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Changes of the 1920s: Freedom, Consumerism, and Conflicts with Traditional Values

This lesson will introduce students to the changes of the 1920s, including increased freedom and consumerism, which caused conflicts with traditional values. Students will read about specific topics, analyze sources, and answer questions.

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Changes of the 1920s: Freedom, Consumerism, and Conflicts with Traditional Values

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  1. U.S. History Date 12/14/2015 Objective: Students will begin to understand the changes of the 1920s with increase freedom and consumerism cause conflicts with traditional values Language Objective: Students will read about specific topics individually at their own speed, discuss the topics covered and write descriptions on their graphic organizer. Students will analyze sources and answer questions Agenda: Students will read about the Harlem Renaissance and then read about a variety of individual entertainers from the time period Students will then analyze documents and answer questions concerning the Scopes Trial Rest of time will be to study for finals Homework: Read Chapter 12 and study for final

  2. Date 12/11/2015 • Objective: Students will begin to understand the changes of the 1920s with increase freedom and consumerism cause conflicts with traditional values • Language Objective: Students will read about specific topics individually at their own speed, discuss the topics covered and write descriptions on their graphic organizer. Students will analyze sources and answer questions • Agenda: Students will read different topics concerning the 1920s and complete a graphic organizer concerning each • Students will then analyze documents and answer questions concerning the Scopes Trial • Homework: Read Chapter 12 and study for final

  3. Date 12/10/2015 • Objective: Students will begin to understand the changes of the 1920s with increase freedom and consumerism cause conflicts with traditional values • Language Objective: Students will discuss the DBQ and begin to read about specific topics individually at their own speed, discuss the topics covered and write descriptions on their graphic organizer • Agenda: Students will discuss the DBQ written responses and grades- re-write option • Students will then begin to read different topics concerning the 1920s and complete a graphic organizer concerning each we will complete this into Monday • Homework: Read Chapter 12.1-12.4

  4. Date 12/08/2015 • Objective: Students will demonstrate their knowledge of WWI and then finish propaganda poster and 12.1 worksheet • Language Objective: Students will read questions and write answer on the scan tron • Agenda: Students will complete WWI assessment • Students will receive a reading guide for chapter 12.1 to complete • Students will finish creating a propaganda poster • Homework: Read Chapter 12.1-12.3

  5. Date 12/07/2015 • Objective: Students will begin to understand the changes that occurred in American society after WWI and the conflict between the changing values and traditional values of the past. • Language Objective: Students will write notes and then read information write answer to questions and then draw and create a poster • Agenda: Students will be introduced to the 1920s with some guided notes • Students will receive a reading guide for chapter 12.1 to complete • Students will finish creating a propaganda poster • Homework: Prepare for WWI test Tuesday- Read Chapter 12.1-12.2

  6. Date 12/04/2015 • Objective: Students will understand the impact the U.S. had on the war and the impact here in the U.S. with the use of propaganda and the impact on citizen rights. • Language Objective: Students will read information and write answer to questions and then draw and create a poster • Agenda: Students will read the 14 points created by Woodrow Wilson • Students will read information concerning the Treaty of Versailles and answer questions • Students will read over both views of the Allies and make the decision on how to punish Germany- write a paragraph response and answer questions • Students will finish creating a propaganda poster • Homework: Read chapter 11 and prepare for WWI test Tuesday- We will start 1920s Monday

  7. Date 12/03/2015 • Objective: Students will understand the impact the U.S. had on the war and the impact here in the U.S. with the use of propaganda and the impact on citizen rights. • Language Objective: Students will then do a propaganda poster analysis after reading descriptions of propaganda objectives and tools • If time remains students will read information on Schenck v. U.S. and answer questions • Students will complete a war is over worksheet and read the 14 pts created by Woodrow Wilson • Students will then create a propaganda poster • Homework: Read chapter 11.1-11.4- complete Schenck v. U.S. questions for homework

  8. Date 12/01/2015 • Objective: Students will understand the impact the U.S. had on the war and the impact here in the U.S. with the use of propaganda and the impact on citizen rights. • Language Objective: Students will read information, discuss posters and answer questions. • Students will discuss certain questions from the reading homework and hand in • Students will then do a propaganda poster analysis after reading descriptions of propaganda objectives and tools • If time remains students will read information on Schenck v. U.S. and answer questions • Homework: Read chapter 11.1-11.3- complete Schenck v. U.S. questions for homework

  9. Date 11/30/2015 • Objective: Students will understand the reason for the U.S. joining the allies during WWI, the impact U.S. soldiers had on the war and the impact here in the U.S. • Language Objective: Students will read information and write answer to questions. • Agenda: Students will read the lyrics Johnnie Got His Gun and then watch Metallica Video- One • Students will then read two different packets- Information concerning the U.S. joining the war efforts against Germany and the central powers and the U.S. war efforts at home and their impacts • Students will answer questions finish for homework if not complete • Will cover 11.1 Reading quiz at the end of class with 5-10 minutes left • Homework: Read chapter 11.1-11.2

  10. Date 11/20/2015 • Objective: Students will demonstrate their knowledge of the events that led the U.S. to get involved in WWI and become familiar with • Language Objective: Students will • Agenda: Students will take the reading quiz for 11.1- hand in 11.1 worksheet • Students will read about WWI military weapons advancements- answer questions • Students will watch video on the German footage of trench warfare • Students will then watch video of WWI aircrafts and the first pilots • Homework: Read chapter 11.1-11.2

  11. Date 11/19/2015 • Objective: Students will be introduced to the causes of WWI • Language Objective: Students will watch a video, look over the unit organizer and will read chapter 11.1 and write answer to the questions for the guided reading worksheet • Agenda: Students will look over the WWI unit organizer • Students will watch a video on the assassination of the Arch Duke Franz Ferdinand • Students will take some quick notes on the causes of WWI • Students will pair up and complete the 11.1 worksheet and prepare for the 11.1 reading quiz on Friday • Homework: Read chapter 11.1 complete 11.1 worksheet and prepare for reading quiz

  12. https://www.youtube.com/watch?v=CErUTpuDbd8 • https://www.youtube.com/watch?v=U7jc04Sp5ew

  13. Arch duke assassination • https://www.awesomestories.com/asset/view/Assassin-of-Archduke-Franz-Ferdinand-Gavrilo-Princip

  14. Date 11/14/2015 • Objective: Students will demonstrate their knowledge of U.S. Imperialism and their writing skills • Language Objective: Students will read and analyze the essay prompt and documents and write a DBQ essay • Agenda: Students will look over the DBQ rubric and the prompt • Students will write at least a 5 paragraph essay that has a complete introduction paragraph, at least 3 body paragraphs and a complete conclusion paragraph • Mr. Harrington will discuss and review how to reference the source and cite the documents- Be sure to follow every citation and reference to a source with a sentence of analysis • Homework: Read chapter 11.1

  15. Referencing a source and citing a document In the political cartoon TheWorld’s Plunders by Thomas Nast (source) it describes the… blah, blah, blah.(Doc G) Then always follow a quote, paraphrase or reference to a source with a sentence of analysis to support your argument. In “The March of the Flag”, Albert Beveridge (source) states, “The rule of liberty that all just government derives its authority from the consent of the governed, applies to those who are capable of self-government…”(Doc C) followed by a sentence of analysis Remember to use 3rd person- they, them, their Don’t use I, you, us, we, our!!!! Skip lines for Mr. Harrington

  16. Date 11/13/2015 • Objective: Students will demonstrate their knowledge of U.S. Imperialism • Language Objective: Students will read and analyze questions and will write and fill in bubbles on a scan-tron • Agenda: Students will complete the Imperialism multiple choice • Homework: Students will continue to prepare for their Imperialism DBQ beginning Monday

  17. Date 11/12/2015 • Objective: Students will understand the U.S. foreign policy during imperialism and how they treated other nations that they were actively involved. • Language Objective: Students will discuss certain worksheets, students will read information and write down a variety of responses • Agenda: Students can hand in the Venn Diagram and questions if they want or can keep them to study for the assessment • Students will take notes concerning China and Teddy Roosevelt with political cartoons • Students will then work in get back into groups and finish up their simile foreign policy reading and graphic organizer • Homework: Read 10.1-10.4 • Prepare for the Friday multiple choice assessment

  18. Date 11/10/2015 • Objective: Students will understand the U.S. foreign policy during imperialism and how they treated other nations that they were actively involved. • Language Objective: Students will discuss certain worksheets, students will read information and write down a variety of responses • Agenda: Students will hand in their research homework concerning Roosevelt • Students will discuss the pro v. con worksheet concerning U.S. Imperialism – fill out Venn Diagram and answer questions pertaining to the reading hand in Thursday before DBQ • Students will then work in groups of 3 to complete a foreign policy reading activity where they will identify and create a similes to describe the U.S. foreign policy and will also provide 5 bullet points of U.S. action towards the country – students will share out with a partner from the other side- I’ll explain how this will work • Finish up the day by looking at notes concerning China and Teddy Roosevelt with political cartoons • Homework: Read 10.1-10.4 • Prepare for the DBQ on Thursday and Friday

  19. Definition of a Simile • a figure of speech involving acomparison of one thing with another thing of a different kind, used to make a description more vivid. Such as brave as Harrington,or crazy like a fox.

  20. Date 11/9/2015 • Objective: Students will understand the timeline of events for U.S. imperialism and continue to look at • Language Objective: Students will conduct research and will write and type up a response • Agenda: Students will cover their reading quiz • Students will complete the timeline notes • Students will read the Whiteman Burden by Rudyard Kipling • Students will finish atlas activity-hand in if needed • Students will complete a pro v. con worksheet concerning U.S. Imperialism – fill out Venn Diagram and answer questions pertaining to the reading • Homework: Read 10.1-10.4 • Student research concerning Teddy Roosevelt and locating Political cartoon with analysis – Due by next Tuesday

  21. Date 11/6/2015 • Objective: Students will understand Teddy Roosevelt’s impact and involvement in Imperialism and the significance of the Spanish-American war to U.S. imperialism • Language Objective: Students will conduct research and will write and type up a response • Agenda: Students will read information concerning Theodore Roosevelt • Students will watch a video concerning U.S. imperialism and the Spanish American war- take notes may have a pop quiz after the movie • Students will have 5 minutes to complete their atlas activity • Might finish guided notes if time allows • Homework: Read 10.1-10.3 • Student research concerning Teddy Roosevelt and locating Political cartoon with analysis – Due by next Tuesday

  22. Spanish American War • http://www.byutv.org/watch/656fdaa4-caa8-4979-82fe-6dc3dd1dbb0d/american-ride-remember-the-maine

  23. U. • Date 11/5/2015 • Objective: Students will research Teddy Roosevelt and his impact and involvement in Imperialism • Language Objective: Students will conduct research and will write and type up a response • Agenda: Students will go to the computer lab and get research information from the Librarian • Student will research information concerning Teddy Roosevelt and locate Political cartoon to conduct some analysis • Homework: Read 10.1-10.2

  24. Date 11/2/2015 • Objective: Students will become familiar the timeline of events with U.S. imperialism • Language Objective: Students will read questions and write answer to a quiz. Students will then read over time line of events and write specific events down on their own time line. • Agenda: Students will cover the Industrialization / Progressive Assessment • Students will finish and hand in their Imperialism timeline- stop and discuss certain events • Student will then complete an atlas and map identification activity • Students need to make up 10.1 reading quiz will take in class • Homework: Read 10.1-10.2

  25. Date 10/30/2015 • Objective: Students will become familiar the timeline of events with U.S. imperialism • Language Objective: Students will read questions and write answer to a quiz. Students will then read over time line of events and write specific events down on their own time line. • Agenda: Students will hand in their 10.1 worksheet and complete the 10.1 reading quiz • Student will then begin working on a timeline activity- where they will first locate dates for specific events and number the order of all 15 events • Students will then write out a timeline on a separate piece of paper where the Imperial events are described • Homework: Read 10.1-10.2

