ADO 394 – Interdisciplinary Methods
OVERVIEW:
Teacher: Antonio Gabriele
Learning Segment: Roaring 20’s
Grade/Course: 8th Grade Social Studies
Lesson Title: A New Era
Lesson Number: 1
Date of Instruction: 5-11-14
ESSENTIAL QUESTION(S):
Essential
Question(s):
Why was the Roaring 20’s a time in United States history of such great economic prosperity?
LEARNING STANDARDS:
NYS and
Common Core
Learning
Standards:
SS1: 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.
SS1.I.3B: Students gather and organize information about the important achievements and contributions of
individuals and groups living in New York State and the United States.
CCSS.W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationship
between information and ideas efficiently as well as to interact and collaborate with others.
LEARNING GOALS, OBJECTIVES AND ASSESSMENT OF OBJECTIVES:
Learning
Goal(s):
Learning
Objective(s):
Students will understand the roles of the many aspects that helped make the 1920’s so prosperous
1. SWBAT explain why each new concept during the 1920’s helped contribute to the rise of the
economy during that time.
2. SWBAT describe why the time period of the 1920’s earned the nickname “The Roaring 20’s”
1. (formal) View students activity worksheets from each individual learning station
2. (informal) Listen and view the students discussion on what they know about the 1920’s and
why they might be viewed as “Roaring”
Assessment(s):
MATERIALS, TEXTS, AND TECHNOLOGY RESOURCES:
Materials:
Texts:
Technology
Resources:
1920’s activity worksheets (located at learning stations), pencil/pen
Various texts at a range or reading levels located at all of the learning stations
Video clips, computers, projector, slides of “Roaring 20’s”, music
PREREQUISITE KNOWLEDGE AND SKILLS:
Students should
know / be able to:
Know the time period that we are discussing. They should also be familiar with the technology
(computers) that is used in the learning stations.
ACADEMIC LANGUAGE:
Language
Demands:
Language
Functions:
Vocabulary
Syntax:
Discourse:
Reading texts, listening to videos, discussing with the class/group discussions, writing/filling out
activity worksheets.
Explain, describe, analyze
Assembly line, credit, fad, stock,
___is the reason for ___; ___lead to the creation of ____; once _____began, ____followed
Group work, short answer writing
ATTENTION TO THE NEEDS OF DIVERSE LEARNERS:
Multiple Means of
Photographs, videos, charts, texts
O’Toole
ADO 394 – Interdisciplinary Methods
Representation / (Content):
Multiple Means of
Engagement / (Process):
Multiple Means of
Expression / (Product):
Viewing photographs, speaking with your group, reading texts, analyzing charts
Discussion, completing worksheets
SEQUENCE OF INSTRUCTION AND LEARNING ACTIVITIES:
Introduction:
Development:
Closure:
1. When the students are entering the classroom, have music playing that is representative of the
1920’s to get them in the right mindset and to engage them prior to the lesson starting.
2. Have a slide show as well playing, showing them the multiple new inventions and concepts of
the 1920’s
1. Start a discussion with the students about what they might think their new unit is going to be on
based on the music and the slide show.
2. Once they understand that we are starting the Roaring 20’s, ask the students what prior
knowledge they have on the subject.
3. Break the students into small groups (based on class size and learning centers) and hand each
student a worksheet that has the activity for each and every learning station.
4. Have each group start at a different station and have them work at each station for
approximately 5-7 minutes.
5. While the students are working at the stations, walk around and engage with each group and ask
questions pertaining to each learning station.
a. What new information are you finding out?
b. What do you think the impact of this particular invention had on the economy?
6. If every students doesn’t completely fill out their worksheet for each station, allow them to
finish it up for homework. The worksheets have the websites and videos used at the learning
stations written on them.
1. Give each student a sheet of paper and ask them to write what aspect of the 1920’s that they
learned about had the greatest impact on the economy and an explanation as to why they believe
so.
O’Toole