U.S. History (1890 Present), Quarter 1, Unit 4 of 4 The 1920s Overall days: 9 (1 day = 50-55 minutes) Overview Purpose This unit discusses the brief period from the end of World War I to the eve of the Great Depression, sometimes known as the Roaring Twenties or the Jazz Age. Students will learn about the maturing of a corporate, capitalist economy, fueled in part by the mass production of automobiles that brought a higher standard of living to broad swaths of American society while keeping some groups still submerged. They will also learn about the social and cultural tensions that erupted in the 1920s amidst unprecedented immigration restriction, the migration of southern African Americans northward, the rise of Protestant fundamentalism, and the resurgence of the Ku Klux Klan. Content to be learned Examine the clash between traditional moral values and changing ideas in areas such as religious fundamentalism and prohibition. Analyze immigration restriction that abruptly closed the nation s doors to immigrants. Evaluate changes in the modern corporation, including scientific management and labor policies and the advent of mass advertising and sales techniques. Examine the contributions of artists and writers of the Harlem Renaissance and assess their popularity. Assess the effects of women s suffrage on politics. Processes to be used Compare and contrast different sets of ideas by describing and analyzing multiple perspectives on cultural clashes in the 1920s. Evaluate the implementation of the immigration restriction laws of the 1920s. Compare alternative courses of action in changing the modern American corporation. Draw upon visual, literary, and musical sources to assess the importance of the Harlem Renaissance. Synthesize information from multiple sources to formulate a historical interpretation of the women s suffrage movement. Essential questions students should be able to answer by end of unit Why did the U.S. break with the tradition of an open door immigration policy in the 1920s? How did American domestic policy during the 1920s protect or neglect minority groups? Why did racial and cultural tensions divide American society so deeply in the 1920s while most Americans enjoyed major technological and economic advances? Providence Public Schools, in collaboration with the D-23
U.S. History (1890 Present), Quarter 1, Unit 4 The 1920s (9 days) Written Curriculum Grade-Span Expectations C&G 4: People engage in political processes in a variety of ways. C&G 4 (9-12) 1 Students demonstrate an understanding of political systems and political processes by b. interacting with, analyzing, and evaluating political institutions and political parties in an authentic context (using local, national, or international issues/events that are personally meaningful) HP 2: History is a chronicle of human activities, diverse people, and the societies they form. HP 2 (9-12) 2 Students chronicle events and conditions by a. creating narratives based on a particular historical point of view (e.g., unemployed WWII vet, home front in WWII, oil refinery promoter, environmental activist in Rhode Island; slave or free black in Newport, slave holder, trader or investor) National Standards for History (U.S. History, Grades 5 12) Era 7 The Emergence of Modern America (1890-1930) Standard 3: How the United States changed from the end of World War I to the eve of the Great Depression. 3A The student understands social tensions and their consequences in the postwar era. Therefore, the student is able to Examine the rise of religious fundamentalism and the clash between traditional moral values and changing ideas as exemplified in the controversy over Prohibition and the Scopes trial. [Examine the influence of ideas] 3B The student understands how a modern capitalist economy emerged in the 1920s. Therefore, the student is able to Explain how principles of scientific management and technological innovations, including assembly lines, rapid transit, household appliances, and radio, continued to transform production, work, and daily life. [Examine the influence of ideas] Examine the changes in the modern corporation, including labor policies and the advent of mass advertising and sales techniques. [Analyze cause-and-effect relationships] 3C The student understands how new cultural movements reflected and changed American society. Therefore, the student is able to Examine the contributions of artists and writers of the Harlem Renaissance and assess their popularity. [Draw upon visual, literary, and musical sources] 3D The student understands politics and international affairs in the 1920s. Therefore, the student is able to Evaluate the waning of Progressivism and the return to normalcy. [Explain historical continuity and change] Assess the effects of woman suffrage on politics. [Evaluate the implementation of a decision] D-24 Providence Public Schools, in collaboration with the
The 1920s (9 days) U.S. History (1890 Present), Quarter 1, Unit 4 Common Core State Standards for Literacy in History/Social Studies Reading Key Ideas and Details 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. 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. Integration of Knowledge and Ideas 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 Text Types and Purposes WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Research to Build and Present Knowledge WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Notes, Clarifications, and Prerequisites This unit introduces the fact that the 1920s were a time of great prosperity and creativity, but also a time of tension and inequality. Providence Public Schools, in collaboration with the D-25
