Week 16
Learning Goal: Analyze the effects of the changing social, political, and
economic conditions of the Roaring Twenties and the Great Depression.
Writing Prompt: 1920’s writing project using the language of the 1920’s.
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E.Q- How did the booming economy of the 1920’s change American life?
Bell Ringer-Which of the following do you think changed life the most for
Americans and why? (car, radio, movies, credit cards, electric appliances?)
Comprehension Check-exit slip
Daily Agenda
1. Model- intro to the 1920’s
2. Guided Practice- assembly line activity
3. Independent Practice-exit slip on consumerism and population graph
4. DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by creating their own assembly line.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.4
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E.Q- Were the administrations of President Harding and Coolidge thought
of as positive or negative by the American people?
Bell Ringer-Primary source quote from Harding analysis
Comprehension Check-exit slip
Daily Agenda
1.
2.
Model- biographies on Harding and Coolidge
Guided Practice- have students determine how effective these two presidents
were using documents
3. Independent Practice-exit slip answering the essential question
4. DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by analyzing the significant events and
struggles of the Presidencies of Harding and Coolidge.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.3 and 5.5
Non-Negotiable
 Teachers should be using
informational or nonfiction texts to teach skills
within a variety of
contexts.
 Teachers may use
memoirs or novels with
the support of relevant
informational or nonfiction articles, especially
primary source
documents.
 Any vocabulary taught
should be connected to a
text being read in class,
not in isolation.
 While word parts should
be embedded in day-today instruction, word
parts should be limited to
those that appear in text
being read/discussed in
class.
 Teachers should utilize
the learning log or similar
tool to ensure students
understand the learning
objective and can selfassess their level of
mastery.
 Teachers should target
struggling students on
Wednesday and
Thursday to reinforce the
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E.Q- Why were Americans split on major social and cultural issues during
the 1920’s?
Bell Ringer-Primary source on Revival of the KKK
Comprehension Check-exit slip
Daily Agenda
4.
5.
6.
7.
Model- Intro to social and cultural issues
Guided Practice- Should a state ban teaching of Darwin’s Theory of Evolution?
Page 417 in textbook
Independent Practice-bucketing
DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by analyzing the social and cultural
issues of the 1920’s through primary sources.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.6
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E.Q- How did new mass culture reflect technology and cultural issues
during the 1920’s?
Bell Ringer-Quote by Freud, Hemingway and Fitzgerald analysis
Comprehension Check-exit slip
Daily Agenda
1.
2.
3.
4.
Model- Intro/notes on culture of the time
Guided Practice- analysis of Charlie Chaplin, The Jazz Singer and Disney
through film clips, analysis of Babe Ruth, Flappers and the Charleston through
pictures and film clips, analysis or art and literature through pictures and excerpts)
Independent Practice-Answer question for exit slip: Why did culture explode
like it did during the 1920’s?
DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by critiquing art, literature and
entertainment of the 1920’s.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.6
previous week’s
benchmark if students
were unsuccessful as
determined by the miniassessment.
Material Options
 11th grade U.S. History
textbook
 Memoirs/Novels
 Secondary Sources
(Magazine Articles,
Newspaper Articles
 Primary Sources
(Journals, Essays, diary
entries, historical
documents)
 Technical Documents
ESE and ESOL
Accommodations
ESOL/ESE Strategies
 Monitor Reading
 Assess prior knowledge
 Clarify purpose for
reading, main ideas and
important details
 Focus on major content
 Look back and reread
confusing parts
 Read ahead to clarify
confusing parts
 Fit new material into
personal experiences
 Create mental images,
visualize vague
descriptions
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E.Q- How did African Americans express a new sense of hope and pride
during the 1920’s?
Bell Ringer-Langston Hughes poem
Comprehension Check-exit slip
Daily Agenda
8.
9.
10.
11.
Model- Notes on Harlem Renaissance
Guided Practice- Jazz music, poetry and literature from the Harlem Renaissance.
Independent Practice-examine lyrics from a Jazz song
DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by critiquing songs and poetry from the
Harlem Renaissance.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.8
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Two-column notes
Think, Pair, Share
Summarize
Extended time on
tests/HW
Review sheets
Cooperative learning
After school tutoring