  26. Date 10/29/2015 • Objective: Students will become familiar with U.S. becoming a world power and the role of Imperialism to achieve this goal. • Language Objective: Students will read terms and definitions, draw and image, create a skit to perform. Students will take notes, and read and write answers • Agenda: Students will receive their Imperialism Unit organizer • Students will get into 5 groups and will get a important term for the unit- Students will have 1 student draw and image for the term and definition while the other create a skit – Students will perform their skit and describe the term and definition in relation to their skit • Students will then take some guided notes • Students will complete a 10.1 worksheet • Homework: Students need to read ch. 10.1 and complete their worksheet

  27. Date 10/27/2015 • Objective: Students will demonstrate their knowledge of Industrialization, Immigration, Urbanization and the Progressive Era • Language Objective: Students will read questions and write a their answer on the scan tron • Agenda: Students will hand in their Progressive packet • Students will complete the assessment • If time remains students will receive their Imperialism Unit organizer • #47 is A • Homework:

  28. Date 10/26/2015 • Objective: Students will continue to look at the progressives era will analyzing Upton Sinclair’s book The Jungle and his muckraking investigative work concerning the meat industry and immigrant labor • Language Objective: Students will listen and write notes and read information from the textbook and write answer to questions concerning Progressive topics in their packets. • Agenda: Students will get new seating charts • Students will take notes on the Teddy Roosevelt and the U.S. government legislative changes he made during the Progressive era • Students will have the remainder of time to work on the Progressive packet- due tomorrow • Homework: Study for the test tomorrow- complete packet

  29. Date 10/23/2015 • Objective: Students will continue to look at the progressives era will analyzing Upton Sinclair’s book The Jungle and his muckraking investigative work concerning the meat industry and immigrant labor • Language Objective: Students will watch the video and will discuss and then will receive a packet to write answer to questions concerning Progressive topics they read about in their textbook • Agenda: Students will begin to look at Upton Sinclair and his investigation of the Meat packing industry with his book The Jungle by watching a video on the story and real life impact of the novel • Students will read about modern day issues of the Meat packing industry • Student will receive a packet concerning the various Progressive topics to begin working locate different information to support the topic of reform • Share your essay with Mr. Harrington at har010789@adams12.organd yourself so you see that it was sent!!! • Homework: Read Ch. 8 and Ch. 9- Study for the test will be next Tuesday

  30. Date 10/22/2015 • Objective: Students will continue to look at the progressives and the different changes that took places during the time • Language Objective: Students will conduct research and will type up an essay, locate articles to pull quotes to support their argument and cite sources using easy bib • Agenda: Students will hand in their essays • Student will then take a National survey college and career interest • Student will have 10 minutes to complete their atlas assignment and hand in • Students will take notes over the women’s suffrage and will complete a worksheet focusing state’s giving women the right to vote • Student will then begin to look at Upton Sinclair and his investigation of the Meat packing industry with his book The Jungle • Homework: Read Ch. 8 and Ch. 9- Study for the test will be next Tuesday

  31. Date 10/22/2015 • Objective: Students will continue to look at the progressives and the different changes that took places during the time • Language Objective: Students will conduct research and will type up an essay, locate articles to pull quotes to support their argument and cite sources using easy bib • Agenda: Students will hand in their essays • Student will then take a National survey college and career interest • Student will have 10 minutes to complete their atlas assignment and hand in • Students will take notes over the women’s suffrage and will complete a worksheet focusing state’s giving women the right to vote • Student will then begin to look at Upton Sinclair and his investigation of the Meat packing industry with his book The Jungle • Homework: Read Ch. 8 and Ch. 9- Study for the test will be next Tuesday

  32. Date 10/20/2015 • Objective: Students will work to become a modern day Muckraker and will conduct research on corruption in the U.S. concerning politics, sports, the economy from new articles. • Language Objective: Students will conduct research and will type up an essay, locate articles to pull quotes to support their argument and cite sources using easy bib • Agenda: Students will receive their rubric and look it over and discuss as a class • Students will go to the lab C245 and continue to work on their Progressive essay • Homework: Read Ch. 8.1-8.3- Ch. 9.1- 9.2 Have essay complete by Thursday- Test will be next Tuesday

