The Roaring 20s – Grade 10
Ohio Standards
Connection:
History
Benchmark F
Identify major historical
patterns in the domestic
affairs of the United States
during the 20th century and
explain their significance.
Indicator 9
Analyze the major
political, economic and
social developments of the
1920s including:
a. The Red Scare;
b. Women’s right to
vote;
c. African-American
migrations from the
South to the North;
d. Immigration
restrictions, nativism,
race riots and the
reemergence of the Ku
Klux Klan;
e. Roaring Twenties and
the Harlem
Renaissance;
f. Stock market
speculation and the
stock market crash of
1929.
Lesson Summary:
This lesson introduces students to the social, economic and
political developments of the 1920s. Using historical
developments that are part of the indicator, students will
create a three-dimensional graphic organizer which
identifies and analyzes the significance of each
development.
Estimated Duration: Four hours
Commentary:
Students who are non-traditional learners will benefit from
the opportunity to display their acquired knowledge in a
mobile or other creative display.
Pre-Assessment:
 Give students Attachment A, Time Line of the 1920s.
 Have students complete the attachment to determine the
amount of prior knowledge that they have about the
significance of each event.
Scoring Guidelines:
Evaluate the extent of student knowledge by collecting
worksheets and identifying the events with which students are
most familiar. Use Attachment B, Time Line of the 1920s
Answers, as a guide.
Post-Assessment:
 Have students create a mobile.
 Have each student complete a one-page paper analyzing
the developments of the 1920s.
 See Attachment C, A Blast From the Past, for detailed
instructions.
Scoring Guidelines:
Use the scoring rubric shown in Attachment D, 3-D Graphic
Organizer Performance Levels.
Instructional Procedures:
Day One
1. Ask students to brainstorm everything they know about
the 1920s. Write their answers either on the chalkboard or
on an overhead transparency. Note where students are
familiar with topics and where they may need extra help.
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The Roaring 20s – Grade 10
2. Return copies of Attachment A, Time Line of the 1920s completed by students. Use
Attachment B, Time Line of the 1920s Answers, and review the events on the time line
and place the items from the brainstorming session onto the time line as a class.
3. Pass out Attachment C, A Blast From the Past, and review the directions with students.
Divide students into groups of two or three and assign a mobile to each group.
4. Have students do research for the mobiles using the media center, library or other
resources. Encourage students to use primary source documents such as the Nineteenth
Amendment or poetry from the Harlem Renaissance to complete their research.
Day Two
5. Hand out Attachment D, 3-D Graphic Organizer Performance Levels, to students and
review it with them. Instruct students to keep Attachment D until day four when they will
help evaluate the other groups’ work.
6. Allow time for students to conduct research and work on mobiles.
Day Three
7. Allow students to finish their research and assemble their mobiles.
Day Four
8. Hang mobiles where everyone will be able to clearly view them.
9. Allow students to evaluate all of the mobiles using Attachment D, 3-D Graphic
Organizer Performance Levels.
10. Discuss as a class the unique features of each mobile. Encourage students to share
comments about their peers’ work.
11. Assign the one-page paper analyzing the developments of the 1920s.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Provide a sample graphic organizer to guide student work.
 Provide additional resource books for students.
 Allow students to find photos on line for mobiles.
 Challenge students to explore primary source documents related to the events.
Extensions:
 Students could analyze aspects of pop culture during the 1920s. This could include fads,
fashions, cars, sports, music, art, dance and slang popular during the era.
 Students may analyze poetry from the Harlem Renaissance, describing point of view,
mood and tone.
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The Roaring 20s – Grade 10
Homework Options and Home Connections:
 Students can describe which movement or event from the 1920s has had the biggest
impact on their lives today.
 Look for artifacts from the 1920s in local museums or among family collectables.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher:
Access to the Internet and other source materials, chalkboard or overhead
projector and transparencies.
For the students: Materials to create the 3-D Graphic Organizer: markers, index cards, coat
hangers and yarn/string, access to research sources.
