Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
81
Changing Roles: Twenties Women
The Americans: Reconstruction to the Present, McDougall Littell
Ch 13, sec 2, pgs 440-443
Texas Essential Knowledge and Skills (TEKS): US5 A, US21 D, US24 H
(5) History. The student understands significant individuals, events, and issues of the
1920s. The student is expected to:
(A) analyze causes and effects of significant issues such as immigration, the
Red Scare, Prohibition, and the changing role of women; and
(21) Culture. The student understands how people from various groups, including racial,
ethnic, and religious groups, adapt to life in the United States and contribute to our
national identity. The student is expected to:
(D) identify the political, social, and economic contributions of women to
American society.
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to:
(H) use appropriate mathematical skills to interpret social studies information
such as maps and graphs.
TAKS: US5 A, US21 D
(5) History. The student understands significant individuals, events, and issues of the
1920s. The student is expected to:
(A) analyze causes and effects of significant issues such as immigration, the
Red Scare, Prohibition, and the changing role of women; and
(21) Culture. The student understands how people from various groups, including racial,
ethnic, and religious groups, adapt to life in the United States and contribute to our
national identity. The student is expected to:
(D) identify the political, social, and economic contributions of women to
American society.
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Change
Cultural diversity can lead to conflict. Social, economic and
political oppression can lead to conflict. Conflict often leads
to change or reform.
Change is inevitable. Change can be positive or negative.
Change can create conflict.
Desire for equality may lead to conflict or change. True
equality often does not exist.
Culture often affects the roles people play in society.
Culture is politics, economy and society.
Conflict
Equality
Roles
Culture
Sequence of Activities (Instructional Strategies):
1. Focus: Have students conduct their transactions for the Stock Market game.
Have students write their meaning of “double standard”.
2. Lecture/Class Discussion: Discuss with students the double standard that existed
for women in the 1920s. Do students think that this still exists today? Why or
why not? Next discuss with students the changing fashions, attitudes and
behaviors of the flappers. Bring pictures of flappers and their fashions
to show the students. Also discuss the new working opportunities for women.
Next, have student predict what consequences they think these changes will
have on the American family. Discuss their answers.
Questions to Consider in Lesson:
1) How was the flapper like and unlike women of today?
2) How did technological changes and innovations affect women?
Assessment of Activities:
Classroom Observation
Classroom Discussion
Prerequisite Skills:
1. Discussion Skills
2. Basic math skills
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Key Vocabulary:
Flapper, double standard
Materials/Resources Needed:
Pictures of flappers, overhead, projector, computer, LCD projector, pens, paper
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Have students answer the following question:
Who made the most progress towards equality-women of the 1920’s or women of
the 1970’s? Explain your answer.
Teacher Notes:
Sample Test Questions:
1. “Double Standard” refers to
A. stricter social and moral standards for women than for men in the 1920s
B. lower wages for women earned compared to those earned by men in the
1920s
C. amount of work that women did both at home and outside the house in the
1920s
D. unfair treatment of women in the work place in the 1920s
2. Except for _________, all of the following allowed women to shed old roles in the
1920s.
A. work opportunities provided by the new industrial economy
B. equal wages paid women and men
C. new managerial positions that were open to women
D. equality in the business world
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.