure
and to technical
processes used to
create the brochure.
The student can
accurately answer
most questions
related to facts in the
brochure and to
technical processes
used to create the
brochure.
The student can
accurately answer
most questions
related to facts in the
brochure and to
technical processes
used to create the
brochure.
The student appears
to have little
knowledge about the
facts or technical
processes used in the
brochure.
Graphics/Pictures
Graphics go well
with the text and
there is a good mix
of text and graphics.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
Graphics go well
with the text, but
there are too few
and the brochure
seems "text-heavy".
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.
Comments:
Political Controversy – Harding
Standards:
1. 8.1.12C Evaluate historical interpretation of events.
2. 8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
3. 5.2.12D Evaluate political leadership and public service in a republican form of
government.
Objectives:
1. The students will be able to analyze Warren G. Harding’s political career.
2. The students will be able to discuss the idea of controversy in our government.
3. The students will be able to create a newspaper featuring the political controversies of the
1920s.
Subject Matter: Leadership, Democracy, Controversy
Materials:
 Computer Lab
 Newspaper Assignment rubric (included)
Procedure:
1. Set: K-W-L Brainstorm –
a. On the overhead, a blank K-W-L chart will be shown with the following
questions:
i. What do you ALREADY KNOW about Warren G. Harding?
ii. What do you WANT to know about Warren G. Harding?
iii. What have you LEARNED about Warren G. Harding?
b. Students will also receive their own K-W-L chart for note-taking.
c. The instructor will ask students to brainstorm what they already know and
what they would like to know about Harding.
d. Students will then be asked to write their ideas on the overhead, keeping the
‘what have you learned’ category blank.
e. Together as a class, the instructor will cover the information provided by the
students, leading into the film.
Essential Question: In what ways was Harding a good president, and in what ways was
he a bad president?
2. Computer Lab - Web Research:
a. Students will use the Computer Lab to conduct research on Warren G. Harding and the
controversies that surrounded his presidency.
b. Students should use the Graphic organizer to help summarize the information they have
gathered.
c. Students can use the following websites to aid in their research:
i. http://www.ohiohistorycentral.org/entry.php?rec=2086
ii. http://www.britannica.com/EBchecked/topic/426002/Ohio-Gang
iii. http://www.whitehouse.gov/about/presidents/warrenharding/
iv. http://bioguide.congress.gov/scripts/biodisplay.pl?index=H000192
3. Newspaper Project:
a. Students will be asked to make a booklet of newspaper front pages covering
specific events or topics from start to finish. Any of the following would be
suitable:
i. Teapot Dome scandal
ii. The election of Warren G. Harding
iii. The presidency of Warren G. Harding
iv. The Ohio Gang
b. The booklet must contain at least 6 newspaper front pages. Students are
encouraged to be creative in their composition of articles and images.
4. Close: Finishing the KWL
a. Students will be asked to fill in the “What have you learned” section of
the K-W-L worksheet.
*Discuss EQ
Assessment:
1. The instructor will formally collect and evaluate the Newspaper front page project.
2. The instructor will formally collect the K-W-L chart the following class period for a
quiz/homework grade.
 K-W-L charts will be graded on completion and validity of information.
Newspaper Writing Assignment
Student Name:
CATEGORY
________________________________________
4
3
1
NS/0
Content: FOCUS
Topic/subject is
clear, though it
may/may not be
explicitly stated.
Topic/subject is
Topic/subject may
generally clear
be vague.
though it may not
be explicitly stated.
Topic/subject is
unclear or
confusing.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Content:
ORGANIZATION
Organizational
structure establishes
relationship
between/among
ideas/events.
Organizational
structure
establishes
relationships
between
ideas/events,
although minor
lapses may be
present.
Organizational
structure establish
some relationship
between/among
some of the
ideas/events. The
structure is
minimally complete.
Organizational
structure does not
establish connection
between/among
ideas/events. The
overall stucture is
incomplete or
confusing.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Content: STYLE Vocabulary
Exhibits skillful use
of vocabulary that is
precise and
purposeful.
Exhibits reasonable
use of vocabulary
that is precise and
purposeful.
Exhibits minimal
use of vocabulary
that is precise and
purposeful.
Lacks use of
vocabulary that is
precise and
purposeful.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Content: ELABORATION Elaboration consists Elaboration
of specific,
consists of some
developed details.
specific details.
