UNIT PLAN Grade Level: 5 Unit #: 5 Unit Name The Roaring 20 s Big Idea/Theme: Along with the rest of the world, the United States experienced a boom period during the 1920s. Culminating Assessment: Working in small groups, or a whole class create a 1920 s magazine whose purposes is to inform and entertain readers concerning important events and happenings of the 1920 s. Each student will have a specific section of the magazine to complete. (See attached instructions.) Unit Understanding(s) s will understand that The standard of living for most Americans improved during the 1920 s. New technologies such as automobiles, airplanes, radio, and movies became more popular. The Great Migration of African Americans from southern rural to northern urban areas resulted from push pull factors. The Harlem Renaissance had its origins in the Great Migration. Racial and ethnic conflicts affected the lives of Americans during the 1920 s. Prohibition outlawed the production and distribution of alcohol and was intended to control the immigrant population. The 19 th amendment gave women the right to vote. Unit Essential Question(s): How did the standard of living for Americans improve during the 1920 s? What were the new technologies and forms of entertainment that became more popular in the 1920 s? What was the Great Migration of African Americans and what were the push pull factors that led to it? What was the Harlem Renaissance and where did it have its origins? How did racial and ethnic conflict affect the lives of American s during the 1920 s? What was Prohibition and why was it created? Was Prohibition successful? What was the Nineteenth Amendment?
s will know / s will be able to Explain how and why the 1920 s were known as the Roaring Twenties. (This was due to the increased standard of living and the new technologies that became available.) Summarize the changes in daily life during the 1920 s. Analyze why many Americans (i.e. farmers, sharecroppers, and underpaid factory workers) did not enjoy the rising standard of living. List the reasons African Americans wanted to leave the South; for example, lynching, Jim Crow Laws, sharecropping, the boll weevil, and migrate to the north for job opportunities. Examine the effects the Harlem Renaissance had on the culture; for example, jazz music, artists, and singers. State the reasons that African Americans and immigrants were treated unfairly by groups like the Ku Klux Klan and were often targeted by riots. Describe Prohibition which outlawed the production and distribution of alcohol and was intended to help control the immigrants drinking habits. Explain why and how Prohibition laws were widely ignored and speakeasies and bootleg liquor gave rise to crime. Tell why and when the Prohibition Amendment was repealed in the 1930 s. South Carolina Academic Standards: 5-4.1 Summarize daily life in the post World War I period of the 1920s, including improvements in the standard of living, transportation, and entertainment; the impact of the Nineteenth Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict. Interim Assessment (formative) 1,2,3,4 cards Class discussions Class work Homework Human Bar Graph Study guide Teacher observations
Vocabulary Bootleg Economic Hardships Entertainment Ethnic conflict Harlem Renaissance Nineteenth Amendment Prohibition Laws Pull Factors Push Factors Racial and Ethnic Conflict Repealed Speakeasies Standard of living Suffrage Technology The Great Migration
Key Criteria (to meet the standard/rubric) Rubric **NOTE TO TEACHERS: The culminating activity can be completed in pairs instead of groups. This project can also be a reading grade (informational text features)
Creating a 1920 s Magazine Instructions You and your group members will create a magazine about the 1920 s with the following components: 1. Cover Page Must include: Lead story title Picture Title of magazine Editor s/contributors Date 2. Table of contents showing the order of the articles and all additional information (this has to be created last). 3. Four feature articles. Articles must be written during the 1920 s. Each group member is responsible for 1 article! Articles can be about any significant event, trend, or development during the 1920 s. Articles must have a date, and the date must correspond to the publication date of the magazine. Below are your choices for titles for articles: - The Harlem Renaissance - The Great Migration - Prohibition - New technology o Automobiles o Airplanes o Radios o Movies - Push Pull factors - Jazz music 4. Your magazine must have additional pieces of information as well. Each group member is responsible for ONE of the following. YOU MAY NOT HAVE MORE THAN TWO OF EACH TYPE IN THE MAGAZINE. A graphic (map, chart, etc. with an explanation) Two advertisements. Remember the advertisements should suit the audience of the magazine and be a popular product from the 1920 s. Letter to the Editor-on a current controversial issue. When EACH person completes their part, we will put the magazine together. (**Including the lead story you wrote as a group**)
1920 s Magazine Project Rubric Name: # Date: Points/Assessment 4 3 2 1 Topic choice (This is for your individual articles) selected appropriate topic and provided appropriate selected appropriate topic, but needed to provide more selected appropriate topic, but included few details. did not choose the appropriate topic, or information was incorrect. Article Development Article has an introduction, body, and conclusion. Article is missing one part of the introduction, body, or conclusion. Article is missing two parts of the introduction, body, or conclusion. Article has no introduction, body, or conclusion. Graph, Letter, or Advertisement (must create one of the following: a graph, letter to the editor, or advertisement) created 1 of the following: graph, letter, or advertisement with a sufficient amount of created 1, but needed more created 1 of the following, with incorrect did not create one of the following. Lead story pertained to the 1920 s. Story had sufficient Story needed elaboration. Story had few details. No information provided. /16=
1920 s Magazine Project Rubric- (Reading) Consist of at least 4 headings Contains pictures/captions Various print styles Contains a graphic Contains a table of contents 10 points 10 points 10 points 10 points 10 points TOTAL: /50 points
