The Roaring Twenties
Project Menu
Essential Question:
What was the "Roar"?
What role did the ideals play in the dialectical conflict of the 1920s?
Enduring Understanding: The dialectical conflict during the 1920s is an example of change and reaction.
Objective:
To gain research skills, such as evaluation of sources and thesis writing, develop knowledge
about the 1920s, as well as develop creativity skills.
Assignment: Create a collage on the computer for each topic. In the center or as a header, somewhere on the collage,
you must create a thesis statement that explains the “big idea” of each historical topic. You must use a variety of different
visual texts (pictures, political cartoons, quotes, drawings, songs) to represent each sub-section of the historical topic. You
also need to create a placard explaining the imagery and symbolism in you collage (in other words, what is in the collage
and why is it important-who, what, when, where, why). You need to create a separate placard on white printer paper for
each historical topic.
Historical Topics:
 Political & Social Tension
o The Red Scare & Anti-Communism: Sacco & Vanzetti Trial
o Labor Conflicts (Haymarket Square)
o Palmer Raids, Sedition Acts
o Scopes Trial (Fundamentalism v Science), Religious Fundamentalism (Billy Sunday)
o Prohibition, Volstead Act, Speakeasies, Bootlegging, 21st Amendment (Al Capone)
 The Republican Era (Domestic and Foreign Policy)
o Harding: Normalcy, Teapot Dome Scandal
o Coolidge: Tax Cuts
o Hoover: Promoting Business, Associationalism
o International Politics: Washington Naval Conference, Kellogg-Briand Pact, Dawes Plan
 Technology & Consumer Culture
o Big Business: New Industries, Growth of Big Business, Speculators, Enduring Poverty
o Advertising: New Products, The Man Nobody Knows
o Credit: Installment Buying
o New Transportation with Airplanes & Autos (Henry Ford, Amelia Earhart, Charles Lindburgh)
 Early Civil Rights
o Anti-Immigration: Nativism Revival, Quota System, Immigration Act
o Violence: KKK, Lynching
o Fighting Back: ACLU, Marcus Garvey, Back-to-Africa Movement, anti-Semitism, AntiDefamation League
o Women’s Rights
 Popular Culture
o The Harlem Renaissance: Langston Hughes, Zora Neale Hurston, artistic expression
o Popular Art: The Lost Generation (Realism v Romanticism), The Great Gatsby, Georgia O’Keeffe,
Edward Hopper
o Art Deco
o Spectator Sports: Football, Baseball, Swimming, Sports Stars (Babe Ruth, Helen Wills, Jack
Dempsey, Ty Cobb, Jim Thorpe)
o Flappers: Changing Fashion Trends (Coco Chanel), Slang
 Entertainment & Media
o Magazines & Radio
o Movies: Sound Motion Pictures, The Jazz Singer , Movie Stars (Rudolph Valentino, Charlie
Chaplin)
o The Jazz Age: Improvisation, Night Clubs, Duke Ellington, The Cotton Club (Bessie Smith, Louis
Armstrong, “Duke” Ellington, George Gershwin)
Group Names: __________________________________________________________
Project & Presentation Rubric:
Exceeding
Standard
Meeting
Standard
Approaching
Standard
Project
Finished product
is extremely
professional, well
researched, and
demonstrates
outstanding effort
Final product
contains all
information goals
in a clear and
concise manner
Finished product is
professional, well
researched, and
demonstrates
above average
effort
Final product
contains most of
the information
goals in a clear
and concise
manner
Finished product is
semi-professional
and demonstrates
appropriate effort
with a fair amount
of research
Final product
contains at least
half of the
information goals
in a somewhat
clear manner
Content
Shows a full
Shows a good
Shows a good
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.
Preparedness
Student is
Student seems pretty
completely prepared prepared but may
for presentation.
have needed a little
more practice.
Student seems
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Comprehension
Student is able to
accurately answer all
questions posed by
classmates about the
topic.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
CATEGORY
Student is able to
accurately answer
most questions
posed by classmates
about the topic.
Below Standard
Finished product
lacks
professionalism,
little research, and
demonstrates
minimal effort
Final product
contains 2-3
somewhat clear
information goals
Does not seem to
understand the topic
very well.
Student is unable to
accurately answer
questions posed by
classmates about the
topic.