The Roaring Twenties
Central Question: What made the twenties roar?
Themes:
Expectations:
Skill Development:
Students will be able to:
·
create an essay outline
·
analyse primary historical documents
·
develop their critical and creative thinking skills
·
detect bias
·
further develop their paragraph writing skills
·
understand the connections between economic, social, technological. and political factors
Lesson Topics:
1.
Life after War/ Winnipeg General Strike
2.
Overview of the Twenties - Good Bright Days
3.
Changing Status of Women
4.
Why did the 20s roar? Were all the effects positive? Affects of new inventions and technologies and their effects on lives then and examples
today.
5.
Culminating Activity - Create an advertisement or poster depicting life in the 20's.
Lesson Title
Time
Key themes
Teaching Strategies
Skill Development
Assessment/
Evaluation
Resources
Life after war:
Experience of
returning soldiers
1
class
What was life in Canada like
after WWI? What were
problems adjusting to peace?
Themes: Winnipeg General
Strike, labour unrest,
changing role of women, flu
epidemic, Laurier’s death
1. Read exemplary letters from WWI to instill mood of
soldiers. Also help students in the writing process.
2. Visioning activity - students imagine they are soldiers
returning from war. How do you feel? What do you want?
3. Generate themes of adjusting to peace through picture,
headlines, song lyrics or do text reading.
4. Article analysis for WGS - bias activity.
5. Have students revisit what they wrote at beginning.
- bias recognition
- extracting
information from
artifacts and text
analysis
- observation of
student reactions
- formative
assessment of bias
recognition activity
- different
descriptions of
the WGS
- resources from
the 1919 period
- Decades: Forces
of Change, 18961960
Overview of the 20s Good Bright Days and
introduction to
business cycle and
culminating activity
1
class
Why were the 20's
considered roaring? A look at
themes of 20's including
inventions, new technologies,
booming economy, changing
status of women etc..
Opener - Think-pair-share: What does the word roaring bring
to mind? Why do think the twenties were called the roaring
twenties?
1. Movie - Q/A
2. Handout business cycle and begin to fill it out.
3. Introduce culminating activity to research and create ad
or poster on entertainment; inventors, inventions,
entrepreneurs; the arts; social issues/ political; women’s
rights; lifestyles; economy - workers and management
- understand how
society is affected by
connections between
social, economic,
technological, and
political factors
- formative of
movie Q/A sheet.
Call on students to
answer questions.
- Good Bright
Days video
- Business cycle
handout
Changing Status of
Women
1
class
A look at the 20s as a decade
of advancement for women.
Themes: Flappers/ Fashion,
Prohibition/ WCTL, Sport/
Film/ Art, Famous Five
1. Do quotations activity to introduce students to things
people have said about women through the ages.
2. Jigsaw/ Article Web to understand Person’s Case or have
students complete a section of a chart with themes of 20s
and have students present info to class.
3. If time look at status of women today to see how far we
have come and issues that still affect women.
- text analysis
- collaboration skills
- decision making
- formative
assessment of
chart (peer)
- participation in
quotations activity
- Quotations
activity from
Tools for Equity
binder.
- Article on
various themes for
student analysis.
Why did the 20s Roar?
Did all of the new
technologies and
inventions enhance
peoples lives?
1
class
Students will examine the new
inventions and technologies
that improved the quality of
life for Cnds. They will also
investigate the negative
impacts and look at similar
examples in society today.
1. Opener - Have students brainstorm about the 90s and why
they may have been considered a ‘roaring’ decade as well.
2. Scrapbook group exercise - Find examples that show how
20s were roaring in areas of sports, entertainment, women,
new technologies.
3. Go back to Business cycle handout and fill out sections.
4. Examine what the negative impacts of the new
technologies were. (Assembly line, radio, car)
5. Watch Modern Times. Have students extract themes from
clip.
6. Go back to opener and ask students what negative impacts
some of the 90s technologies had on society.
7. Alternative activity - chart with positive and negative
impacts.
- analyzing primary
documents
- movie analysis
- looking at society
holistically (examining
positive and negative
impacts)
- relating past to
present
- Formative
assessment of
chart
- scrapbooks
- Modern Times
- possible chart on
impacts of new
technologies, new
inventions (see
Jill)
Culminating Activity Create an Ad or poster
of 20s theme
2
class
es
Students use information
gathered through unit to
create an appropriate visual
which will teach the class a
bit more about their theme.
Themes: entertainment;
inventors, inventions,
entrepreneurs; the arts;
social issues/ political;
women’s rights; lifestyles;
economy - workers and
management
1. Students should have much of the research work finished
through the unit progression.
2. Class will be given for students to finish research and
develop the text and visuals needed.
3. 2nd class will be for presentations and students will
complete an essay outline for the roaring twenties using
information generated from unit and presentations.
- essay outline
- oral presentation
skills
- development of ad
or poster
- creative and critical
thinking skills
- formative
assessment of
finished product
- assessment of
essay outline
- roaring twenties
essay outline
- scissors, glue
etc.
Observations: