The Roaring Twenties 1920s Boom and Bust

Goals & Objectives

Students will learn about the social/cultural impact of industrial and technological
developments made during the 1920s

California State Content Standards

11.5.7. 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 Literacy Standards

WHST. 11-12.4
Draw evidence from informational texts to support analysis, reflection, and research.

Driving Historical Question

How did Industrial and technological development in the 1920s influence American life?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time:

During the lesson introduction the students goals and learning objectives will be laid out
by the teacher. The teacher will then have the students fill in a KWL handout. This will
access the students prior knowledge of the subject and help them establish the causal
relationship between WWI and the 1920s economy . The want to know section will be
scaffolded by the teacher who goes over the sub-topics of the reading section. The teacher
will move around the room as students write, checking for comprehension by asking and
answering questions.

Vocabulary (Content Language Development) Time:

Vocabulary terms for the section will be written out on the white board ahead of class, then
briefly gone over by the teacher before the reading lesson begins.
Terms: Calvin Coolidge, Installment Plan, Urban Sprawl, Status Symbol.

Content Delivery (Method of Instruction) Time:

The teacher will begin the lesson by asking a student to volunteer to read aloud the first
sub-topic for the section titled, American Industries Flourish: the impact of the automobile,
for the entire class. The teacher will then, demonstrate for the class how to construct a
hierarchal chart by doing the first sub-section as an example for everyone, explained in
detail. This is to be done on the white board and left up for the class to refer to during their
activity.
The teacher will then assign students in the class a number from 2-6, having the student
assigned #2 reading the second sub-topic, the #3 student the third sub-topic, and so on, for
ten minutes, silently, allowing them to take notes if need be.
The teacher then assigns students into groups of five, containing one student from each
sub-topic number. Each group will be given a sheet of poster paper and markers, while one
student will be chosen from each group to be the illustrator. The students will then
collaborate and finish the hierarchal chart together, each providing the information from
the sub-topic they read.

Student Engagement (Critical Thinking & Student Activities) Time:

Students will be read one sub-topic from the reading section by themselves; The Young
Airplane Industry, Electrical Conveniences, The Dawn of Modern Advertising, Producing
Great Quantities of Goods, and Buying Goods on Credit.
Students will complete a Hierarchal Chart in groups of five, as each student will provide the
information from the sub-topic they were chosen to read. The Chart will include the section
they have read, and its impact on American society during the 1920s
One student, chosen by the teacher, will present their groups findings.

Lesson Closure Time:

Students will fill out the learned section of their KWL chart looking to highlighting the
positive and negative ways that society had changed in America in the 1920s. The students
will incorporate the information from the reading as examples to support their findings.

Assessments (Formative & Summative)

Formative: Assess student understanding through group discussions, and completion and
incorporation of relevant information in hierarchy chart. The chart must demonstrate
successful connection of textual information to the broader theme of how American society
changed in the 1920s

Accommodations for English Learners, Striving Readers and Students with Special Needs
El/SR/SSN: Students are placed into heterogeneous groups based on perceived levels of
literacy to ensure students with strengths in one area can help address the weakness of
other students in that area. Also enables teacher to walk around and work with students
who need it the most with the highest efficiency.
EL: Students may have some difficulty understanding the concepts when reading alone, but
any difficulties can be addressed and aided by the teacher walking around, or by peers
while placed into groups. Graphic organizer with help students organize the reading
content.
SR: These students will benefit from group work which can help synthesize the reading
content through discussion.
SSN: Having students work in groups will free up time for teacher to address individual
needs of these students. Teacher can monitor student progress and allow for further
instruction or more time if needed.

Resources (Books, Websites, Handouts, Materials)

Textbook: The Americans: Reconstruction to the 21st century. McDougal, Little
poster paper, markers, paper for KWL chart.