Grade 10 Unit 4 The Roaring 1020's

West Haven Public Schools

Unit Planning Organizer

Subject:  U.S. History                                          

Grade:  10

Unit:  The Roaring 1920’s                                  

Pacing:  Two Weeks

Essential Questions:

  1. What impact did the ‘Great Migration’ have on the 1920s?
  2. Were the 1920s ‘Roaring’ for all Americans?
  3. What caused Americans to fear foreigners and radicals following World War I?  Was this fear justified?

Big Ideas:

  1. Society is transformed by environmental, economic, social, cultural and civic change.
  2. Wealth (and lack of) affects people’s lives in many ways.
  3. Societal expectations can either unify or divide a culture.

 

CT State Standards

Priority:

1.1.1:  Describe the forces of migration within the United States.

1.1.4:  Explain the changing nature of the American economy.

1.1.9:  Assess the significance of the evolving heterogeneity of American society.

Supporting:

1.1.2:  Trace the evolving nature of citizen’s rights.

1.1.3:  Trace the changing role of American participation and influence in world affairs.

1.1.6:  Compare and contrast various American beliefs, values and political ideologies.

1.1.11:  Analyze how the arts, architecture, music and literature of the United States reflect its history and the heterogeneity of its culture.

1.1.12:  Evaluate the role and impact of the individual on historical events.

1.3.1:  Explain how the arts, architecture, music, and literature of a civilization reflect its culture and history.

1.3.12:  Evaluate the impact of major belief systems on societies and nations.

1.4.3:  Analyze how geographic location and physical features have influenced national histories.

1.5.2:  Analyze how a specific environment has influenced historical developments in a region of the United States.

1.6.2:  Analyze the influence of geography on the development of the United States.

1.6.3:  Analyze patterns of migration both within and among nations.

1.6.4:  Analyze man-made factors that cause human movement.

1.7.1:  Compare and contrast how different national governments throughout the world attempt to meet the needs of their citizens.

1.8.1:  Describe examples of laws that have been modified to meet the changing needs of society.

1.8.2:  Explain factors that contribute to making and implementing laws in different government systems.

1.9.1:  Give examples of how individuals or groups have worked to expand or limit citizens’ rights in the United States and other nations of the world.

1.13.2:  Analyze examples of the impact of cultural diversity in different nations.

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

-Forces of migration within the United States

      *Harlem Renaissance

      *Great Migration

      *availability of jobs

      *environmental factors

 

-Changing nature of the American economy

      *problems for farmers

      *buying on credit

      *growth of industry

      *search for markets

      *boom to bust

 

-Significance of the evolving heterogeneity of American society

       *cultural impact of Harlem Renaissance

       *migration within the U.S.

       *postwar immigration, restrictions,

           fears

       *growth of cities

 

 

-Describe

 

 

 

 

 

 

-Explain

 

 

 

 

 

 

-Assess

2

 

 

 

 

 

 

5

 

 

 

 

 

 

5

Assessments

Common Formative Pre-Assessment :

-Pretest

 

“Dipsticks”:

-Homework

-In class individual and small group work

-Quizzes

-Q and A

-Closure Activities

 

Common Formative Post- Assessment:

-Test

 

Instructional Planning

Suggested Resources/Materials:

Textbook

Primary/Secondary Sources

Map Activity

Graphic Organizer

Videos

Power Point/Smartboard

Computers

Student Created Posters

 

Suggested Research-based Effective Instructional Strategies:

Harlem Renaissance Brochure, 1920s Diary Project, Create a PowerPoint, Create a Jeopardy game 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Henry Ford, assembly line, jazz age, consumerism (autos/movies/radios), Charles Lindberg, F. Scott Fitzgerald, Harlem Renaissance, Countee Cullen, Langston Hughes, James Weldon Johnson, Claude McKay, Duke Ellington, Louis Armstrong, Bessie Smith, Paul Robeson, Marcus Garvey, Scopes Trial, Clarence Darrow, Prohibition, organized crime, immigration quotas, Sacco and Vanzetti, Ku Klux Klan

-BER Handbook, Stamp Creation, p. 137

-For the Record, “Big Ideas from Big Business” (p. 199)

-U.S. History Skillbook, Chap. 11

-Nystrom Atlas of U.S. History (p. 82-83)

-Literature (“The American Experience):

   *”Any Human to Another”, Countee Cullen (p. 902-905)

   *”The Negro Speaks of Rivers”, Langston Hughes (p. 908-911)

-Music:  Listen and evaluate the music of various Jazz musicians

-Math:  Create graph about Great Migration

-Science:  Research the issues behind the Scopes Trial