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Jazzed, Boozed, and Busted: 1920

Lesson Author
Course(s)
Required Time Frame
The Roaring Twenties or Interwar Years Mural Project should be broken into several days. I usually give the students two-three class periods to research their chosen topic. On the third or fourth day, the students give their presentations in class.
Subject(s)
Lesson Abstract
Students 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.
Description
  • 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.
Rationale (why are you doing this?)

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.)

Lesson Objectives - the student will
  • 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.
District, state, or national performance and knowledge standards/goals/skills met

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).

Secondary materials (book, article, video documentary, etc.) needed

The student will conduct research via the internet. A few useful websites include:

Research will be on a per student basis.

Fully describe the activity or assignment in detail. What will both the teacher and the students do?
  • 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.
Assessment: fully explain the assessment method in detail or create and attach a scoring guide
  • 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

  1. 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

  1. 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

  1. 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

  • The Roaring Twenties

Presentation

Student Name: ________________________

 



  • CATEGORY
  • 4
  • 3
  • 2
  • 0
  • Rough Draft
Rough draft brought on due date. Well organized and planned out. Rough draft brought on due date. Organized and thought out. Rough draft brought on due date, but lacking organization and planning.
  • Rough draft not ready.
  • Presentation
Well-rehearsed with smooth delivery that holds audience attention. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery not smooth, but able to maintain interest of the audience most of the time.
  • Delivery not smooth and audience attention often lost.
  • Attractiveness
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
  • Use of font, color, graphics, effects etc. but these often distract from the presentaion content.
  • Requirements
All requirements are met and exceeded. All requirements are met. One requirement was not completely met.
  • More than one requirement was not completely met.
  • Mechanics
No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors.
  • More than 4 errors in spelling or grammar.
  • Organization
Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part.
  • There was no clear or logical organizational structure, just lots of facts.
  • Content
Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors.
  • Content is minimal OR there are several factual errors.
  • Oral Presentation
Interesting, well-rehearsed with smooth delivery that holds audience attention. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Delivery not smooth, but able to hold audience attention most of the time.
  • Delivery not smooth and audience attention lost.
  • Originality
Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people’s ideas (giving them credit), but there is little evidence of original thinking.
  • Uses other people’s ideas, but does not give them credit.
  • Sources
Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format.
  • Very little or no source information was collected.
  • Add-ons

(Video or Audio)

Student integrated video into presentation smoothly and applied correctly. Student used video with presentation with accuracy. Video used, but with poor integration and accuracy.
  • No video used

 

Total /44 pts

X 3=

OVERALL GRADE: /132 pts.