Elaboration consists Elaboration is
of general and/or
sparse; almost no
undeveloped details, details.
which may be
presented in a listlike fashion.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Content: STYLE Sentence Fluency
Demonstrates
minimal sentence
fluency.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Comments:
Demonstrates
skillful sentence
fluency (varies
length, good flow
rhythm, and varied
structure).
Demonstrates
reasonable
sentence fluency.
2
Sentence fluency is
lacking.
Social Controversy of the 1920s – Scopes Trial
Standards:
1. 8.1.12C Evaluate historical interpretation of events.
2. 8.3.12D Identify and evaluate conflict and cooperation among social groups and
organizations in United States history from 1890 to Present.
3. 5.2.12C Interpret the causes of conflict in society.
Objectives:
1. The students will be able to describe the controversy surrounding the Scopes Trial.
2. The students will be able to summarize the events of the court case.
3. The students will be able to complete a
Subject Matter: Evolution, Education, Religion, Science, Law
Materials:
 Speakers, Projector, Screen
 Media Clip - http://www.pbs.org/wgbh/evolution/library/08/2/l_082_01.html
 Debate rules (included)
Procedure:
1. Set: Quote Analysis – Think-Pair-Share
a. The following is a quote of the judge's instructions to the jury:
 “Gentlemen of the grand jury, on May 25, 1925, John T.
Scopes was indicted in this county for violating what is
generally known as the anti-evolution statute. There is some
uncertainty as to whether or not this indictment is valid, and, in
order to avoid a possibility of it being invalid. I have
determined to convene this grand jury for the purpose of
reinvestigating these charges, I now use substantially the same
charge I gave the first grand jury.
The statute, which it is alleged the said Scopes violated, is
Chapter 27 of the acts of 1925, which makes it unlawful to
teach in the universities, normals and all other public schools
of the state, which are supported in whole or in part by the
public school funds of the state, any theory that denies the story
of Divine creation of man as taught in the Bible and teach
instead theory that man descended from a lower order of
animals. This act became the law in Tennessee on March 21,
1925.”
Essential Question: Why was the Scopes trial so controversial?
2. Discussion:
a. Students will read the above quote on the overhead and copy the quote into
their notebook.
b. The instructor will read the quote aloud to the class. Students will be asked to
write a response to the quote in their notebooks.
i. What is this trial about?
ii. Who is being charged?
iii. What is the crime committed?
c. The students will be given a few minutes to write their responses, and will
then get with a partner to discuss their ideas.
3. Media:
a. Ask students: What is the most interesting part of this story for you?
b. Students will view a short film clip summarizing the events of the trial:
- http://www.pbs.org/wgbh/evolution/library/08/2/l_082_01.html
c. Discuss student responses
4. Debate:
a. Students will be split into two groups. They will be asked to debate on the
side assigned to them.
b. Students will be able to use the computer lab to research their side.
c. Debate rules will be given to the class prior to the activity.
d. Students will be asked to debate on either the side of Clarence Darrow or
William Jennings Bryan.
e. The teacher will act at the judge of the courtroom.
5. Type I Writing: Opening Speech
a. Students will be asked to pretend they are either Clarence Darrow or William
Jennings Bryan. They are to make up an opening speech for the trial of John
Scopes.
b. Students will be able to use the computer lab for their research.
c. Opening speeches will be presented to the class in a simulated trial format.
d. Following the opening speeches the debate may continue.
5. Close:
a. The instructor will conclude the lesson by summarizing the results of the
Scopes Trial.
b. Students will be asked to comment on the significance of the trial and its
impact on American society.
*Discuss EQ
Assessment:
1. The teacher will informally observe the students researching their topics in the
computer lab.
2. The teacher will formally evaluate students on their opening statements and their
participation during the debate.
Debate Rules
No put downs.
You must wait to speak until it is the designated time.
Teams lose 1 point for each interruption.
Teams lose 1 point for whispering while another speaker is talking.
TIMES
Opening statements for both sides = 3 minutes each
Arguments for both sides = 3 minutes each
Rebuttal conference = 1 minute
Rebuttals = 2 minutes each
Closing statements for both sides = 3 minutes each
The Debate
Notes
PRO
CON
Prohibition
Standards:
1. 8.3.12D Identify and evaluate conflict and cooperation among social groups and
organizations in United States history from 1890 to Present.
