The Great Gatsby: An Exploration of the 1920s
Developed by Brian McCrane bmccrane@holyfamily.edu
Teacher Overview
This lesson is designed for students as an after reading assignment
to coincide with the famous American novel by F. Scott Fitzgerald,
The Great Gatsby. The students will conduct an extensive research
study with their assigned groups on the Roaring 20s when The
Great Gatsby took place. It will be presented to the class on the designated
date in a unique, fun, and interesting fashion. Groups will draw from a box
the specific aspects of the 1920s they will be researching and the type of
assignment they are required to complete.
12th Grade English Literature
Academic Standards for Reading, Writing, Speaking and Listening: PA
Department of Education
o 1.1.11.C, 1.2.11.C, 1.3.11.B, 1.4.11.A, 1.4.11.B, 1.4.11.C
Students will have designated in-class research days in which they are able
to use the computer labs and library to work on their projects. They will also
have complete access to the Portfolio in the back of the room that contains
valuable information regarding the 1920s and The Great Gatsby that include:
books, articles, websites, creative ideas, etc. Out of class group research
time is required!!! Failure to complete group meeting logs will result in a
significant loss of points.
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Introduction
In class, we are about to finish up on the great American novel, The Great
Gatsby, by F. Scott Fitzgerald. We have analyzed the main characters of the
story, and discussed the major themes that could be beneficial for a future class
assignment (hint, hint!): decline of the American dream, rise of the upper class,
etc. These play an important role of how life was for people who lived during this
time period. There are also significant changes of lifestyle between the 1920s and
today. This project is an excellent way to explore the transition and changes of the
American society and way of life in this aspect:
1.
Describe the economy of the 1920s and how it is different/the same
as today.
2. How has The Great Gatsby impacted the formation of the American
society? Has it or not? Explain.
Students will be assigned to groups of three, four, or five by the teacher.
Each group will pick one assignment choice and research style from the boxes in
the front of the room for each group member. In total, there will range from
three to five assignments for each group. Each group will have a folder that should
contain all research materials including websites, book references (copies of
the pages), their typed assignments, group meeting logs, comments & notes,
etc. It is a lot of material and information  that’s why this is a GROUP project.
Research style can range from comparing and contrasting time period, music of the
1920s, popular sports, plays, social classes, etc. Assignments can include research
papers, oral presentations (including PowerPoint), creating plays, movies, etc.
This is the first free-lancing project the students will participate in. They
have a myriad of ideas to choose from. It is the own responsibility as well as the
group’s responsibility to work together and complete the assigned tasks. Failure to
do so will result in a possible failure and with the alternate assignment of an
individual 10-page research paper. This is a fun and different project for the
entire class, including the teacher. Take advantage of the opportunity and do not
ruin it for the rest of the class. This is a privilege!
Investigation
The websites below are provided for all groups to get started. These sites
are filled with important information for all aspects of this research project. A
minimum of 10 sources must be used among the group. Each individual project must
have at least 2 book references. *All of your sources can not be from the
internet. The Portfolio in the back of the room is always available for reference –
take advantage! Make sure all references are cited and documented in your folders
as well as in your papers:
http://www.1920-30.com/
o
This is a great website that covers all areas of the 1920s such as architecture, fashion,
literature and sports.
http://www.u-s-history.com/pages/h1564.html
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This site focuses more on the historical aspects of the “Roaring Twenties”.
http://www.pbs.org/jazz/time/time_roaring.htm
o
The history of Jazz music in the 1920s
http://www.trailend.org/dow-jazzage.htm
o
This site provides information pertaining to the Jazz Age including “Flappers” and music
and dancing of the 1920s.
http://www.snowcrest.net/jmike/20sdep.html
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This site provides links to various sections of the 1920 decade including: women, the
economy, famous people, inventions, timelines, prohibition, historical movements, etc.
http://www.chenowith.k12.or.us/tech/subject/social/depression.html
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Another website with expansive coverage and links to a variety of helpful resources of
the 1920s, between the wars, and the decade to follow.
http://www.kidskonnect.com/subject-index/16-history/279-roaring-twenties.html
o
Provides many different links to other helpful resources related to the Roaring Twenties.
http://www.studyguide.org/MLAdocumentation.htm
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Information on how to properly cite your sources in MLA format.
http://www.libs.uga.edu/ref/mla2009.pdf
o
Another helpful website for proper MLA format citation.