U.S. History (1890 Present), Quarter 1, Unit 4 The 1920s (9 days) Taught Curriculum Learning Objectives Students will be able to: Assess social and cultural clashes between traditional moral values and modernist ideas in areas such as religious fundamentalism, prohibition, and immigration policy. (2 days) Evaluate how a booming economy intersected with changes in the modern corporation, including scientific management and labor policies and the advent of mass advertising and sales techniques. (3 days) Examine the contributions of artists and writers of the Harlem Renaissance and the Jazz Age and assess their popularity. (1 day) Assess the effects of women s suffrage on politics. (1 day) Evaluate pro and con arguments on closing the nation s doors to immigration. (2 days) Resources United States History, Pearson, 2010 (pp. 650-695) Teacher s Edition Social and Cultural Tensions (pp. 671-678) A New Mass Culture New Trends in Popular Culture (pp. 679-681) A Booming Economy (pp. 660-664) Modernism in Art and Literature (pp. 684-687) The Harlem Renaissance (pp. 690-695) Americans Embrace Normalcy (pp. 650-651) Assessment Rubrics (p. 6) Facing History and Ourselves Jigsaw Developing Community and Disseminating Knowledge, www.facinghistory.org/ resources/ strategies/jigsaw-developing-community-d Gallery Walk Teaching Strategy, www.facinghistory.org/resources/ strategies/gallery-walk-teaching-strateg Human Timeline, www.facinghistory.org/ resources/strategies/human-timeline Four Corners, www.facinghistory.org/ resources/strategies/four-corners Socratic Seminar, www.facinghistory.org/ resources/strategies/socratic-seminar Instructional Considerations Key Vocabulary American dream capitalism consumerism cultural renaissance fundamentalism Garveyism mass culture nationalism political ideology political structure prohibition scientific management sovereignty suffrage D-26 Providence Public Schools, in collaboration with the
The 1920s (9 days) U.S. History (1890 Present), Quarter 1, Unit 4 Planning and Instructional Delivery Considerations This unit discusses the brief period from the end of World War I to the eve of the Great Depression, sometimes known as the Roaring Twenties or the Jazz Age (Pearson, pp. 650-695). The strategies listed below represent a menu of choices and possibilities to support each learning objective. The following teaching strategies are aligned to the order of the learning objectives. To ensure that students will be able to assess social and cultural clashes between traditional moral values and modernist ideas in areas such as religious fundamentalism, prohibition, and immigration policy (2 days): Jigsaw Activity: This strategy asks a group of students to become experts on a specific text or body of knowledge and then share that material with another group of students. Split the students into three research groups: (1) clashes between tradition and modernism in religious fundamentalism, (2) clashes between tradition and modernism in prohibition, and (3) clashes between tradition and modernism in immigration policy. Have the students within each research group identify key words and unfamiliar words and summarize their findings. Then have the students regroup, ensuring that each new group contains one expert from each of the research groups. Students will then synthesize their findings into a single product (e.g., graphic organizer, outline, essay, etc.). Students can orally report their findings to the class or convene in teaching groups to share what they have learned. (See the Facing History website s Jigsaw page for more information about this strategy.) Gather evidence from a variety of sources to explore the growth of the Ku Klux Klan in the 1920s. Have students respond to the following questions: How did the Klan of the 1920s differ from the earlier Klan? To what extent was immigration related to the revival of the Klan? What was the role of women in the organization? Standard 4: Historical research To ensure that students will be able to evaluate how a booming economy intersected with changes in the modern corporation, including scientific management and labor policies and the advent of mass advertising and sales techniques (3 days): Human Timeline: Create a timeline for students to use showing the economic policies of the United States government and showing each policy s effects on the United States. The strategy uses movement to help students understand and remember the chronology of events. For each event, write what happened and the date it occurred on a piece of paper. Assign each student one event from the period you are studying. Invite students to line up in the order of their events. Then have students take turns presenting their events. After each event is presented, students can suggest possible causes of the events and can pose questions about what happened and why. These questions can be posted on the board for students to answer later. After all students have presented their events, you may choose to give students a timeline with relevant dates but no descriptions. Based on what they recall from the human timeline activity, students complete this timeline. This can be done individually or in small groups. (See the Facing History website s Human Timeline page for more information.) Standard 1: Chronological thinking To ensure that students will be able to examine the contributions of artists and writers of the Harlem Renaissance and the Jazz Age and assess their popularity (1 day): Draw from the literature, poetry, art, and music of the Harlem Renaissance to analyze how literature and the arts reflected the experiences of African Americans in the 1920s. How did the poetry of Langston Hughes illustrate themes of the Harlem Renaissance? To what extent did authors such as Claude McKay, Zora Neale Hurston, and Countee Cullen employ similar themes in their work? Standard 3: Historical analysis and interpretation Providence Public Schools, in collaboration with the D-27
U.S. History (1890 Present), Quarter 1, Unit 4 The 1920s (9 days) To ensure that students will be able to assess the effects of women s suffrage on politics (1 day): Gallery Walk: Organize images (photographs, political cartoons, newspaper headlines, etc.) for students to see that allow them to assess the effects of women s suffrage on politics. Have students take notes in their journals as they do a gallery walk to explore the images placed around the room. After the walk, allow volunteers to share their impressions of what they saw. Discuss with students any themes or abrupt changes they may have noticed. (See the Facing History website s Gallery Walk page for more information.) Standard 2: Historical comprehension To ensure that students will be able to evaluate pro and con arguments on closing the nation s doors to immigration (2 days): Four Corners Debate: Label the corners of the room as Strongly Agree, Agree, Disagree, and Strongly Disagree. Read aloud the following statement: The United States must restrict the number of immigrants from all other countries. Students show their position on that statement (strongly agree, agree, disagree, strongly disagree) by standing in the appropriate corner of the room. Have students from each corner respond to the following questions: What does it mean to be a citizen? What were the opportunities for membership in American society in the 1920s? What were the limits on membership in American society in the 1920s? Should the U.S. allow more immigrants from some countries than from others? Why or why not? After some discussion, have students return to their desks. Allow students to use their texts and other resources you may want to provide as they respond to the above questions in writing. Have students add another response to their papers: Which corner did you choose? Would you choose a different corner now? Why or why not? (See the Facing History website s Four Corners page for more information.) Standard 5: Historical issues-analysis and decision-making An alternative approach is to assign historical characters or groups for students to represent in the discussion. Assessed Curriculum Formative Assessments Provide feedback to students through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of the contributions of Harlem Renaissance figures, ask students to respond to the following prompt: Describe one theme that appears in works associated with the Harlem Renaissance. To assess the progress of understanding: how to assess social and cultural clashes between traditional moral values and modernist ideas in areas such as religious fundamentalism, prohibition, and immigration policy, have students write and present a legal argument to prosecute or defend John Scopes. how to evaluate how a booming economy intersected with changes in the modern corporation, including scientific management and labor policies and the advent of mass advertising and sales techniques, distribute blank posters and have students create and share an advertisement for a product and its associated market that is representative of consumerism in the 1920s. Standard 2: Historical comprehension how to examine the contributions of artists and writers of the Harlem Renaissance and the Jazz D-28 Providence Public Schools, in collaboration with the
The 1920s (9 days) U.S. History (1890 Present), Quarter 1, Unit 4 Age and assess their popularity, have students write a 1-page analysis of the poem The Negro Speaks of Rivers by Langston Hughes and how it represents the significance of the Harlem Renaissance. how to assess the effects of women s suffrage on politics, have students respond to the following quick write exercise: Women received the vote in 1920; but why hasn t the United States elected a woman as President yet? Standard 5: Historical issues-analysis and decision-making how to evaluate pro and con arguments on closing the nation s doors to immigration, have students write a response to the Essential Question Why did the U.S. break with the tradition of an open door immigration policy in the 1920s? Use Assessment Rubrics (p. 6) to provide a common means to measure the product. Summative Assessment Address the Essential Question, How did American domestic policy during the 1920s protect or neglect minority groups? Have students participate in a Socratic Seminar on any of the following topics from this unit. 1. Populists vs. Progressives 2. Re-emergence of the Ku Klux Klan and Jim Crow laws 3. The new woman and the flappers 4. Psychology of advertising promoting materialism 5. Harlem Renaissance 6. The Lost Generation and expatriates in Paris 7. The Mafia and rise of organized crime 8. Prohibition 9. Immigration restriction 10. Marcus Garvey and black nationalism 11. Booming vs. bubble economy Look to Facing History and Ourselves for instructions on conducting a Socratic Seminar. Use the common text and other sources to provide students with resources on the topics. After the Socratic Seminar, require students to produce a product that demonstrates their understanding of the Essential Questions as connected to one of the topics. This summative assessment is an opportunity to implement reading standards for literacy RH.11-12.1, RH.11-12.2, and RH.11-12.7 to understand how to cite evidence and determine the central idea from the multiple sources, and writing standards for literacy in history/social studies WHST.11-12.2 and WHST.11-12.7 to write an informative text for a short research project. Providence Public Schools, in collaboration with the D-29
U.S. History (1890 Present), Quarter 1, Unit 4 The 1920s (9 days) Notes D-30 Providence Public Schools, in collaboration with the