- The 1920s Mural Project will be an alternative way of learning about the period of time in American history that was commonly referred to as the Jazz Age or Roaring twenties. It was a time of traditional, cultural, and political change.
- For this project, the student's will be required to put together a PowerPoint or poster board presentation on a theme from the Roaring Twenties. The presentation (PowerPoint slides or poster board) must include pictures, descriptions, and various other items that each student feels relevant to the topic. Following completion of project, each student will give a presentation to the rest of the class.
I have given this project, in various formats, each year. My students really enjoy doing "hands-on" type activities and this time period always catching their attention. The Roaring Twenties mural project also appeals to the non-traditional students; those students that may not score well on tests, but are skilled in other areas (art, speech, etc.)
- The student will demonstrate a clear plan and organized thought process around an easily identified theme.
- The student will present facts and ideas in a correct, relevant, and cohesive manner.
- The student will illustrate and depict important ideas and individuals in the presentation.
- The student will gain valuable information through a hands-on activity about the interwar years.
MISSOURI SHOW ME Standards:
2. continuity and change in the history of Missouri, the United States and the world
4. economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment
6. relationships of the individual and groups to institutions and cultural traditions
7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)
Kansas Standards
KANSAS STANDARDS (High School-US History)
Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890-1930).
9. (A) analyzes factors that contributed to changes in work, production and the rise of a consumer culture during the 1920’s (e.g., leisure time, technology, communication, travel, assembly line, credit buying).
10. (A) evaluates various social conflicts in the early 1920’s (e.g., rural vs. urban, fundamentalism vs. modernism, prohibition, nativism, flapper vs. traditional woman’s role).
11. (A) analyzes significant developments in race relations (e.g., rise of Ku Klux Klan, the Great Migration, race riots, NAACP, Tuskegee).
12. (A) interprets how the arts, music, and literature reflected social change during the Jazz Age (e.g., Harlem Renaissance, F. Scott Fitzgerald, development of blues and jazz culture).
Benchmark 5: The student engages in historical thinking skills.
1. (A) analyzes a theme in United States history to explain patterns of continuity and change over time.
2. (A) develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.
3. (A) uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).
The student will conduct research via the internet. A few useful websites include:
Research will be on a per student basis.
- The Roaring Twenties or Interwar Years project should be used an activity to conclude a unit of study of the time period.
- The teacher should discuss the project and hand out the directions for the project and the rubric for the project on the first day. I spend one class period setting up student/teacher expectations for the research process.
- On day two and three, students use class time for self-guided and teacher-guided research and a student selected theme or topic.
- On day four and five, student should use the class time to prepare their PowerPoint or Poster-Board presentations.
- Day five or six should be used for classroom presentations.
- I have included the project directions and the grading rubric.
Jazzed, Boozed, and Busted!
1920s Mural Project
The Roaring Twenties Mural Project will be an alternative way of learning about the period of time in American History that was commonly referred to as the Jazz Age or Roaring Twenties. It was a time of great traditional, cultural, and political change.
For this project, each student will be required to research a topic from the list and design a PowerPoint or Poster-Board presentation on that selected theme. Your presentation should include pictures, descriptions, primary sources, and any other items that you feel is relevant to the topic/theme in American History. Each student will conclude the project with a in-class presentation.
Themes
- Politics and Government D. Cultural Influences
1. Harding scandals 1. Jazz development
2. 18th, 19th, and 20th Amendments 2. Harlem Renaissance
3. Prohibition (enforcement, enactment, etc.) 3. Automobile and roads
4. Organized crime/Gangsters 4. Negro Leagues
5. Creation of the FBI,/J. Edgar Hoover 5. The Lost Generation
6. FDR and the New Deal legislation 6. Radio
7. Huey P. Long 7. Black Sox Scandal
- Economics E. Famous People
1. Influence of Henry Ford 1. Margaret Sanger
2. Labor Unrest 2. J. Edgar Hoover
3. Mass Production 3. John Dillinger
4. Labor Unions 4. Marcus Garvey
5. Stock Market Crash 5. Pick a Person
6. Great Depression
- Social Issues
1. Russian Revolution/Red Scare/Palmer Raids
2. President Wilson reactions
3. Traditional moral values vs. Flappers
4. Race Relations (challenges to desegregation, KKK, Quota Systems, etc)
5. Back to Africa movement
6. Scopes trial
7. Flapper culture and style
8. 1920s slang
Presentation Student Name: ________________________ |
|
Total /44 pts
X 3=
OVERALL GRADE: /132 pts.