Gathering & Sorting
Keep in mind that the above websites are merely the foundation for your
extensive research. Make sure all of your research and information is in
reasonable, organized fashion. Students should look for additional information
about the 1920s, F. Scott Fitzgerald in their research. I will be looking for a wide
range of topics in your research that can include:
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“Roaring Twenties”
The Great Depression
The Stock Market Crash
1920s
o Literature
o Music
o Drama
o Sports
o News/media
o Inventions
Historical background
American government and economy
The Great Gatsby/F. Scott Fitzgerald effects on the 1920s
Flappers
The Jazz Age
Connections/Changes from 1920s to present
Etc
The Portfolio
Don’t forget about the Portfolio in the back of the room in the blue box to
help with your research! On the day this assignment is given out, the teacher will
introduce and explore the Class Portfolio with the class so they all have an
understanding of how it works and the procedures to follow. No student can say
they were never told about this resource area because it is presented to the
entire class. If a student is absent, he/she can meet with the teacher to go over
the basic procedures. The Class Portfolio is always available, so don’t be afraid to
use it! If you find any really interesting and reliable sources that you feel will help
other students in their research, add to the portfolio! Listed below are the
instructions of how to add resources to the Class Portfolio. On a 5 x 6 index card
include: (5 pieces of information)
1.
2.
3.
4.
5.
Student’s name that found the resource
MLA cited source OR
Title/Author of the source and where it can be found
Topic of the source (i.e., Timeline of the Great Depression)
Why it is a good source and how it could help other students?
Class Portfolio resources can include supplementary information for students to
use in their research such as (library books, biographies, articles, magazines,
models, lesson plans, pictures, recordings, etc.).
**Bonus points can and will be given to the group(s) who provide accurate, reliable,
and helpful information. Don’t just throw any website in there; you can lose points
that way!
The portfolio process provides an opportunity for students to think about their
learning experience and to relate the newly acquired knowledge to other
information that has been collected. The students contribute their own research
to this portfolio.
Sharing
Each group will meet with the teacher two to three times prior to the due
date and it will be recorded in the meeting log. The group will present their
research projects as a whole. Parts of the presentation could involve audio/visual
mechanics, PowerPoint presentations, research papers, drawings, websites, etc.
Whatever is created for the presentation must have a one-page paper
attached/coincided with it so it can be read to the class and evaluated by the
teacher. The group presentation should be a minimum of 15 minutes. There is a lot
of information out there about an entire decade. Don’t take the easy way out.
In conclusion of your presentation, please answer the following questions on
your PowerPoint:
1. How did the 1920s impact you?
2. Do you see life/society in a different perspective now?
3. What were your likes/dislikes about American society in the
1920s?
4. What did you get out of this research?
The presentations should provide enough background so classmates will gain an
understanding of the topic even if they do not possess prior knowledge of it.
Evaluation
A general rubric is provided on the basic evaluation of all group presentations.
Another rubric will be created by the teacher for the individual assignments. You
will get five (5) major grades for this assignment (20% for each section):
1.) Group Presentation
2.) Group Participation
3.) Individual Work/Presentation
4.) Folder information/organization
5.) Class evaluation
GROUP/INDIVIDUAL PRESENTATION EVALUATION FORM
4=Exceptional 3=Very Good 2=Fair 1=Improvement Needed
Structure and Organization Comments
___ Presentation stimulates attention in its introduction
___ Introduction makes purpose, goals, or thesis clear
___ Major ideas are clear/presentation is well organized
___ Presentation parts create a unified whole
___ Individual speakers refer to each other’s points/make transitions
___ Presentation includes summary or conclusion/brings closure effectively
Content
___ Presentation speaks to the assignment guidelines/objectives
___ Presentation reflects thoughtful, thorough research
___ Supporting material is thorough/sufficient
___ Speakers demonstrate genuine knowledge of topic
___ Material is interesting/listeners feel they have genuinely learned
___ References are cited/listed in bibliography
___ An attempt is made to be creative and to connect well with audience
___ Presentation is professional and appropriate to college-level research
Delivery
___ Presenters exhibit conversational style/extemporaneous delivery
___ Presenters maintain effective eye contact
___ Gestures compliment presenters’ message
___ Presenters attend to vocal rate, volume, tonality
___ Presenters exhibit dynamism/enthusiasm
___ Group demonstrates audience awareness
___ Presentation is equally distributed among group members
___ Vocal distractions are minimal (i.e., "umm" and "like")
Presentation Materials
___ PowerPoint slides are effective/professional
___ Visual aids are professional/appropriate
___ Bibliography utilizes proper format (either APA or MLA)
http://classweb.gmu.edu/nclc110/f00/grp-pres-eval.htm
Holy Family University
Individual Research - 1920s Exploration
Name: ________________________
Teacher: Mr. McCrane
Date Submitted: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
2
Reader has
Sequence of
difficulty following
information is difficult
work because
to follow.
student jumps
around.
Student is
Student does not have
uncomfortable with
grasp of information;
content and is able
student cannot answer
to demonstrate basic
questions about subject.
concepts.
Presentation has
Work has four or more
three misspellings
Grammar and
spelling errors and/or
and/or grammatical
Spelling
grammatical errors.
errors.
Neatness
Work is Illegible.
References
Work displays no
references.
Work has three or
four areas that are
sloppy.
Work does not have
the appropriate
number of required
references.
Points
3
4
Student presents
Information in
information in
logical, interesting
logical sequence
sequence which
which reader can
reader can follow.
follow.
____
Student
Student is at ease
demonstrates full
with content, but
knowledge (more
fails to elaborate.
than required).
____
Presentation has no
more than two Presentation has no
misspellings
misspellings or
and/or
grammatical
grammatical
errors.
errors.
Work has one or
Work is neatly
two areas that are
done.
sloppy.
Work displays the
Reference section
correct number of
was completed
references, written
incorrectly
correctly.
Total---->
Teacher Comments:
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http://www.teach-nology.com/web_tools/rubrics/writing/
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Possible Assignments/Styles
Research Paper/ Presentations
1.)
Choose four American literature figures from to thoroughly examine from
the 19th and 20th centuries. Use a compare and contrast method in writing your
paper. Include the authors’ major contributions to literature, famous
writings/works, and how the authors and their works have affected society. Do
the authors share the same philosophy in writing? Do they have the same
style? Were some authors more successful than others? How were their
contributions to literature the same/different? Be thorough and include
specific examples necessary to explain your stance. Papers should be 4 to 6
pages, typed, Times New Roman font, double-spaced. Use MLA format and
proper citations when constructing your paper.
2.) What were the roaring twenties? What were the contributing factors that
made this decade the way it was. Are there similarities/differences from
that time and the present? Incorporate famous political and entertainment
figures of this era. Be as specific as possible with all your examples. Papers
should be 3 to 5 pages, typed, Times New Roman font, double-spaced. Use
the appropriate paper set-up and citations when constructing your paper.
The presentation should be given at an appropriate time needed to explain
your topic. Do not present in less than 5 minutes but do no exceed 10
minutes.
3.) What is inflation? What causes it? Can we stop inflation? Are there
positive effects from inflation?
How are people throughout the world
coping with this event? Use specific examples in history that has been
affected by inflation. Create a chart that describes the decadal inflation
rates from 1920 to 2010. The chart will be presented to the class at the
completion of your entire group project.
4.) Examine the concept of the “Jazz Age.” Choose 4 different types of music
styles within the Jazz Age and provide examples of songs that coincide with
the era. Also provide a background of each song/music being played, who
listened to the different genres, what type of music was played, and why the
different types of music were born in this era.
Decade Poster
You are in your most successful years as an artist in the 21st Century in New
York City. An upcoming art exhibit is coming to town that will display the most
substantial events of each decade from the 20th Century. Your studio has been
assigned: “The 1920s.” You are asked to design a poster that you feel best
summarizes this decade. When creating your poster, think of what you already
know about this decade, the contributing factors, the “ups and downs” of the
decade, and the major political and social aspects as well. The poster will be
presented to your class along with the rest of your group’s project. Include a
short, typed summary of the art you wish to display at the exhibit and how your
examples played a role during this time period.
Book Cover
Renovate Fitzgerald’s cover for The Great Gatsby; design the cover in a way
that will give a prospective reader a better idea what the book would be about.
Write a short summary that explains your design, the significance of the cover,
and why it is appropriate for the book. This portion of the group project will be
presented first.
Reflection (Every student will hand one in)
Write a 2 to 3 page reflection of your opinions of the Roaring Twenties and
The Great Gatsby. If you were able to edit the book, make changes, or add
scenes/characters, what would they be and why? Did you enjoy the book? Why or
why not? Are there any scenes that stand out that you feel represent a specific
event in history or your life? Do you believe you could live during this time period?
Why or why not? This is the time to truly express your ideas, opinions, and
feelings. Be as thorough and detailed as possible in your explanations and
commentary.