TheRoaring20's,ProhibitionandtheHarlemRenaissance

Author:KELLYSHELLHART
Datecreated:03/28/20145:11AMUMSTDatemodified:03/31/201411:11AMUMST

VITALINFORMATION
Subject(s)

History

TopicorUnitofStudy
TheRoaring20's

Grade/Level

Grade11

Objective

StudentswillbeabletounderstandthecircumstanceswhichledtotheHarlemRenaissance,anddrawcorrelationsabout
theinfluenceoftheHarlemRenaissanceonmediatoday.
StudentswillbeabletodemonstrateanunderstandingoftheimpactofProhibitiononAmericanSocietyandsubcultures
thatarosefromit'simplementation.
StudentswillbeabletoexplainthehistoricalcontextoftheRedScare,examineitsimpactontheFirstAmendment(free
speech)anditsimpactontheAmericanJusticeSystem.

Summary
DuringthislessonstudentswillexploremanyoftheculturalchangestakingplaceintheUnitedStatesduringthe1920's.
Fromchangesinthemusic,artandpoetryoftheHarlemRenaissance,tohowweviewedimmigrantsandforeigners
basedonourexperienceinWorldWarI,thechangesinviewandvalueswereabondant.Studentswillalsoexplore
ProhibitionanditsimpactonthewayAmericanssocializedandtheeconomy.Throughprimarysourcedocuments,
studentswillformulateopinonsontheAmericanjusticesystemandhowAmericansweretreatedduringthistime.

IMPLEMENTATION
LearningContext
Thislessonisthecornerstonetoexploringthe1920's.Manyhistoricaleventsleduptothechangesduringthistime
period,anditsimpactisdirectlyfeltintheRedScare,ProhibitionandtheHarlemRenaissance.ImpactedbyWar,
changesinconsumerismandmassproduction,thesocialvaluesandpersonalbeliefsofAmericansweretoneverbethe
same.

Procedure

Day1:
StudentswillviewTheRoaring20's:CrashCourseU.S.History#32(Approx13minutes),whichwillcontinuetoexpose
studentstomanyoftheideastheyhavebeendiscussinginthisunit,andintroducingprohibitionandtheHarlem
Renaissance.
GiveeachstudentaKWLchart,andasaclassdiscusswhatstudentsknowaboutthe1920'sandAmericansociety.
Guidingquestionscaninclude:howdidWorldWarIimpactAmericansociety?Whataboutconsumerism?Whatwas
musiclikeinthe1920's?Asstudentsfollowalonginthediscussion,theyshouldaddtotheirchartandformulatewhat
theywouldliketoknowmoreabout,completingtheappropriatesection.Studentswillrevisitthischartatthecloseof
thelesson,tocompletethelastpartofthechart,notingwhattheyhadlearned.
Eachstudentwillbegivenacopyof"Harlem"byWalterDeanMyers.Asalargegroup,usingthepopcornmethod,
studentswillreadthepoem,viewtheillustrationslideshowandlistentosoftjazzmusicbeingplayedinthe
background.Asagroupdiscusswhatthepoemisdescribingandwhattypeofenvironmentthecharactersare
experienceing.Discusstheemotionthatisfeltwhilereadingthispoem.
Studentswillformpairs,eachpairwillbegivena"caractersheet"andaninternetconnectedlaptopcomputerto
researchandwriteonetotwosentencesabouteachimportantfigurefromtheHarlemRenaissance.
Reconvieningintoalargegroup,reviewthecharacterworksheettoensureeachstudenthascompleteanswers.
Asagroup,compareandcontrasthowAfricanAmericanswerelivingcomparedtowhiteAmericans.Whyweretheir
circumstancesdifferent?HowdidtheHarlemRenaissanceimpacttheart,literatureandmusicwehavetoday?
CloseclassbyviewingthevideoLangstonHughesandtheHarlemRenaissance.
DayTwo:
OpenclasswithanintroductoryvideoontheRedScare(Approx6Minutes)
Asalargegroup,discusshowstudentsfeelafterwatchingthisvideo.
Formstudentsintogroupsofthreeorfour,formingsixlearninggroups.Eachgroupwillbegivenaprimarysource
document,andaworkpacket.Eachgroupwillreadanddiscusstheprimarysourcetheywereassigned,answering
threequestionsintheworkpacket,beforerotatingtothenextlearningstation.Therearesixprimarysourcedocuments
inall.
Classwillreconvieneintoalargegroupsetting,whereeachgroupwillpresenttheirinformation,andstudentscanfillin
anyblankstheymighthaveintheirworkpacket.Teachershouldkeepnotesinapacketduringthestationsand
discussion,asmanyoftheanswersmightchangeandbeinfluencedbyclassdiscussion.
ClosingclassdiscussionwilldiscusswhytheEspionageActandtheSeditionActof1917and1918weresuccessfully
passed?Wasthegovernmentpreparedfortheoppositionrelatedtothislegislation?Doyoufeelthejusticesystem

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actedappropriatelyinaccordancewiththelaw?
Day3:
IntroduceProhibitionwiththevideoProhibitionintheUnitedStates:NationalBanofAlcohol
ProhibitionLearningStations:21laptopcomputerswillbesetuparoundtheclassroom,eachwithashortvideoona
differentimportantfigureofProhibitionandashortbiography.Eachstudentwillvisiteachstationtoviewandreadthe
informationprovidedandcompletetheir"Who'sWhoofProhibitionWorksheet".VideosaremadebyKenBurnsfor
PBS:http://www.pbs.org/kenburns/prohibition/people/#
Thisassignmentmaytakelongerthantheclassperiodwillallow.Ifstudentsneedtocompletethisassignmentfor
homework,theyshouldbegiventhewebsiteinformationtodoso.
DifferentiatedInstruction

DuetotheflexiblenatureoftheKWLchart,thereshouldnotbeaneedtomodifythechart,however,studentswillbe
allowedtofillintheirchartduringthediscussionperiod,shouldtheyneedextratime.
LearningimpairedstudentswillhaveareducedquestioncountontheHarlemRenaissanceCharacterSheet.
Learningimpairedstudentswillbegivenacomplete"Who'sWhoinProhibition"worksheet,andwillbeexpectedtocircle
keywords,howevertheprimaryfocuswillbeonwatchingandreadingtheinformationateachlearningstation.

SampleStudentProducts
Collaboration

Studentswillworkcollaboratively&individually.Studentswillworkingroupsof4.

TimeAllotment

3classperiods.1.5Hrs.perclass.

Author'sComments&
Reflections

MATERIALSANDRESOURCES
InstructionalMaterials

Attachments:
1. HarlemPoemPresentation.pptx
2. HarlemPoem.docx
3. HarlemRenaissanceCharacterSheetAnswerKey.docx
4. HarlemRenaissanceCharacterSheet.docx
5. KWLChart1920's.docx
6. RedScarePrimarySourceDocuments.pdf
7. TheRedScareWorkPacket.docx
8. WhosWhoinProhibitionLearningStationsAnswerKey.docx
9. WhosWhoinProhibitionLearningStations.docx
Links:
1. KenBurnsforPBS:Prohibition
2.
3.
4.
5.

LangstonHughesandtheHarlemRenaissance
ProhibitionintheUnitedStates:NationalBanof
TheRedScare
TheRoaring20's:CrashCourse

Resources
Technologyresources:
IEExplorer
Thenumberofcomputersrequiredis1perstudent.

STANDARDS&ASSESSMENT
Standards

USADoDEAContentStandards
SubjectArea:SocialStudies
Grade/Course:Grade11UnitedStatesHistory:ContinuityandChangeintheTwentiethandTwentyfirstCenturies
Strand/Standard:11SS5:Studentsanalyzethemajorpolitical,social,economic,technological,andcultural
developmentsofthe1920s.
component:
11SS5.c:ExaminethepassageoftheEighteenthAmendmenttotheConstitutionandtheVolsteadAct(Prohibition).
component:
11SS5.e:DescribetheHarlemRenaissanceandnewtrendsinliterature,music,andart,withspecialattentiontothe
workofwriters.

USANCSSNationalStandardsforHighSchoolSocialStudiesTeachers2010Revision(2013)
Strand:2.TIME,CONTINUITY,ANDCHANGE:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyof
thepastanditslegacy.
KnowledgeIndicator:Differentinterpretationsofthehistoryofsocieties,cultures,andhumankind
KnowledgeIndicator:Thatknowledgeofthepastisinfluencedbythequestionsinvestigated,thesourcesused,andthe
perspectivetothehistorian

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KnowledgeIndicator:Differentinterpretationsoftheinfluencesofsocial,geographic,economic,andculturalfactorson
thehistoryoflocalareas,states,nations,andtheworld
Strand:4.INDIVIDUALDEVELOPMENTANDIDENTITY:Socialstudiesprogramsshouldincludeexperiencesthatprovidefor
thestudyofindividualdevelopmentandidentity.
KnowledgeIndicator:Conceptsdrawnfromthebehavioralsciencesofpsychology,sociology,andanthropology,suchas:
identity,development,personality,motivation,perception,andgroupmembership
KnowledgeIndicator:Thatcomplexandvariedinteractionsamongindividuals,groups,cultures,andnationscontributeto
thedynamicnatureofpersonalidentity
KnowledgeIndicator:Thateachindividualhaspersonalconnectionstotimeandplace.
Strand:10.CIVICIDEALSANDPRACTICES:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyof
theideals,principles,andpracticesofcitizenshipinademocraticrepublic.
KnowledgeIndicator:Thethemeofcivicidealsandpracticeshelpsusrecognizewheregapsbetweenidealsand
practicesexist,andpreparesustoworkforsocialjustice
KnowledgeIndicator:Conceptsandidealssuchas:humandignity,socialjustice,liberty,equality,inalienablerights,
responsibilities,civildissent,citizenship,majorityandminorityrights,thecommongood,andtheruleoflaw
KnowledgeIndicator:Theorigins,functions,evolution,andoutcomesofmajorinstitutionsandpracticesdesignedto
sustainandmorefullyrealizedemocraticideals

Assessment/Rubrics

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