UNIT 4: THE ROARING TWENTIES

America Goes Wild!

Introduction Lesson: America Goes Wild!

Lesson 1: Another Creepy Kids' Rhyme!

Lesson 2: Scandal!

Lesson 3: Electrifying the Masses

Lesson 4: Money! Money! Money!

Lesson 5: Blues Travelers

Lesson 6: The Jazz Foundation

Lesson 7: The Harlem Renaissance

Lesson 8: A State of Hate

Lesson 9: The New Woman

Lesson 10: Pop Culture is Born

Lesson 11: When Red Scares

Lesson 12: No More "Mug Shots"

Lesson 13: Speakeasy Rumrunner

Lesson 14: Monkeys On Trial

Lesson 15: Sonny, Cal, and Bert

THE ROARING TWENTIES RESOURCES

Roaring Twenties Lesson Chronicles

Roaring Twenties Maps

Roaring Twenties Glossary

Roaring Twenties Photo Gallery

Roaring Twenties Study

Roaring Twenties Games and Interactives

Roaring Twenties Timeline

Roaring Twenties Videos

OVERVIEW

After World War I ended, Americans were eager for a return to everyday life. They wanted to put the conflict behind them and have a good time. The twenties were a time of prosperity. The extra money and shorter work weeks allowed people to relax. Many Americans went to the hottest nightclubs to dance the Charleston and enjoy jazz music. Others played mah- jongg or listened to the radio. Hollywood superstars, including Rudolph Valentino, Buster Keaton, and Mae West, kept the theaters packed. Sports fans watched the rise of the incredible New York Yankees and the arrival of a U.S. team in the National Hockey League.

The economy continued to improve. The decade was full of opportunities to make money quickly. Some people invested all they had in the stock market. Others looked for their fortunes in real estate. The boom became a bust in 1929 with the crash of the New York Stock Exchange. The country was plunged into a depression that would last for many years.

UNIT MISSION

The unit mission is the overall big picture students should know by the end of the lesson. Students are presented with the mission in the introduction lesson and are assessed at the end of the unit based upon their ability to complete the mission task..

Describe the Roaring Twenties Era in America's History by listing the major components of the era and explaining how each component played a part in the era.

LESSON CHALLENGES

Lesson Challenges are targets or benchmarks that students must attain in order to meet the Unit Mission. They are the components of the Unit Mission and are the major points the student must address in meeting the Unit Mission at the end of the Unit.

Introduction Lesson: America Goes Wild!

I can list the major issues and events in the 1920s.

Lesson 1: Another Creepy Kids' Rhyme!

I can explain the impact of the Spanish Flu Pandemic.

Lesson 2: Scandal!

I can evaluate the consequences of the Teapot Dome Scandal.

Lesson 3: Electrifying the Masses

I can evaluate the impact of innovations, new technology, and scientific developments during the 1920s.

Lesson 4: Money! Money! Money!

I can explain the economic boom and consumerism during the 1920s.

Lesson 5: Blues Travelers

I can analyze the impact of the Great Migration on American society and culture.

Lesson 6: The Jazz Foundation

I can analyze the impact that Jazz music had on American culture and society.

Lesson 7: The Harlem Renaissance

I can describe the impact of of writers, musicians, and artists on the American culture during and after the Harlem Renaissance.

Lesson 8: A State of Hate

I can examine the increase in prejudice and discrimination during the 1920s.

Lesson 9: The New Woman

I can describe how women changed in the 1920s.

Lesson 10: Pop Culture is Born

I can trace the way that popular culture developed in the 1920s and describe its impact.

Lesson 11: When Red Scares

I can investigate the issues and events that resulted from the red scare in the 1920s.

Lesson 12: No More "Mug Shots"

I can list the pros and cons of Prohibition in the 1920s.

Lesson 13: Speakeasy Rumrunner

I can discuss how Prohibition led to organized crime.

Lesson 14: Monkeys On Trial

I can debate the verdict of the Scopes Monkey Trial and evaluate its impact on education today.

Lesson 15: Sonny, Cal, and Bert

I can compare and contrast the presidencies of the 1920s.

