Grade Level: 11th grade
California Content Standards:
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
- Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
- Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
- Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
- Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
- Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
- Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
- Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
Common Core Content Standards:
Reading Standards:
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Writing Standards:
CCSS.ELA-Literacy.WHST.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.WHST.11-12.1.e
Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.11-12.2.a
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
Big Ideas:
Essential Historical Questions:
Unit Assessments:
Formative:
1. Students will participate in a group discussion related to the Prohibition era where they will be assigned a key historical figure, familiarize themselves with their role, and talk amongst peers in character to learn about different views on the 18th Amendment.
2. Students will simulate the debate between Darrow and Bryan after familiarizing themselves with primary documents from the case.
3. Students will fill-in a graphic organizer which identifies the appeals, audience, and purpose of 1920’s advertisements and compares them to modern ads to be checked for completion and content.
4. Student groups will complete a foldable which compares the differences and similarities of societal expectations for women in the 1920’s and today before collaborating to create a four frame comic illustrating the changing role of women during the Roaring Twenties.
Summative:
1. Students will write one page connecting the controversies of the Scopes Trial to a modern issue in education to be checked for completion and content.
2. Students will complete group posters which advertise a product from the 1920’s and identify an audience, an appeal, and a purpose.
3. Students will create a poem with themes similar to those explored by Langston Hughes.
4. End of Unit Exam - 25 multiple choice and 1 essay question from a choice of 3
Reading Standards:
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Writing Standards:
CCSS.ELA-Literacy.WHST.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.WHST.11-12.1.e
Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.11-12.2.a
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
Big Ideas:
- BIG IDEA FOR THE UNIT: The end of World War I led to dramatic changes which challenged traditional values in favor of modernization, resulting in what is known as the Roaring 20’s.
- Although groups such as the Women’s Temperance Movement and the Anti-Saloon League were able to successfully rally in favor of Prohibition, it’s massive unpopularity, failure to stop American’s from drinking, and impact on organized crime led to its initial repeal.
- The Scopes Trial took teaching evolution to court against creationism on a Constitutional basis, leading a judge to decide on a philosophical argument which existed since the publication of The Origin of Species and continues to be a hot-topic debate for science curriculum in public schools.
- The automobile
made transportation faster and easier, forever altering the American landscape.
The radio and movies opened up new lines for the spread of information, expression,
communication, and entertainment in American homes.
- The Harlem Renaissance was a political, social, and cultural movement brought on by a mass migration of African Americans from the South, who created art, literature, and music which reflected daily life as an African-American in Harlem and elsewhere.
- After taking on new roles during the war, women resisted a return to their previous position in society as well as the double standard between men and women, leading them to strive for further independence as seen by women like Amelia Earhart and the image of the flapper.
Essential Historical Questions:
-
What were the
driving forces behind the Prohibition movement and how did the Volstead Act/18th
Amendment change America?
- How did different public figures influence or respond to the Volstead Act?
- Why is the Scopes Trial important to the history of education as well as the culture of the 1920’s?
- How have controversies surrounding teaching evolution in school changed and how have they remained the same?
- How did technological advances and innovations revolutionize American life?
- How are advertisements from the 1920’s and today similar and/or different?
- What were the major causes and effects of the Harlem Renaissance on American culture?
- How did the art, literature, poetry, and music of the Harlem Renaissance create a new cultural identity for African-Americans?
- How were women in society viewed differently following the end of World War I and the passage of the 19th Amendment?
Unit Assessments:
Formative:
1. Students will participate in a group discussion related to the Prohibition era where they will be assigned a key historical figure, familiarize themselves with their role, and talk amongst peers in character to learn about different views on the 18th Amendment.
2. Students will simulate the debate between Darrow and Bryan after familiarizing themselves with primary documents from the case.
3. Students will fill-in a graphic organizer which identifies the appeals, audience, and purpose of 1920’s advertisements and compares them to modern ads to be checked for completion and content.
4. Student groups will complete a foldable which compares the differences and similarities of societal expectations for women in the 1920’s and today before collaborating to create a four frame comic illustrating the changing role of women during the Roaring Twenties.
Summative:
1. Students will write one page connecting the controversies of the Scopes Trial to a modern issue in education to be checked for completion and content.
2. Students will complete group posters which advertise a product from the 1920’s and identify an audience, an appeal, and a purpose.
3. Students will create a poem with themes similar to those explored by Langston Hughes.
4. End of Unit Exam - 25 multiple choice and 1 essay question from a choice of 3