2. 5.2.12C Interpret the causes of conflict in society
3. 5.1.9A Apply examples of the rule of law as related to individual rights and the common
good.
Objectives:
1. The students will be able to determine the cause of the 18th Amendment.
2. The students will be able to evaluate the impact of Prohibition of crime in the United
States.
3. The students will be able to discuss the issues authorities faced while trying to enforce the
Prohibition Law.
Subject Matter: Government Intervention, Prohibition, Speakeasies
Materials:
 Media Clip - http://www.bing.com/videos/watch/video/prohibitiondocumentary/3a9ffcf05c99925c51813a9ffcf05c99925c5181543509512622?q=prohibition
 Paper Rubric (included)
Procedure:
1. Set: Brainstorm –
b. Students will be asked to brainstorm the following question:
i. What was prohibition?
c. The instructor will pass out the 18th Amendment handout.
d. Students will read the amendment and class discussion will follow.
Essential Question: Why did the 18th amendment cause so much controversy?
2. Media Clip:
a. Students will view the following video clip on Bing videos.
b. The prohibition documentary will give a summary of the 18th Amendment and the
issues that followed its ratification.
c. http://www.bing.com/videos/watch/video/prohibitiondocumentary/3a9ffcf05c99925c51813a9ffcf05c99925c5181543509512622?q=prohibition
3. Creative Writing:
a. Students will be asked to pretend they are police officers in the 1920s.
b. They are to explain to their superior officer as to why they are having such a
hard time arresting people who break the Prohibition Law.
c. Following their creative writing assignment, students should use the problems
their fictional officer faced and compare them to the problems law
enforcement has with drug laws today.
d. Students should create a one page summary of their comparison and submit it
to the instructor along with their creative writing assignment.
4. Close: Check for Understanding
a. The instructor will ask the students to summarize the 18th Amendment and the
problems that ensued in order to check for comprehension. (EQ)
Assessment:
1. The instructor will informally observe the students participating in the classroom
discussion.
2. The instructor will formally collect the creative writing and comparison assignments.
Creative Writing Assignment
Student Name:
CATEGORY
________________________________________
4
3
1
NS/0
Content: FOCUS
Topic/subject is
clear, though it
may/may not be
explicitly stated.
Topic/subject is
Topic/subject may
generally clear
be vague.
though it may not
be explicitly stated.
Topic/subject is
unclear or
confusing.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Content:
ORGANIZATION
Organizational
structure establishes
relationship
between/among
ideas/events.
Organizational
structure
establishes
relationships
between
ideas/events,
although minor
lapses may be
present.
Organizational
structure establish
some relationship
between/among
some of the
ideas/events. The
structure is
minimally complete.
Organizational
structure does not
establish connection
between/among
ideas/events. The
overall stucture is
incomplete or
confusing.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Content: STYLE Vocabulary
Exhibits skillful use
of vocabulary that is
precise and
purposeful.
Exhibits reasonable
use of vocabulary
that is precise and
purposeful.
Exhibits minimal
use of vocabulary
that is precise and
purposeful.
Lacks use of
vocabulary that is
precise and
purposeful.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Content: ELABORATION Elaboration consists Elaboration
of specific,
consists of some
developed details.
specific details.
Elaboration consists Elaboration is
of general and/or
sparse; almost no
undeveloped details, details.
which may be
presented in a listlike fashion.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Content: STYLE Sentence Fluency
Demonstrates
minimal sentence
fluency.
Unscorable: blank
responses, responses
written in a foreign
language,
restatements of the
prompt, responses
that are off-topic or
incoherent.
Comments:
Demonstrates
skillful sentence
fluency (varies
length, good flow
rhythm, and varied
structure).
Demonstrates
reasonable
sentence fluency.
2
Sentence fluency is
lacking.
The Second Klan
Standards:
1. 8.1.12B Evaluate the interpretation of historical events and sources, considering the
use of fact versus opinion, multiple perspectives, and cause and effect relationships.
2. 8.3.12D Evaluate how conflict and cooperation among groups and organizations in the
U.S. have influenced the growth and development of the world.
3. 5.2.12C Interpret the causes of conflict in society.
Objectives:
1. The students will be able to analyze the reappearance of the Ku Klux Klan.
2. The students will be able to compare and contrast the views of the old KKK and the new
KKK.
3. The students will be able to describe the conflict in society resulting from the reemergence
of the KKK.
Subject Matter: Racism, Ku Klux Klan, Social Unrest
Materials:
 Classroom notes
 Screen, Projector
Procedure:
1. Set: Students will enter the classroom, view the following image, and brainstorm the
following question:
a. http://www.georgiaencyclopedia.org/nge/Multimedia.jsp?id=m-8480
b. Does the KKK have the right to assemble? Where? Why or why not?
i. The KKK may assemble in any public place.
Understanding Freedom of Assembly
A Look at the First Amendment Right to Gather Freely
Aug 28, 2008 Theresa Willingham
“Peaceable” remains the operative word. The First Amendment protects peaceful,
not violent, assembly, although there must be a "clear and present danger" or an
"imminent incitement of lawlessness" in order for government to restrict assembly
rights.”
Generally, though, the Supreme Court maintains that it is imperative to protect the
right to peaceful assembly, even for those with whose speech many may disagree,
such as Ku Klux Klan (KKK) gatherings, which many perceive as hateful, ruling
(in National Socialist Party v. Skokie, 1977) that "it is better to allow those who
preach racial hatred to expend their venom in rhetoric rather than to be
panicked into embarking on the dangerous course of permitting the government
to decide what its citizens may say and hear.")
c. Class discussion will follow.
Essential Question:How did the resurgence of the KKK create problems in society?
2. Computer Lab Research:
a. Using the following website, students will create 10 questions to trade with a
classmate.
b. http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2730
3. Newspaper Activity:
a. Students will be asked to write a fictional newspaper announcing the reemergence
of the Ku Klux Klan in Stone Mountain, Georgia.
b. A rubric will be handed out ahead of time to inform students of the expectations
of the assignment.
4. Close: Review Discussion –
a. Students will be asked the following questions to check for understanding:
i. How did the new Klan differ from the previous one during
Reconstruction?
ii. What did The Birth of a Nation have to do with the Klan’s
reemergence?
Assessment:
1. The instructor will informally observe the students conducting research in the computer
lab.
2. The instructor will formally evaluate the students on the Second KKK question worksheet.
3. The instructor will formally collect and assess the newspaper activity.
The Roaring Twenties: Review Lesson
Standards:
1. 7.1.12B Analyze the location of places and regions.
2. 8.1.12B Evaluate the interpretation of historical events and sources, considering the
use of fact versus opinion, multiple perspectives, and cause and effect relationships.
3. 6.2.12F Evaluate the impact of private economic institutions on the individual, the
national and the international economy.
Objectives:
1. The students will be able to describe the American economy entering the 1920s.
2. Students will be able to evaluate the political and cultural contributions of groups and
individuals to United States history during the 1920s.
3. Students will be able to summarize the political, cultural, and economic changes that
occurred during the 1920s.
Subject Matter: Mass consumption, Prosperity, Leadership, Laissez faire, Consumerism,
Normalcy
Materials:
 Review Powerpoint
 Markers
 Classroom notes
 Textbook
Procedure:
1. Set: The instructor will ask students, “Now that you know about the 1920’s, what
Words accurately describe this era?”
Essential Question: Describe the political and cultural contributions of individuals and
groups to United States history during the 1920s.
2. Brainstorming:
a. The students will provide information as to the changes in society, politics,
and economics that America faced during the 1920s as they had written down
during the set.
b. The instructor will review the answers, prompting for further
detail/explanation from the students.
c. The instructor will write the information on the board for the students to
see/copy into their notes.
d. The instructor will then go over anything the students may have missed.
3. Review of PowerPoint Presentation:
a. The PowerPoint presentation created by the instructor to review the main points
of the unit
b. Students will be expected to take notes on the PowerPoint. Few/limited
wording on the PowerPoint is to encourage students to focus on the lecture, while
writing key ideas and phrases listed on the slide.
4. Mapping Activity:
a. Students will be given a map and asked to identify some of the important places
mentioned throughout the power point.
5. Close:
a. The instructor will complete a concise check for understanding of the most
important cognitive objective by asking, “What were some of the changes that
occurred in the United States during the 1920s.”
Assessment:
1. The teacher will informally observe the students taking notes from PowerPoint.
2. The teacher will informally observe the students participating in class by answering
questions asked throughout the PowerPoint presentation.
3. The teacher will formally evaluate the students completing a map activity.
Name:__________________________
Class:________
Date:_______