AL STATE STANDARDS

This unit is designed so that sixth grade students at Moody Middle School can meet: Social Studies, Technology, Literacy, and Character Development Standards outlined in the 2010 Alabama Social Studies Course of Study; social studies content and skills outlined in the National Curriculum Standards for the Social Studies; and technology skills standards outlined by the International Society for Technology Education. Student mastery of these standards will prepare students for state standardized testing and move them closer in being Career or College Ready by graduation. The standards addressed in this unit are listed and described below.

Alabama Social Studies Course of Study 6th Grade Standard 4:
Identify cultural and economic developments in the United States from 1900 through the 1930s.

Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age including Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston
Identifying contributions of turn-of-the-century inventors including George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright
Describing the emergence of the modern woman during the early 1900s including Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers
Identifying notable persons of the early 1900s including Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes
Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations including higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

Alabama Reading Standards for Literacy in History/Social Studies 6–8:
Key Ideas and Details

Standard 6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
Standard 6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
Standard 6-8.3: Identify key steps in a text’s description of a process related to history/social studies

Craft and Structure

Standard 6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Standard 6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
Standard 6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

Standard 6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
Standard 6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
Standard 6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

Standard 6-8.10: Read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Alabama Standards for Language in History/Social Studies Grade 6:

Standard 6-8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Standard 6-8.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Standard 6-8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Standard 6-8.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Standard 6-8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Standard 6-8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Alabama Reading Standards for Writing in History/Social Studies 6–8:
Text Types and Purposes

Standard 6-8.1: Write arguments focused on discipline-specific content.
Standard 6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Standard 6-8.3: Incorporate narrative accounts into analyses of individuals or events of historical import.

Production and Distribution of Writing

Standard 6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Standard 6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Standard 6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge

Standard 6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Standard 6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Standard 6-8.9: Draw evidence from informational texts to support analysis reflection, and research.

Range of Writing

Standard 6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Alabama Standards for Speaking in History/Social Studies Grade 6:

Standard 6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Standard 6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Standard 6.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Standard 6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Standard 6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Standard 6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

ISTE Standards for Technology
Standard 1: Creativity and innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Apply existing knowledge to generate new ideas, products, or processes
Create original works as a means of personal or group expressions
Use models and simulations to explore complex systems and issues
Identify trends and forecast possibilities

Standard 2: Communication and collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Develop cultural understanding and global awareness by engaging with learners of other cultures
Contribute to project teams to produce original works or solve problems

Standard 3: Research and information fluency:
Students apply digital tools to gather, evaluate, and use information.

Plan strategies to guide inquiry
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
Process data and report results

Standard 4: Critical thinking, problem solving, and decision making:
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Identify and define authentic problems and significant questions for investigation
Plan and manage activities to develop a solution or complete a project
Collect and analyze data to identify solutions and/or make informed decisions
Use multiple processes and diverse perspectives to explore alternative solutions

Standard 5: Digital citizenship:
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Advocate and practice safe, legal, and responsible use of information and technology
Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
Demonstrate personal responsibility for lifelong learning
Exhibit leadership for digital citizenship

Standard 6: Technology operations and concepts:
Students demonstrate a sound understanding of technology concepts, systems, and operations.

Understand and use technology systems
Select and use applications effectively and productively
Troubleshoot systems and applications
Transfer current knowledge to learning of new technologies

National Curriculum Standards for Social Studies Themes

Theme 1- Culture: The learner will participate in experiences that provide for the study of culture and cultural diversity.
Theme 2 - Time, Continuity, and Change: The learner will participate in experiences that provide for the study of the past and its legacy.
Theme 3 - People, Places, and Environments: The learner will participate in experiences that provide for the study of people, places, and environments.
Theme 4 - Individual, Development and Identity: The learner will participate in experiences that provide for the study of individual
Social Education, development, and identity.
Theme 5 - Individuals, Groups, and Institutions: The learner will participate in experiences that provide for the study of inter- actions among individuals, groups, and institutions.
Theme 6 - Power, Authority, and Governance: The learner will participate in experiences that provide for the study of how people create, interact with, and change structures of power, author- ity, and governance;
Theme 7 - Production, Distribution, and Consumption: The learner will participate in experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services;
Theme 8 - Science, Technology, and Society: The learner will participate in experiences that provide for the study of relationships among science, technology, and society
Theme 9 - Global Connections: The learner will participate in experiences that provide for the study of global connections and interdependence
Theme 10 - Civic Ideals and Practices: The learner will participate in experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic

National Curriculum Standards for Social Studies Skills
Skill 1 - Literacy Skills:

Listens, read, write, and speak with comprehension and clarity
Define and apply discipline-based conceptual vocabulary 
Describe people, places, and events, and the connections between and among them 
Arrange events in chronological sequence
Differentiate fact from opinion
Determine an author’s purpose
Determine and analyze similarities and differences
Analyze cause and effect relationships
Explore complex patterns, interactions and relationships
Differentiate between and among various options
Develop an ability to use and apply abstract principles
Explore and/or observe, identify, and analyze how individuals and/or institutions relate to one another
Locate, analyze, critique, and use appropriate resources and data
Evaluate sources for validity and credibility and to detect bias, propaganda, and censorship
Use a wide variety of media to access, analyze, evaluate, and create messages and reports
Investigate, interpret, and analyze multiple historical and contemporary sources and viewpoints
Articulate and construct reasoned arguments from diverse perspectives and frames of reference
Present solutions to problems by analyzing conflicts and evaluating persistent issue

Skill 2 - Critical Thinking Skills with Research, Information, and Technology
Locate Information

 Use library, online, or other search tools to locate sources
 Use key words, tables, indexes, and bibliographies to locate information
 Use sources of information in the community

Explore Information

Use relevant parts of a text, document, visual, electronic, or audio source
Conduct interviews of individuals in the community
Evaluate sources of information – print, visual, electronic, audio
Use maps, globes, graphic, representation and tools and geographic information systems
Interpret the social and political message of cartoons
Interpret history through artifacts

Organize Information in Usable Forms

Construct outlines
Make summaries
Compile bibliographies
Prepare other products that organize information

Use Computer-Based Technology and Media/Communication Technology

Operate input devices
Operate other media/communication technology
Operate appropriate multimedia sources for directed and independent learning activities
Use internet based information networks
Utilize tools and resources to manage and communicate information including correspondence, finances, data, charts, and
graphics
Use online information resources and communities to meet the need for collaboration, research, publications and communication
Use tools for research, information analysis, problem-solving, and decision making in learning

Interpret Information

State relationships between categories of information
Draw inference from factual material
Predict likely outcomes based on factual information
Recognize and interpret different points of view  Recognize instances in which more than one interpretation is valid
Transfer knowledge into new contexts

Analyze Information

Form a simple organization of key ideas related to a topic
Separate a topic into major components according to appropriate criteria
Examine relationships between and among elements of a topic critically
Detect bias in data presented in various forms
Compare and contrast the credibility of differing ideas, elements, or accounts

Synthesize Information

Propose a new plan of operation, system, or scheme based on available data
Reinterpret events by related knowledge from several disciplines
Present information extracted from one format in a different format, e.g., print to visual
Communicate concisely both orally and in writing

Evaluate Information

Determine whether or not sources are valid and credible
Estimate the adequacy of the information
Test the validity of the information, using such criteria as source, objectivity, technical correctness, and currency
Understand legal/ethical issues related to access and use of information

Skill 3 - Research Strategies:
Before

Reviewing vocabulary that will be encountered in the reading
Connecting to students’ prior knowledge
Making predictions about what the text might say
Identifying text features including headings, charts/graphs/tables, illustrations, and maps
Setting targets or objectives

During

Drawing a non-linguistic representation or image
Asking questions about key ideas
Identifying unfamiliar ideas, concepts  or words to work with later
Using questions, cues, and advance organizers

After

Summarizing and note-taking
Comparing notes with those of other students
Providing substantive homework and practice
Reinforcing effort and providing recognition

Skill 4 - Learning Strategies:
Decision-Making

Identify a situation in which a decision is required
Secure need factual information relevant to making the decision
Identify alternative courses of action, and predict likely consequences of each
Define the criteria to be met for one of the alternatives to emerge as the best alternative
Make decisions based on the criteria and the data obtained
Take action to implement the decisions
Examine and evaluate consequences

Inquiry Learning

Be curious, and ask powerful and complex questions
Observe, investigate, and explore to develop understanding
Organize, create, and communicate ideas and results
Discuss, connect, and/or compare with other works
Reflect to monitor progress, and self-evaluate

Issue Analysis

Define the issue and identify key opposing positions
Find and present information support each position
Determine conflicting values or beliefs
Defend and justify a position
Summarize an opposing position
State ways to persuade others to adopt your position

