Lesson Plan – The Cultural Movement of the 1920’s
Women of the 1920’s in “The Great Gatsby”
Goals: Students will evaluate the changing role of women that took place in the USA in the 1920’s through the study of F. Scott Fitzgerald’s “The Great Gatsby”.
Objectives: Students will be able to:
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Understand the changing roles of women in the 1920’s and it’s impact on the era
Understand the development of women’s roles from then to modern times
Understand the influence of WWI on the changing role of women that occurred in the 1920’s
Standards: For 9th/10th grade:
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of
history / social studies.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Anchor Standard CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
Anchor Standard CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Activities:
Following the reading of “The Great Gatsby”, students will work in small groups of 3. Using craft or butcher paper, students will divide the paper into 3 sections.
In the first section, list all main female characters, identifying their activities, jobs, interests, choices, politics, fashion and anything else of interest. In the second
section, locate information on women in the 1920’s and list some of the same characteristics as those of the Gatsby women. In the third section, list
characteristics of women today.
After creating your chart, each group should determine whether life is better today or if it was better in the 1920’s, using information from the book and your
chart. Each group will share their ideas and opinions, based on evidence from the charts, with the whole class. After the presentations, each student will write
an essay that defends, refutes or explains the prompt “Life is better today than it was in the 1920’s”. Base your arguments on evidence uncovered during the
creation of your chart.
Resources: Resources on another page
Assessment:
Chart:
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Did students complete all 3 sections of their chart?
Did they use the characters from the novel correctly?
Is the thinking logical and reasonable?
Are the ideas sound arguments or surface information?
Essay: Rubric based on content, format of writing, correct spelling and grammatical conventions
Visual Display Rubric
Name: ____________________________________ Date: ____________ Class: _________________
Criteria
Advanced (4)
Proficient (3)
Planning
Students went above and
beyond what was expected
in:
All components were well Most components
were well executed in:
executed in:
• Choice of materials
• Choice of materials
• Measurements
• Measurements
• Use of space
• Use of space
• Time Management
• Time Management
Few components were
met in:
Exceeds all expectations.
Stands out in:
Met all expectations.
Original design in:
Most components well
executed in:
Expectations not met
in:
• Neatness
• Logical Order
• Effective to purpose
• Neatness
• Logical Order
• Effective to purpose
• Neatness
• Logical Order
• Effective to purpose
• Neatness
• Logical Order
• Effective to purpose
Meets 90-100% of
requirements:
Met 80-89% of
requirements in:
Met 65-79% of
requirements in:
Below 65% of
requirements met in:
• All required components
• All required
• All required
• All required
used.
• Research (if required)
• Appropriate, accurate,
and complete info
components used.
• Research (if required)
• Appropriate, accurate,
and complete info
components used.
• Research (if required)
• Appropriate,
accurate, and
complete info
components used.
• Research (if required)
• Appropriate,
accurate, and
complete info
• Choice of materials
• Measurements
• Use of space
• Time Management
Visual
Appearance/Impact:
Content:
Needs Improvement
(2)
Warning (1-0)
• Choice of materials
• Measurements
• Use of space
• Time Management
Score