Vocabulary:
 speculation
 Emergency Quota Act
 National Origins Act
 prohibition
 Harlem Renaissance
 Red Scare
 Ku Klux Klan
 18th Amendment
 19th Amendment
Technology Connections:
 Have students create a multimedia presentation instead of the mobile and exchange with
a tenth-grade class in another school.
 Have students utilize subscription magazine databases and INFOhio databases.
 Search the Ohio Memory project at http://www.ohiohistory.org or American Memory
Project at http://www.loc.gov for photos from the 1920s.
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The Roaring 20s – Grade 10
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement, Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
Nonlinguistic representations help students think about and recall knowledge. This
includes the following:
 Creating graphic organizers;
 Making physical models;
 Generating mental pictures;
 Drawing pictures and pictographs;
 Engaging in kinesthetic activity.
General Tips:
 Students may choose to bend a coat hanger into a circle or other shape to create the base
for their mobile.
 Instruct students on credibility of sources (print and web) and plagiarism.
 Have students locate information on the Red Scare, women’s right to vote, AfricanAmerican migration, Ku Klux Klan, Harlem Renaissance, stock market crash of 1929,
using the school library’s subscription magazine database and INFOhio databases.
Attachments:
Attachment A, Time Line of the 1920s
Attachment B, Time Line of the 1920s Answers
Attachment C, A Blast From the Past
Attachment D, 3-D Graphic Organizer Performance Levels
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The Roaring 20s – Grade 10
Attachment A
Time Line of the 1920s
Directions: On a separate sheet of paper, identify the importance or significance of each of the
following events.
1920
The 19th Amendment to the U.S. Constitution is adopted.
Prohibition begins.
1921
Congress enacts Emergency Quota Act.
1922
The boll weevil ruins more than 85 percent of the South’s cotton crop.
1924
The stock market begins its spectacular rise.
National Origins Act replaces Emergency Quota Act.
1925
Ku Klux Klan members stage a major march through Washington, D.C.
Scopes trial takes place in Dayton, Tennessee.
1926
Langston Hughes publishes “The Weary Blues.”
1927
Sacco and Vanzetti are executed.
Charles Lindbergh flies across the Atlantic.
1928
Herbert Hoover is elected U.S. president.
1929
The U.S. stock market crashes on "Black Tuesday.”
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The Roaring 20s – Grade 10
Attachment B
Time Line of the 1920s Answers
1920
The 19th Amendment to the U.S. Constitution is adopted.
The 19th Amendment gave women the right to vote.
Prohibition begins.
Alcohol sales and consumption were strictly regulated. People found in violation of these
regulations were fined and/or jailed. Prohibition contributed to a rise in organized crime
activities centered on illegal trafficking in alcoholic beverages.
1921
Congress enacts Emergency Quota Act.
In response to immigrants leaving Europe at the end of World War I, Congress passed this
act and limited the total number of immigrants to approximately 350,000. Passage of this law
was an early indication of the intolerance which characterized this decade.
1922
The boll weevil ruins more than 85 percent of the South’s cotton crop.
Most American farmers were in deep debt within a few years of the end of World War I. The
devastation of the cotton crop drove thousands of southern farmers into bankruptcy. This
disaster contributed to a continued pattern of migration north by African Americans.
1924
The stock market begins its spectacular rise.
Investors began purchasing stocks on margin, a risky technique involving the purchase of
stocks with borrowed money and using the purchased stock shares themselves as collateral.
Many initially became wealthy, but were unable to pay debts when the stock prices fell in
1929.
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The Roaring 20s – Grade 10
Attachment B
Time Line of the 1920s Answers (continued)
National Origins Act replaces Emergency Quota Act.
Congress restricted immigration by establishing national quotas. Asians and people from
southern and eastern Europe were subject to discrimination.
1925
Ku Klux Klan members stage a major march through Washington, D.C.
Interest in the Ku Klux Klan increased as immigrants continued to enter the United States.
With more than five million members, the Klan marched to show its strength and political
clout.
Scopes trial takes place in Dayton, Tennessee.
Biology teacher, John Scopes was taken to court and eventually fined for teaching Darwin’s
theory of evolution. This case reflected one instance of a clash between modern and
traditional values in the 1920s.
1926
Langston Hughes publishes “The Weary Blues.”
“The Weary Blues,” Langston Hughes’ first published book, showed an African-American
perspective through poetry. It became a major example of the creativity associated with the
Harlem Renaissance.
1927
Sacco and Vanzetti are executed.
Sacco and Vanzetti were Italian immigrants and anarchists accused of robbery and murder
during a period called the Red Scare. Their trial and execution reflected the decade’s fears
about threats to the government and prejudices about foreigners.
Charles Lindbergh flies across the Atlantic.
Charles Lindbergh completed the first solo transatlantic flight in 33 and one half hours.
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The Roaring 20s – Grade 10
Attachment B
Time Line of the 1920s Answers (continued)
1928
Herbert Hoover is elected U.S. president.
Hoover’s reluctance to employ government resources to address economic problems helped
worsen the effects of the Depression.
1929
The U.S. stock market crashes on "Black Tuesday.”
People who bought stock on margin lost millions of dollars. Crash was a key indicator that
the economy was in a depression.
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The Roaring 20s – Grade 10
Attachment C
A Blast from the Past
The 1920s was a time of great social, political and economic change. Today, your group will
examine and analyze each of the following:
a.
b.
c.
d.
e.
f.
The Red Scare;
Women’s right to vote;
African-American migrations from the South to the North;
Immigration restrictions, nativism, race riots and the reemergence of the Ku Klux Klan;
The Roaring Twenties and the Harlem Renaissance;
Stock market speculation and the stock market crash of 1929.
Directions:
As a group, you are to create a 3-D graphic organizer in the form of a mobile. It needs to
include four types of information for each of the six developments listed above (a-f)..
1. Level one will include six index cards, one for each of the developments listed above
(a-f).
2. Level two will include a summary of each of the six developments.
3. Level three will include the cause(s) of each of the six developments.
4. Level four will include an inference or generalization that ties all six developments
together.
As an individual, you must write a one-page summary of your group project that shows your
understanding of the 1920s.
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The Roaring 20s – Grade 10
Attachment D
3-D Graphic Organizer
Performance Levels
Exemplary (2)
Proficient (1)
Unsatisfactory (0)
3-D graphic organizer lists
each of the six
developments.
3-D graphic organizer lists
at least four of the six
developments.
3-D graphic organizer lists less
than four developments.
3-D graphic organizer
displays a summary of each
of the six developments.
3-D graphic organizer
displays a summary of at
least three of the six
developments.
3-D graphic organizer displays
a summary of less than three of
the six developments.
3-D graphic organizer
displays causes for each of
the six developments.
3-D graphic organizer
displays causes for at least
three of the six
developments.
3-D graphic organizer displays
causes for less than three of the
developments.
3-D graphic organizer
concludes with an accurate
inference and/or
generalization that ties all
the developments together.
3-D graphic organizer
concludes with an inference
and/or generalization that
ties all the developments
together. It may contain
some inaccuracies.
3-D graphic organizer does not
conclude with an inference
and/or generalization that ties
all the developments together.
Exemplary
3
One-Page Summary
Performance Levels
Proficient
Basic
1
2
Unsatisfactory
0
Individual essay
includes analysis of
the developments of
the 1920s that
demonstrates
understanding of all
six developments.
Individual essay
includes analysis
of the 1920s that
demonstrates
understanding of
at least four of the
developments.
Individual essay
includes analysis of
the 1920s that
demonstrates
understanding of less
than four of the
developments.
Individual essay
does not include
any of the
developments.
Essay demonstrates
understanding of
social, economic and
political change.
Essay
demonstrates
understanding of
two of the
following: social,
economic or
political change.
Essay demonstrates
understanding of one
of the following:
social, economic or
political change.
Essay does not
demonstrate
understanding of
social, economic
and political
change.
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