Problem-based learning

Introduce and discuss a real-world problem
Collaboratively, determine what is known and what must be learned
Develop and articulate a problem statement
Identify possible solutions
Research, analyze, and resolve
Present solutions and supporting documentation

Service/Community Learning

Prepare – involve stakeholders in developing the project
Collaborate – build partnerships and gather support
Integrate – connect with academic skills and content

Service – contribute skills and talents to make the community a better place
Reflect – relive or recapture the service to develop new understandings
Celebrate – honor and renew the commitment of those involved

Skill 5 - Personal Interaction and Civic Engagement Strategies:
Personal

Exhibit honesty and integrity
Convey creativity and ingenuity
Communicate personal beliefs, feelings, and convictions
Demonstrate self-direction when working towards and accomplishing personal goals
Demonstrate flexibility as goals and situations change
Adjust personal behavior to fit the dynamics of various groups and situations
Respect and be tolerate of others’ beliefs, feelings and convictions

Collaborative

Contribute to the development of a supportive climate in a group
Participate in making rules and guidelines for group activities
Assist in setting, working towards, and accomplishing common goals for a group
Participate in delegating duties, organizing, planning, making decisions, and taking action in group settings
Participate in persuading, compromising, debating, and negotiating in the resolution of conflicts and differences
Utilize diverse perspectives and skills to accomplish common goals

Civic Engagement

Understand the fundamental process of democracy
Identify and understand public and community issues
Dialogue with others who have different perspectives
Participate in communities through organizations working to address and array of cultural, social, political, and religious interests and beliefs
Act to accomplish public purposes through group problem solving, public speaking, petitioning and protesting, and voting
Exhibit moral and civic virtues such as concern for the rights and welfare of others, social responsibility, tolerance and respect, and belief in the capacity to make a difference.

Social Studies Skills Addressed

History Content and Skills
Geography Skills
Government and Civics Content and Skills
Economics Content and Skills
Cultural Content and Skills

Cross Curricular Integration
Life Skills and Character Development Skills:

The learner will work with consumer materials.
The learner will work with graphic organizers.
The learner will work with public documents.
The learner will work with map skills.
The learner will interact with material and ideas within popular culture.
The learner will engage in time management skills.

Reading and Language Arts Skills:

The learner will work with nonfiction texts.
The learner will work with informational texts.
The learner will interact with different view points and cultural points of view.
The learner will interact with author's point of view and author's message.
The learner will work with bias in reading a variety of literature types.

Math Skills:

The learner will work with coordinate planes.
The learner will work with perimeter and area.
The learner will work with adding and subtracting large numbers.
The learner will work with percentages.
The learner will work with graph and charts.

Science Skills:

The learner will evaluate epidemics and pandemics.
The learner will evaluate natural disasters and catastrophic events.
The learner will evaluate people's impact on the environment and the environment's impact on people.
The learner will analyze how new and developing technology works.
The learner will interact with life sciences.
The learner will interact with physical sciences.
The learner will participate in research of important scientists and their contributions.

Technology Skills:

The learner will use computers.
The learner will use the internet.
The learner will use a classroom learning platform.
The learner will interact with computer software.
The learner will create using various types technology.
The learner will communicate using various types of technology.
The learner will practice safe usage of the internet.

Fine Arts Skills:

The learner will interact with music from different time periods.
The learner will analyze fine art, political cartoons, and photography.
The learner will interact with dance and other artistic forms of expression from different time periods.
The learner will analyze the history of art, music, and dance.
The learner will create using various artistic modes.
The learner will evaluate the social, political, and economic issues expressed in different artistic forms.

Communication and Collaboration Skills:

The learner will use communication skills to collaborate with peers in small and large groups.
The learner will work with peers to evaluate issues.
The learner will collaborate with peers to solve problems.
The learner will negotiate agreements and solutions when having differences in opinions.
The learner will collaborate with peers to complete tasks.
The learner will communicate with the instructor and peers using technology.
The learner will present and communicate information to the class.
The learner will participate in socratic method discussions.
The learner will participate in class debates.
The learner will contribute to casual class discussion.
The learner will apply common etiquette in communication of different types.
The learner will work with groups to breakdown tasks into small chunks.

Standards Sources
Click on the links below to go to the standards webpages.