Hackett 2011 Teacher Candidate: Kathryn Weiss_________ Date: May 19th _______________ Lesson Plan Template Unit Title:

_Roaring 20s_______________________ Subject: History____________ Grade Level: 8th_____ Essential Question(s):_Have you ever experienced a time when you were afraid in school? ___________________________________________________________ (*****You may not use every box everyday during field experience.) Introduction to the Roaring 20s. / Lesson One Lesson Title/Number -How were the 1920 a time period of intolerance and fear? Lesson Question (s) -How were the 1920s a contrast between the wealthy and the unfortunate? -What were examples of Southern intolerance?

State Standards and Performance Indicators

STANDARD 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Key Idea 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. Performance Indicators explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans Key Ideaa 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. Performance Indicator investigate key turning points in New York State and United

Hackett 2011 States history and explain why these events or developments are significant Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involve learning about the important roles and contributions of individuals and groups. Performance Indicators gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious developments.

Lesson Objectives
(Blooms Taxonomy)

1.Students will be able to identify the contrast between the wealthy and the poor during the 1920's. (Comprehension and Analysis) 2. Students will be able to illustrate the examples of intolerance that are displayed during the 1920's. (Application)

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

----------------------------------------------------------------------------------1. Students will be reading and article about the 1920s and the different life styles. Each student will have to write a quick summary on the article and what they found most interesting

Hackett 2011 about the article. 2. Students will have a formal debate about intolerance of alcohol use in America during the 1920s. Bell Ringer and Prior Knowledge Tap
This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Bell Ringer: Teacher will hand out Anticipatory Guide: Five True/ False Questions for students to answer. 1) During the 1920s it was illegal to teach the Theory of Evolution in a public school in Tennessee. 2) The Federal Government was unaware that African Americans were being lynched. 3) In order to protect children in the south, no person under the age of 18 could attend a lynching. 4) The United States Postal system prohibited violent images from appearing on any post card, mailed within the United States. 5) People in rural areas were more willing to embrace the cultural changes of the 1920s. ________________________________________________________ 1. Teacher will write Agenda on Board and read out loud what the agenda for the day is going to be. Teacher asks a student to repeat Agenda for the day. Agenda will be to do bell ringer, RAN, PowerPoint, video, article, and debate, and exit slip. The agenda will be for a two-day class period. (Research- Based Instructional Strategies: Setting Objectives). 2. The teacher will first go over the anticipatory guide with students, to see how much the students know to begin with. Students will be correcting their missed answers. 3. RAN- students will write on post-its three things that they think they know about the 1920s. Throughout the unit we will be going over what we confirmed about our thinking, and new wonderings. 4. Teacher will present a short PowerPoint. Teacher will also be handing out guided notes for the PowerPoint. This way student can follow along with the PowerPoint. This PowerPoint includes a lot of pictures and a few terms to go over with students. The PowerPoint will be at least 15 slides. Teacher will be relating fads from the 1920s to fads that we see in today in our society. Mainly lots of pictures from that time period. A lot of the pictures are of flappers, KKK rallies, dance marathons, and automobiles. (Visual)

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

Hackett 2011 (Technology Integration) 5. Teacher will show different video clips. These video clips will be from scenes of the Great Gatsby, and Prohibition rallies (Visual and Auditory Learners). 6. Then teacher will hand out an article from the 1920s and students will write a short paragraph about what they found most interesting in the article. (Teacher will be collecting this summary) This article is a primary source because it was written during the 1920s. 7.Debate: Teacher will divide class into two groups. The debates will be whether prohibition was a good thing in the 1920s or it never should have happened. (Kinesthetic) 8. Teacher will hand out index cards, which will either be blue or red. If students index card is blue than this group will be debating for Prohibition. If the groups index cards are red then they will be supporting the case that Prohibition should not have taken place in the United States and the negative affects of Prohibition. Teacher will randomly choose which students will be debating. She will be doing this by pulling out a students name that was in a hat. Every student must be prepared to speak and debate. (Research- Based Instructional Strategies- Skills). 9. Students must use historic information to support their debate. Students will be using the historic information from the PowerPoint notes. Each debate will be 5 minutes. 10. Following the Debate, teacher will discuss the merits of each side on Prohibition, and the impact of Prohibition had on America. 11. Students will fill out an exit slip, what comes to mind when you hear the 1920s? Exit Slip will be on written on the board. Teacher will read out what the Exit slip question is and also have another student read the exit slip question.

Hackett 2011

Checks for Understanding Label: directions, procedures, routines, and content (formative)

1) Debate: Need to use historical evidence to proof each groups main points. (Procedure and Content) 2) Students must use historical evidence to support their argument. This applies to kinesthetic learners because they are getting up and moving around and debating with other class member. 3) Teacher will be collecting article summaries and will be worth a participation grade. 4) Teacher will be asking students to repeat the agenda, as well as the exit slip, and if there is a homework assignment. (Directions and Routine)

Hackett 2011 Assessment Type and purpose

(sometimes called evaluation)

Formative- Anticipation Guide Formative- Teacher will be collecting summaries on article. Formative: Students will be having a debate about the Prohibition in the 1920s. Students must use historic evidence to support their argument. Exit Slip- When you think of the 1920s what comes to your mind and why? Exit Slip will be provided on the board and also be handed out on a sheet of paper.

Closure

Teacher will provide PowerPoint notes. Accommodations If students cannot physical come to the front of the class to put up a postit Teacher will put their post-it up for them. If student has speech impediments teacher will allow student to not stand up in front of the room to debate but can write a summary as to what they would say if they were debating. Power Point Post Its Article You tube videos. 2 Class periods.

Materials Duration