  33. Date 10/19/2015 • Objective: Students will work to become a modern day Muckraker and will conduct research on corruption in the U.S. concerning politics, sports, the economy from new articles. • Language Objective: Students will conduct research and will type up an essay, locate articles to pull quotes to support their argument and cite sources using easy bib • Agenda: Students will discuss their essay assignment- Due Thursday • Students will go over their Industrialization and Immigration Quiz • Students will take notes over the Progressive era • Student will then complete an Atlas assignment for the rest of time • Homework: Read Ch. 8.1-8.3- Ch. 9.1-Have essay complete by Thursday

  34. Date 10/16/2015 • Objective: Students will work to become a modern day Muckraker and will conduct research on corruption in the U.S. concerning politics, sports, the economy from new articles. • Language Objective: Students will conduct research and will type up an essay, locate articles to pull quotes to support their argument and cite sources using easy bib • Agenda: Students will get their research essay assignment- discuss • Students will go to C245 to conduct research and begin typing up their essay – Due by next Thursday • Homework: Read Ch. 8.1-8.3

  35. Muckraker Writing Assignment • Students will write a minimum of a 2 page essay- on an issue that concerns you. The issue can be a news related problem involving politics, economics, it could be a problem in sports, it could be a social problem involving problems between people. In your essay you need to detail the overall issue, the corruptness of the issue, and why this is something that needs to be addressed. This is your chance to be a Muckraker and in that role, you are attempting to expose a problem and promote change.

  36. Date 10/15/2015 • Objective: Students will understand the conditions in the south that led to the Great Migration and will be introduced to the Muckrakers • Language Objective: Students will answer questions and then will read and article and answer questions and will then verbally discuss • Agenda: Students will take notes and over 8.3 worksheet terms and definitions and discuss the conditions in the South • Students will view primary and secondary sources pertaining to the Great Migration • Students will be introduced to their research essay assignment • Students will then read in groups about different Muckrakers and complete a graphic organizer • Homework: Read Ch. 8.1-8.3

  37. Date 10/13/2015 • Objective: Students will focus their attention on struggles of labor during the Industrial revolution and the impact of immigrants moving to the U.S. • Language Objective: Students will answer questions and then will read and article and answer questions and will then verbally discuss • Agenda: Students will complete their Industrialization and Immigration quiz • Students will then read about Booker T. Washington and W.E.B. Dubois and answer questions on the worksheet. • Students will then discuss the differences between the two men and their perspectives • Students will read ch. 8.3 and define poll tax, grandfather clause, Jim Crow laws, segregation, debt peonage • May support information with a power point that cover the topic • Homework: Read Ch. 8.1-8.3

  38. Date 10/12/2015 • Objective: Students will focus their attention on struggles of labor during the Industrial revolution and the impact of immigrants moving to the U.S. • Language Objective: Students will view a video on immigration, read information and begin re-writing their essay • Agenda: Students will receive their Progressive Unit organizer and will discuss the second half of the unit • Students will take notes over Immigration and Urbanization Problems and solutions- • Students will complete a Industrial/Immigration one pager • Students will have the remainder of time to prepare for their quiz • Homework: Read Ch. 6 and 7 prepare for quiz Tuesday

  39. Date 10/6/2015 • Objective: Students will focus their attention on struggles of labor during the Industrial revolution and the impact of immigrants moving to the U.S. • Language Objective: Students will view a video on immigration, read information and begin re-writing their essay • Agenda: Students will hand in 7.3 worksheets and will keep 7.1-7.2 w.s. • Students will complete a group reading and share information with other students concerning Immigration and Urbanization • Students will complete a reading worksheet and view images concerning the reading topics • Students will complete a Industrial/Immigration one pager • Homework: Read Ch. 6 and 7 prepare for quiz Tuesday

  40. Date 10/6/2015 • Objective: Students will focus their attention on struggles of labor during the Industrial revolution and the impact of immigrants moving to the U.S. • Language Objective: Students will view a video on immigration, read information and begin re-writing their essay • Agenda: Students will read about Jane Addams and discuss her impact on immigrants • Students will then read about William Tweed • Students will receive a worksheet on 7.1-7.2-immigrants • Then will receive a worksheet concerning the Political machine • Homework: Read 7.1-7.3

  41. Immigrant video • Monday • www.youtube.com/watch?v=Bvb2UI53e5s • Tuesday • https://www.youtube.com/watch?v=e366Udy2rhY

  42. Date 10/5/2015 • Objective: Students will focus their attention on struggles of labor during the Industrial revolution and the impact of immigrants moving to the U.S. • Language Objective: Students will view a video on immigration, read information and begin re-writing their essay • Agenda: Students will watch a video concerning immigration and urbanization into the United States • Students will read about the Struggles of Labor and the belief of Social Darwinism • Students will then receive their West DBQ back to discuss, look over an example and begin re-writing for an improved grade • Homework: Read 7.1-7.2

  43. Date 10/2/2015 • Objective: Students will focus their attention on struggles of labor with children and safety during the Industrial revolution that sparks change and legislation for protection of workers rights. • Language Objective: Students will view images and discuss. Then students will read information concerning child labor and the triangle shirtwaist fire and write responses • Agenda: Students will view images of child labor • Students will then read primary source documents from children who were forced into labor during the Industrial Revolution- Students will write a response as if they are the children • Students will read about The Triangle Shirtwaist Fire - with a list of specific items - Discuss and watch video clip • Homework: Read 7.1-7.2

  44. Triangle shirtwaist factory fire response • On the same paper as the child labor response • List and record at least 5 things that hurt or prevented the workers from escaping the fire • List at least 7 things that were put in place to prevent fire related deaths and promote safety in the work place • We will discuss these once everyone is finished • https://www.youtube.com/watch?v=dvKrkCLl_0U

  45. Date 9/29/2015 • Objective: Students will understand the problems that big business create during the Industrial Revolution and the formation of labor unions to protect workers rights • Language Objective: Students will read information together and in their textbook. Student will write answer to questions and complete a graphic organizer. • Agenda: Students will discuss the worksheet concerning labor unions and strikes • Students will the read about the Homestead Mill Strike where students will answer questions and create a timeline of events • Students will watch a video that discuss and describes the Strike • Homework: Read all of Chapter 6 and 7.1-complete worksheet

  46. Homestead Mill Strike • https://www.youtube.com/watch?v=zPjM0fv8G9M • https://www.youtube.com/watch?v=f1ZOqiRAIH4

  47. Date 9/28/2015 • Objective: Students will understand the problems that big business create during the Industrial Revolution and the formation of labor unions to protect workers rights • Language Objective: Students will read information together and in their textbook. Student will write answer to questions and complete a graphic organizer. • Agenda: Students will hand in their invention projects • Students will read about the goals of trade unions • Students will complete a worksheet and graphic organizer concerning trust, unions and strikes • Homework: Read all of Chapter 6 and 7.1-complete worksheet

  48. Date 9/25/2015 • Objective: Students will be able to identify the data of change during the Industrial Revolution while students analyze growth charts on various topics • Language Objective: Students will view and read graphs and images where their analysis will allow them to write • Agenda: Students will hand in their invention projects or by Monday • Students will then work with a partner to complete the graph analysis worksheet- Student will analyze data and write complete sentences when appropriate- There are 3 questions for each graph • The graph and image will be projected on the overhead for about 3-5 minutes so students must keep up!!!!!!!! • Completed worksheet due today in class • Homework: Read all of Chapter 6 and 7.1

  49. Date 9/24/2015 • Objective: Students will be understand the importance of inventions and the impact of the Industrialist on society and the geographic impact of the Industrial Revolution • Language Objective: Students will view a video and complete the video guide. Students will be creative and draw, write and create their invention proposal. • Agenda: Students will watch America Story of Us and complete a video guide • Students will go to the computer lab to complete their invention project- Due Tomorrow!! • Homework: Read all of Chapter 6 • Continue to create invention-Due Friday

  50. Date 9/22/2015 • Objective: Students will be understand the importance of inventions and the impact of the Industrialist on society and the geographic impact of the Industrial Revolution • Language Objective: Students will discuss their quiz, read the atlas and locate and write answer to question. Students will be creative and draw, write and create their invention. • Agenda: Students will finish their notes • Student will read about the assembly line and then complete a simulation- • Students will read write down their experience and discuss the activity • Homework: Read all of Chapter 6 • Continue to create invention-Due Friday

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