TICKETS! Lesson Plan Design

Modified for the Field Instructional Design Plan (IDP #1-3)(Field I & II)

Name: TaftDate: 9/17/2013

Lesson Title/#:Prohibition Speak EasyGrade Level(s)/Course: 8th Grade US History

Learning Central Focus: Teacher Readiness

Central Focus:
An overview of Prohibition, with an examination of the positives and negatives and the local impact
Essential Question(s):
Were the 1920s the “best of times” or the “worst of times”?
Common Core Standard(s):
  • CCSS.ELA-Literacy.RH.6-8.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
  • CCSS.ELA-Literacy.RH.6-8.10By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Related NCSS Theme(s) and explanation of relationship to theme(s)
#2 – Time, Continuity, and Change – The activity will provide students with an overview of the Prohibition era, including the moral origins of prohibition, the various viewpoints about prohibition, and the link to local Milwaukee history.
Related Wisconsin Model Academic Social Studies Standard(s):
  • B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used
  • B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history
  • B.8.7 Identify significant events and people in the major eras of United States and world history

Student Learning Objective(s):
“The student will describe and assess the positive and negative aspects of Prohibition in the 1920s.”
Context – Where does this fit within a unit/topic/etc.
The unit “Problems at Home, Problems Abroad” begins with an overview of the 1920s. The essential question for the study of the decade involves students learning about the various economic, political, social, and cultural changes of the “Roaring 20s” and coming to a conclusion about the overall legacy of the decade. Students have finished the Progressive Era and World War I, both of which were important factors to the creation of the 18th Amendment.
Prior Academic Knowledge and Conceptions:
Students have finished the Progressive Era and World War I, both of which were important factors to the creation of the 18th Amendment. In addition, students understand the German heritage of Milwaukee and the importance of the brewing industry.
Classroom set up:
Door should be locked and covered, with a slip cut into the covering to peer out when patrons knock on the door. Soda and juice should be purchased and hidden in the room behind a makeshift “bar”. Screen should be prepared for video and audio, and a dance floor should be created. Space should be provided for primary source analysis around the room.
Materials (attach hard copy):
Prohibition Reading and notetaking matrix
Primary sources from Prohibition
Prohibition video overview, Charleston video, period music
Soda, cups, box to cover
Signs for the speakeasy
QR codes for slang, knock code
Differentiation – Planned Supports:
Individualized assistance for students that need help with primary sources and reading, two color highlighting suggestions, partner sharing for review
Related Technology (include annotated links and files):
  • The History Channeloffers a decent overview of the Prohibition era at along with two very useful short videos - Bet You Didn’t Know – Prohibition and
  • America Goes Dry With Prohibition
  • There are many “How To” Charleston videos available, including

Wets & Drys, America in the 1920s,Primary Sourcesfor Teachers is a great collection of primary resources about the era and useful for the student resources in the lesson

Prohibition: - This companion site to the PBS Prohibition documentary provides and outstanding overview of the era, houses short video clips from the series, and contains a timeline and interactive map.

Instructional Strategies and Learning Tasks

RIO Element:Provide the step-by-step description of what the teacher (you) will be doing and/or what the students will be doing (Instructional Strategies)in bulleted-command format.

STUDENT READINESS
Engagement:
To hook students, give them a message that involves 20s lingo and a link to a secret knock for the speakeasy the next day. Before school, hang up signs that ask students to figure out the response to a slang term from the 1920s
Purpose Statement:
We will examine the historical era of Prohibition, seeing the pros and cons of the 18th amendment and the impact the era it had on Milwaukee.
INPUT
Instruction/Model/ Formative Assessments Strategies:
  • Clearly label your Instruction, Modeling, and Formative Assessment Chunks throughout this plan.

Instruction:
  • The classroom should be set up as a speakeasy before class begins, and the door should me locked and monitored. A sign on the door should trigger students’ knocks to enter the room.
  • Music should be playing in the background, but not too loud, since the speakeasy
  • Listen carefully to the knocks and ask students (“patrons”) for the password, allowing students to enter.
  • As students enter, have them read the “Prohibition” handout, noting the pros and cons of the era on the reading.
  • Once all students are in, introduce them to the concept of the “speakeasy” by uncovering soda and offering everyone to come up to the bar. Turn the music up louder and have them continue with their reading. They can also add their notes to their matrix, and develop some questions as well.
  • Show one of the Prohibition videos and have students continue to add to their notes.
  • Have students circulate around the room looking at primary source accounts and images of the time period. Students can add to their notes, share with fellow patrons, and enjoy the music.
  • If possible have a member of the administration bust the party by speakeasy by banging on the door, ordering to come into the room, and questioning the patrons.
  • Once the authorities leave, continue with the circulating around the room and adding notes. Patrons can continue to share, and notes can be posted on a board if there is time OR have each student add one or two entries to a matrix on the board.
  • If time permits, have students learn to dance the Charleston using the instructional video.
  • Close the lesson with an exit assessment having students vote for a repeal of Prohibition OR putting “Prohibition” on a spectrum of “best of times” and “worst of times”, along with an explanation.
Model:
  • Enter the first notes on each side of the class notes on the board
  • Provide a verbal example of analyzing one of the sources
  • Model the dancing of the Charleston
Formative Assessment:
  • Close the lesson with an exit assessment having students putting themselves on a “Repeal Prohibition” spectrum OR on a Prohibition “best of times” and “worst of times”, along with an explanation.

Guided Practice:
In this lesson, there is guided practice in examining written material and pulling out the author’s opinion.
OUTPUT
Assessment (Application) and Closure Strategy:
Summative Assessment:
Objective question on traditional test concerning the overall impact of Prohibition
OR
Subjective question on traditional test identifying two-fourarguments on each side of the Prohibition argument
OR
Performance assessment in which students write letters to the editor explaining their view on the 18th Amendment, write and deliver a speech concerning their view on the 18th Amendment, or create a flyer supporting or opposing the 18th Amendment – each including three supporting arguments
Closure:
As a posted “So what?” assignment or in class the following day, students can make connections to current movements for both prohibition and legalization. Students can also suggest a class trip to the Safe House in downtown Milwaukee …
ENRICHMENT
Possible enrichment experience(s):
Students can be directed to the Ken Burns’ documentary “Prohibition” for a very detailed and insightful overview of the era. Students can also be challenged to find more links between Prohibition and their local area and share them in class.

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