Spartanburg School District Two Social Studies CCSS Addendum Topic: Roaring Twenties Unit 5 Course: 5th Grade Social Studies Learning Objectives Aligned to ELA CCSS: RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL 5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes: speak clearly at an understandable pace. Vocabulary To Be Included in Unit: A. Content/Domain/Text-Specific Vocabulary B. Academic Vocabulary (Tier III Words specific to the text or field of study.) (Tier II Words applicable to multiple content areas.) Roaring Twenties Harlem Renaissance Jazz technology Texts and / or Other Resources: www.history.com United Streaming http://www.digitalhistory.uh.edu/era.cfm?eraid=13&smtid=1 "Thank You, Ma'am" by Langston Hughes (possible author study from 1920s) Cumulative Unit Assessment Ideas: This culminating assessment (magazine project) will stay the same. *See revised rubric below. Guiding Questions: Based on the topic you researched, what are the most important conclusions you can draw from the text? Writing/Research Activity: *See Magazine Project
Technology Incorporation/Connections: internet research 1920s Informative Culminating Assessment Rubric 4 3 2 1 At least three sources are used in writing. At least 2 sources are used in writing. At least 1 source is used in writing. There is no evidence of sources used in writing. All components are evident in their advertisement, Letter to the Editor, and/or graph pertaining to the 1920s. Most components are evident in their advertisement, Letter to the Editor, and/or graph pertaining to the Some components are evident in their advertisement, Letter to the Editor, and/or graph pertaining to the Few components are evident in their advertisement, Letter to the Editor, and/or graph pertaining to the All facts are relevant to the student s chosen topic of the 1920s time period. 1920s. Most facts are relevant to the student s chosen topic of the 1920s time period. 1920s. Some facts are relevant to the student s chosen topic of the 1920s time period. 1920s. Few facts are relevant to the student s chosen topic of the 1920s time period.
Informative/Explanatory Writing Rubric Score Focus/Opinion Organization Support/Evidence Language/Vocabulary Convention 4 The response is fully focused: main idea of a The response has a clear and effective organizational structure: The response provides thorough and convincing support/evidence for the The response clearly and effectively expresses ideas, using precise language. The response demonstrates a strong command of conventions. topic is focused, Effective, main idea that includes Use of academic Few, if any, clearly stated, and strongly consistent use of a variety of the effective use of sources, facts, and details. and domainspecific errors in usage and sentence maintained. transitional Use of evidence vocabulary is formation. Main idea of a devices from sources is clearly Effective and topic is Logical smoothly appropriate for consistent use introduced and communicated clearly within the progression of ideas from beginning to integrated, comprehensive, and relevant. the audience and purpose. of punctuation, capitaliztion, and spelling. context. end. Effective use of Effective introduction and conclusion for a variety of elaborative techniques. audience and purpose 3 The reponse is mostly focused. Focus is clear and for the most part maintained, though some loosely related material may be present. Some context provided for the main idea of the topic is adequate. 2 The reponse is somewhat on focus. May be clearly focused on the main idea but is insufficiently sustained. Main idea maybe unclear and somewhat unfocused. The response has a evident organizational structure, though there may be minor flaws and some ideas may be loosely connected. Adequate use of transitional devices with some variety. Adequate progression of ideas from beginning to end. Adequate introduction and conclusion The response has an inconsistent organization and some flaws. Inconsistent use of transitional devices with little variety. Uneven progression of ideas from beginning to end. Conclusion and introduction, if present, are weak. The response provides adequate support/evidence for the main idea that includes the use of sources, facts, and details. Some evidence from sources is integrated, though citations maybe general or imprecise. Adequate use of some elaborative techniques. The response provides uneven support/evidence for the main idea that includes partial or uneven sources, facts, and details. Evidence from sources is weakly integrated, and citations are not in the correct format. Weak or uneven use of techniques. The response adequately expresses ideas, employing a mix of precise with more general language. Use of domainspecific vocabulary is generally appropriate for the audience and purpose. The response does not express ideas that coorelate, using simple language. The use of domain-specific vocabulary may at times be inappropriate for the audience and purpose. The response demonstrates an adequate command of conventions. Some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed. Adequate use of punctuation, capitalization, and spelling. The response demonstrates a partial command of conventions. Frequent errors occur. Inconsistent use of punctuation, capitalization, and spelling. 1 The response may be related to the topic, but may offer little or no focus. May be very brief May have a major drift Focus may be confusing The response has little or no organiztional structure. Few or no transitional devices are evident Frequent irrelevant details included. The response provides minimal support/evidence for the main idea that includes little or no use of sources, facts, and details. Use of evidence form sources is absent or irrelevant. The expression of ideas lacks clarity, or is confusing. Uses limited language or domain-specific vocabulary May have little sense of audience and purpose. 0 A response gets no credit if it provides no evidence of the ability to support the main idea with relevant evidence. The response demonstrates a lack of command of conventions. Errors are frequent and severe.