Embedded Files
Standards
Standards
Michigan High School Content Expectations
The Roaring 20s
7.1.1 The Twenties – Identify and explain the significance of the cultural changes and tensions in the “Roaring Twenties” including:• cultural movements, such as the Harlem Renaissance and the “lost generation”• the struggle between “traditional” and “modern” America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption)
Common Core State Standards
- RH.9-10.1 Cite specific textual evidence to support analysis of primary & secondary sources, attending to such features as the date and origin of the information.
- RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- RH. 9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
- RH 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
- RH 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
C3 Framework
- D2.His.9.9-12. Analyze the relationship between historical sources and the secondary interpretations made from them.
- D2.His.13.9-12. Critique the appropriateness of the historical sources used in a secondary interpretation.
- D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
- D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
- D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
- D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Unit Compelling Question: Does the government have an obligation to help the needy?
Unit Compelling Question: Does the government have an obligation to help the needy?
Supporting Questions
Supporting Questions
Why is the 1920s known as "The Roaring 20s?"
How did the American economy and American culture change in the 1920’s and 1930’s?
How did the social changes of the 1920s reflect a conflict between “traditional” and “modern” values?
What was the consumer culture of the 1920s?
What does it mean when we say the U.S Constitution is a living document?
What were the arguments for and against Prohibition? Why did Prohibition fail?
What caused the Great Migration?
What caused the Red Summer Race Riots?
What was Marcus Garvey's solution to the racism and discrimination African Americans experienced in the 1920s?
How can poetry serve as a primary source to better understand the culture, mindset, or atmosphere of a historical era or time period?
How are the themes of the Harlem Renaissance still present for African Americans today?
Does immigration help or hurt the economy?
How and why did the U.S. government bring the peak era of immigration to the U.S. to an end in the 1920s?
How does Trump's “Muslim Ban” seem similar or different from the limits on European immigration after World War I?
Instructional Materials/Texts
Instructional Materials/Texts
1. Introduction to the Roaring 20s: A Conflict Between Traditional and Modern Values
Standards: RH 9-10.7, 9-10.9
Learning Targets:
- I can integrate quantitative analysis of demographic and statistical data with a qualitative analysis of texts to make a claim about social changes in the 1920s.
- I can categorize images in order to make a claim about life in the 1920s.
- I can explain the changing role of women in American society in the 1920’s.
Supporting Question: How did the social changes of the 1920s reflect a conflict between “traditional” and “modern” values?
2. Consumerism in the 1920s
Standards: RH 9-10.7, 9-10.9, WHST 9-10.2B
Learning Targets:
- I can integrate quantitative analysis of data with a qualitative analysis of texts to make a claim about economic changes in the 1920s.
- I can analyze multiple sources to make a claim about consumer culture in the 1920s.
Supporting Question: What was the consumer culture of the 1920s?
3. The Scopes Trial
Standards: RH 9-10.6, WHST 9-10.2B
Learning Target: I can analyze multiple sources to make a claim about the conflict between religion and science in the 1920s.
Supporting Question: How was the Scopes “Monkey” Trial more than a simple debate between science and religion in 1920s America?
4. Prohibition
Standards: RH 9-10.6, 9-10.8, WHST 9-10.2b
Learning Targets:
- I can analyze multiple sources to determine the arguments for and against Prohibition.
- I can make an argument supported with evidence about why Prohibition failed.
- I can make an argument supported with evidence about how prohibition of the early 1900’s, as well as the Bloomberg soda ban, illustrate the notion that the US Constitution is a “living document.”
Supporting Questions: Should the government dictate what you can and cannot consume? What does it mean when we say the U.S Constitution is a living document? What were the arguments for and against Prohibition? Why did Prohibition fail?
Close Read: Prohibition and The Temperance Movement
5. The Great Migration
Standards: RH 9-10.3, WHST 9-10.2
Learning Target: I can analyze multiple sources to determine the causes of the Great Migration.
Supporting Questions: What was the Great Migration? What caused the Great Migration?
6. Race Riots and the Red Summer of 1919
Standards: RH 9-10.3, WHST 9-10.2
Learning Target: I can analyze multiple sources to make a claim about the causes of the Red Summer Race Riots of 1919.
Supporting Questions: What were the Red Summer Race Riots? Where did the red summer riots take place? What caused the race riot in Chicago?
7. Marcus Garvey & Black Nationalism
Standards: RH 9-10.8, WHST 9-10.2B, SL 9-10.1
Learning Targets:
- I can evaluate Marcus Garvey's arguments of his "Back to Africa" movement .
- I can make an argument for or against Black Nationalism.
Supporting Question: What was Marcus Garvey's solution to the racism and discrimination African Americans experienced in the 1920s? What is Black Nationalism and is it still relevant in today’s world?
8. The Harlem Renaissance
Standards: RH 9-10.2, 9-10.4, 9-10.6, WHST 9-10.2B
Learning Targets:
- I can analyze poetry from the 1920s in order to make a claim about the experience of African Americans.
- I can compare & contrast the poetry of Langston Hughes & Tupac Shakur.
Supporting Questions: How can poetry serve as a primary source to better understand the culture, mindset, or atmosphere of a historical era or time period? How did the Harlem Renaissance reflect the lives and celebrate the culture of African-Americans in the 1920s? How are the themes of the Harlem Renaissance still present for African Americans today?
Close Read: The Harlem Renaissance
Harlem Renaissance Lesson Plan
9. Immigration in the 1920s
Standards: RH 9-10.6, 9-10.8, WHST 9-10.2B, SL 9-10.1
Learning Targets:
- I can analyze multiple sources to make a claim supported with evidence about why the government decreased immigration in the 1920s.
- I can participate in a collaborative text-based discussion with my peers.
- I can evaluate the competing viewpoints on immigration in the 1920s.
Supporting Question: Does immigration help or hurt the economy? How and why did the U.S. government bring the peak era of immigration to the U.S. to an end in the 1920s? How does Trump's “Muslim Ban,” or limit of immigration from Muslim countries, seem similar or different from the limits on European immigration after World War I?
10. The Roaring 20s Review
Standards: RH 9-10.6, WHST 9-10.1
Learning Targets:
- I can analyze statements to determine the author's point of view.
- I can make a claim about why the 1920s was given the name "The Roaring 20s".
Supporting Question: Based on the changes and debates that you’ve documented, why do you think the 1920’s were called the “roaring 20’s”?
Roaring 20s Cultural Movements Review Activity
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