Chapter 24 Jazz Age / Turbulent Decade / “Roaring Twenties”
Project Guidelines
50-point Project for Social Studies
1.
You may work with a partner or work alone. If you choose to work with a partner,
the work must show that – you each must contribute the effort of one person. If
you do only half the work, you will receive only half a grade.
2.
You will be presenting your work to the class on _________________. There will be
a sign-up sheet for you to pick your day.
3.
All written work for the project will be due on the presentation day.
4.
Class presentations should last three to five minutes. Please do not go to the front
of the room and do this:
“Ummm… yah… this is my scrapbook. Ummm… it’s about my topic. It’s
pretty cool. Yeah. That’s about it.”
Be professional, take pride in your work, and give us a presentation we
actually care about and can learn from!!
5.
All written work should be TYPED unless you have spoken to me ahead of time
about any computer issues.
6.
Everyone will be expected to be a polite audience member. Any talking or
disruptions will result in a reduction of points.
ANY QUESTIONS?????
Chapter 24 – Project Ideas
Name:
AM
PM
Jazz Age / Turbulent Decades / “Roaring Twenties”
1916-1929
Social Studies
•
Make a three-section display board (real or virtual) that educates the other students about your topic and be
ready to present it to the class. Be creative – include both written and visual components.
•
Write three or four poems (real or virtual) and make them display-ready (illustrated, typed, framed, etc.). You
will need to read and talk about them with the class. If you are working with a partner, both of you need to
do 3-4 poems EACH.
•
Make a collage (real or virtual) and be able to explain it to the class. Include a typed or neatly written
explanation.
•
Demonstrate something that has to do with your topic and be able to explain how it relates. (Example: Learn
a song or dance from the time period and then explain and teach it to the class!) Include written
directions/explanation of its relevance.
•
Make a “show and tell” with objects relating to your topic (toys children played with during this time, popular
instruments of the period, types of clothes people wore, etc.). Include a typed explanation of how the objects
fit into the time period, and be ready to present and explain them to the class.
•
Create and perform a skit/play/TV show/news report/talk show/etc. to educate the class about your topic.
You may choose to act it out in front of the class or record it and play it for us.
•
Type up a newspaper editorial about your topic, familiarizing readers with its significance. Then, type a
rebuttal to the editorial from the perspective of a reader who disagrees with your position. You will
read/share the editorial and the rebuttal, and you will explain them both to the class. If you are working with
a partner, both of you need to do both parts – two letters and two rebuttals.
•
Type five one-page diary entries that tell of a person’s experience with your topic (this person would actually
be living during this time period and experiencing it first-hand). You will share these with the class and
explain their significance to the topic. If you are working with a partner, each of you will need to write
five entries, that are a page long, for a total of ten entries.
•
Create a picture book or comic book (real or virtual) of at least ten pages that educates the class about the
topic. Be ready to read/present and explain its relevance to the class.
•
Create a scrapbook (real or virtual) with memorabilia and items from the time period pertaining to your topic.
You might include newspaper articles, pictures, and other items of interest. YOU will create them… do not
print or copy real ones. This should be a minimum of ten pages. Be ready to share it with the class.
•
Create a board game or activity that demonstrates the meaning of your topic. It should be “playable” and you
need to be able to explain its relevance.
•
Make a Google Slides or PowerPoint presentation that teaches about your topic. It should include written
explanations/descriptions as well as pictures – make it CREATIVE.
•
Any other ideas, see me! All reasonable offers will be considered.
Chapter 24
Name:
Jazz Age / Turbulent Decades / “Roaring Twenties:
1916-1929
Social Studies
Date:
AM
PM
Topic:
What I know about my topic:
1. Page # in Chapter 24 of my textbook where there is information about my topic: ________
Notes/important information about my topic from the textbook:
2. Websites where I found information about my topic:
Information I learned about my topic from these web sites:
3. Books where I found information about my topic:
Information I learned about my topic from these books:
Chapter 24 Jazz Age / Turbulent Decades / “Roaring Twenties”
Possible Research Topics Include…
Treaty of Versailles
Five-Power Treaty
Bessie Smith
Capitalism
Kellogg-Briand Pact
Langston Hughes
Anarchy
Gross national product (GNP)
Harlem Renaissance
Red Scare (Communists)
Assembly line
Expatriates
Deportment of immigrants
Welfare capitalism
F. Scott Fitzgerald
Sacco and Vanzetti
Installment buying
Ernest Hemingway
Boston police strike
Henry Ford – Model T, Model A
Sinclair Lewis
The Brotherhood of Sleeping Car
Porters
The automobile’s effect on
industry
Sherwood Anderson
Chicago riot, 1919
Charles Lindbergh
Prohibition (Eighteenth
Amendment and Volstead Act)
Marcus Garvey, UNIA
Nineteenth Amendment
Bootlegging
Senator Warren G. Harding
Flappers
Twenty-First Amendment
Governor Calvin Coolidge
(“Silent Cal”)
Mass media
Ku Klux Klan (nativism)
Hollywood
Quota system
“Talkies”
Scopes Trial (evolution)
The “Ohio Gang”
Teapot Dome Scandal
Babe Ruth
Herbert Hoover
Nellie Tayloe Ross and Miriam
Ferguson
Louis Armstrong
Alfred E. Smith
Isolationism
Duke Ellington
Stock Market Crash
Walt Disney
Al Capone
Elliot Ness
John Dillinger
Bugsy Siegel
Chapter 24
Jazz Age / Turbulent Decades / “Roaring Twenties”
Project and Presentation Grading
Name / Names:
Topic:
Brief Description of Project:
_____ / 10
Presentation to the Class – poise, voice, and eye contact
_____ / 10
Presentation Length (three to five minutes)
_____ / 10
Information Quality – written and presentation
_____ / 10
Attention to Detail (spelling, neatness, organization, etc.)
_____ / 10
Apparent Effort and Attitude
_____ / 50
Total – Grade for Project and Presentation
Comments: