Roaring Twenties 1920s Prejudice

Goals & Objectives

Students will examine the various issues and events of prejudice in the 1920s.
Students will analyze context, and perspectives of the series of events and aspects of
prejudice in the 1920s.
Students will understand the outcomes of actions of the Klu Klux Klan, Palmer Raids,
NAACP, and many more issues involving prejudice in the 1920s and describe and analyze
in detail in the foldable activity accurately.
Students will also examine the various acts against prejudice from the NAACP and other
groups.
Students will be able to connect events and ideas from the past to todays society and
discussed in lecture and journal activities.
California State Content Standards
11.5.2 Analyze the international and domestic events, interests, and philosophies that
prompted attacks on civil liberties, including the Palmer Raids, Marcus Garveys back-toAfrica 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.
11.5.5 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).
Common Core Literacy Standards
CCSS.Literacy-ELA.RI.11-12.3 Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact or develop over the course of the
text.
CCSS.Literacy-ELA.RL.11-12.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
Driving Historical Question
In what ways is prejudice affecting the people of the time period of the 1920s?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 10 min
Warm-Up Journal Activity- Have you ever personally felt discriminated against? What
cases can we see in todays society of events and feelings of prejudice? These questions
will be displayed on the board and students will be given time to answer the questions
(approximately five minutes). The class will then discuss the questions by volunteering
answers or randomly calling on students (approximately five minutes).

Vocabulary (Content Language Development) Time: n/a

Vocabulary assignment would have already been completed. A vocab list would have been
passed out on the first day and should have been finished by the time of this lecture. Many
of the terms discussed in this lecture will serve as review to the vocab sheet.
Content Delivery (Method of Instruction) Time: 20 Minutes
Lecture Prezi presentation and guided notes: The teacher will go through the short
presentation with the class to explain various aspects included in the Prezi. The teacher
will explain the presentation, make connections to students lives, ask a variety of levels of
questioning, and play the various videos in the Prezi.
Student Engagement (Critical Thinking & Student Activities) Time: 15 min / 15 min
Students will be given a guided notes handout in order to easily follow along with the Prezi
presentation, think critically by answering the included questions, and use various styles of
learning to comprehend the content.
Students will work in pairs to create a foldable that will explain an aspect of prejudice from
this time period. The center will title the event or situation, the top-left will describe what
happened or the climate, the top-right will describe who was involved, the bottom-left will
describe how or if this prejudice situation ended, and the bottom-right will illustrate a
visual aid describing the situation.
Lesson Closure Time: 10 minutes
Each pair will share and explain their foldable quickly to the class. They will introduce
their topic, explain what is written and drawn, and answer any questions.
Assessments (Formative & Summative)
Formative: Progress Monitoring question & answer throughout lecture to ensure student
comprehension and engagement; Progress Monitoring observation throughout student
pair activity to ensure correct information and comprehension.
Summative: Completed foldable with the required aspects and information.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Guided Notes allow SSN and EL students the opportunity to focus on the content being
discussed instead of frantically trying to keep up with the notes. Instead of copying the
information, students are able to analyze and comprehend the content.
Visual Aids help all students! They provide a new perspective and new ways to learn.
Using visuals supports Gardeners theory of multiple intelligences.
Pair Work allows students to ask each other questions for clarity, work with students
within the zone of proximity, and gain new perspectives on the given information.
More time will be given to EL and SSN to complete the foldable activity.
Resources (Books, Websites, Handouts, Materials)
Computer, Internet (Prezi), Projector, Textbook or supplemental texts, paper (for foldable).