Subject: American History (1877-present)
Grade: 11th
Alabama State Standard: SS. 5) Describe the impact of social changes and the influence of key figures in the United States from World War I through the 1920’s including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, immigration, the Red Scare, Susan B. Anthony, Margaret Sanger, Elizabeth Sanger, Elizabeth Cady Stanton, the Harlem Renaissance, the Great Migration, W. C. Hardy, the Jazz Age, Zelda Fitzgerald.
Florida State Standard: SS:912.A.5.6 Analyze the effects of the changing social, political, and economic conditions of the Roaring Twenties.
Lesson 1: The 1920’s Woman
Objectives:
1) The students will write on “graffiti posters” to demonstrate prior knowledge of all things that have anything to do with the 1920’s Woman.
2) The students will follow multi-step directions in making self-correcting vocabulary cards.
3) The students will demonstrate mastery of their vocabulary through demonstrating correct
usage in various activities.
Materials/Resources:
Computer for playing songs, 5 posterboards , black and green magic markers, yellow colored copier paper, scissors, dry erase board, dry erase markers, hardcopy sheet of vocabulary words written out for LD, ESL.
St. Louis Blues, sung by Bessie Smith
http://www.youtube.com/watch?v=8Who6fTHJ34Aint
Misbehavin, sung by Fats Waller
http://www.youtube.com/watch?v=y041-eT6QrIActivities:
Activities: Grafitti posters will be used to determine prior knowledge and at end of unit students will add new
information to the poster which will serve as a general post assessment.
1. Grafitti Posters:
-Explain that this activity is to see what they already know about the 1920’s woman and that
after our unit, we will go back and add new information with the green magic markers.
-Tell them that during this activity, I will be playing two songs by artists of that era: St. Louis
Blues by Bessie Smith and Ain’t Misbehavin by Fats Waller.
-Divide class into groups of 4 (can use flexible grouping for gifted and higher ability) , send them to different corners of the room where the posters are hanging and tell them to write anything that comes to mind or specific information onto posters about the 1920’s Woman. Tell them to choose a spokesperson for group.
-Upon completion, have them return to desks and have each group get up one-by-one and present their thoughts/data.
2. Vocabulary Development:
-vocabulary to be pre-written on the board.
-Point to vocabulary, run pointer under words as both English/Spanish are pronounced.
-Review and model how they will use these cards once they are finished. (Place cards with
definitions face up on desk, hold cards with vocab written large in hand. Take vocab. words in hand and try to match with definitions on desk. Can flip card on desk over to self-check )
-Pass out paper and scissors.
-Review and model how to fold paper, cut into squares etc.
-Tell them to write each vocabulary word real large on the side of one card, then use another card to write that same vocabulary word small, flip card over and write definition on back.
* Hardcopy of vocabulary words should be provided for LD or ESL students if needed.
* Gifted/overachieving students may head back to computers to blog about 1920's topic if have already
demonstrated vocabulary mastery (90%) Can do quick matching pretest just prior to card project.
Vocabulary Words:
flapper (joven ala moda)
double standard (doble estandar)
fad (moda)
materialism (materialismo)
19th Amendment (decimonoveno enmienda)
ERA-Equal Rights Amendment (igual justicia enmienda)
“Girl Fridays” (nina viernas)
suffragists (sufragista)
temperance (sin bebidas alscholicas)
ratification (ratification)
Progressive Era (progresivo era)
feminism (feminism)
prohibition (prohibicion)
Gibson Girl (Gibson Nina)
Charleston
Assessments: Teacher observation and self-checking vocabulary cards.
Students who already know vocabulary may head to computers in enclosed little office area in back of classroom and blog on 1920’s site.
