UNIT: 3 the Beginning of Modern America

UNIT: 3 the Beginning of Modern America

UNIT: [3] The Beginning of Modern America

STANDARDS: Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.

  • Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.

I.O.:

L.O.:

VOCABULARY:
Section 1
Warren G. Harding (p. 172)
Calvin Coolidge (p. 172)
Teapot Dome scandal (p. 173)
Kellogg-Briand Pact (p. 174)
Model T (p. 175)
moving assembly line (p. 175)
Herbert Hoover (p. 177)
Section 2
flappers (p. 179)
Red Scare (p. 180)
Twenty-first Amendment (p. 181)
fundamentalism (p. 182)
Scopes trial (p. 182)
Great Migration (p. 183)
Marcus Garvey (p. 183) / Section 3
talkie (p. 186)
Jazz Age (p. 187)
Harlem Renaissance (p. 188)
Langston Hughes (p. 188)
Lost Generation (p. 188)
expatriates (p. 188)
Georgia O’Keeffe (p. 189) / VISUALS/MATERIALS:
Power Point Presentations
Power Point Questionnaires
Section 1 Boom Times
Section 2 Life During the 1920’s
Section 3 The Jazz Age
Handout: Radio Advertisement
Handout: Henry Ford
Handout: Comparing Graphs
Handout: The Red Scare
Handout: The Great Gatsby
Handout: Freewrite Radio Advertisement
Handout: F. Scott Fitzgerald
Handout: Alain LeRoy Locke
Handout: Chapter Review The Roaring Twenties

SIOP FEATURES

PREPARATION
___ ADAPTATION OF CONTENT
___ LINKS TO BACKGROUND
___ LINKS TO PAST LEARNING
___ STRATEGIES INCORPORATED / SCAFFOLDING
___ MODELING
___ GUIDED PRACTICE
___ INDEPENDENT PRACTICE
___ COMPREHENSIBLE INPUT / GROUPING OPTIONS
___ WHOLE CLASS
___ SMALL GROUPS
___ PARTNERS
___ INDEPENDENT
INTEGRATION OF PROCESSES
___ READING
___ WRITING
___ SPEAKING
___ LISTENING / APPLICATION
___ HANDS-ON
___ MEANINGFUL
___ LINKED TO OBJECTIVES
___ PROMOTES ENGAGEMENT / ASSESSMENT
___ INDIVIDUAL
___ GROUP
___ WRITTEN
___ ORAL
LESSON SEQUENCE SECTION 1:
  • Students will complete section 1 the Power Point Presentation and Question Sheet as a class to obtain background information of America during the Roaring Twenties. Discuss the main ideas below as a class: Students may also complete the section 1 review sheet correlating to the topic of Boom Times. (15 Minutes)
1. President Harding promised a return to peace and prosperity.
2. Calvin Coolidge supported a probusiness agenda.
3. American business boomed in the 1920s.
4. In 1928, Americans elected Herbert Hoover, hoping he would help good financial times continue.
  • Based on the type of needs of students complete one of the following activities below for the duration of the class period to reinforce the concepts/ideas of the lesson.
SUPPORTING ENGLISH-LANGUAGE LEARNERS INSTRUCTION
Organizing Information (15 minutes)
“Who Am I?” Have students gather information about each of the three “key people.” Students will then play the game Who Am I? in small groups. Have them provide factual written clues to read aloud as class members try to guess the identity of the person. The first student to correctly identify the person gets a point.
SUPPORTING SPECIAL NEEDS LEARNERS INSTRUCTION
Making Connections (45 minutes or more)
Technology and Society After reading the section titled Business Booms, ask students to brainstorm a list of other inventions that have changed society as much as the invention of the automobile. Some examples may include the airplane, train, telephone, cell phone, computer, and Internet. Ask students to explain how the inventions have changed society.
Expanding Information (30 minutes)
Research Democratic presidential nominee Alfred E. Smith’s religious faith was an issue in the 1928 election. He was the first Catholic to run for president. Have students conduct research to find out who the first Catholic president was. They may also find out what religious affiliation has been predominant among U.S. presidents.
SUPPORTING ADVANCED LEARNERS/GIFTED AND TALENTED INSTRUCTION
Making Connections (45 minutes or more)
Similes and Metaphors Remind students that a simile is a comparison between two things using the words like or as, and that a metaphor is a comparison between two things that doesn’t use like or as. Read the following simile found on page 754 to students: “the treaty would be ‘as effective to keep down war as carpet would be to smother an earthquake.’” Discuss how it compares the Kellogg-Briand Treaty to a carpet and further that it uses the words as effective… as. Have students create their own similes and metaphors that symbolize their understanding of two unrelated concepts dealing with the material in this section. Ask them to explain the relationship between the two concepts to a partner.
REFLECTION/ASSESSMENT:
Critical Thinking: Hypothesizing The availability of electricity in homes was a great boost to the economy. Write a paragraph about how things might have been different in the 1920s without electricity.
(If time is not allotted for completion in class then assign for homework) / HOMEWORK:
Students will complete the Handout: Comparing Graphs
LESSON SEQUENCE SECTION 2:
  • Students will complete section 1 the Power Point Presentation and Question Sheet as a class to obtain background information of America during The Roaring Twenties. Discuss the main ideas below as a class: Students may also complete the section 1 review sheet correlating to the topic of Life During the 1920’s. (15 Minutes)
1. In the 1920s many young people found new independence in a changing society.
2. Postwar tensions occasionally led to fear and violence.
3. Competing ideals caused conflict between Americans with traditional beliefs and with modern views.
4. Following the war, minority groups organized to demand their civil rights.
  • Based on the type of needs of students complete one of the following activities below for the duration of the class period to reinforce the concepts/ideas of the lesson.
SUPPORTING ENGLISH-LANGUAGE LEARNERS INSTRUCTION
Conceptualization (60 minutes or more)
Pantomime After reviewing vocabulary words with students, give each student a card containing a vocabulary word. Have students take turns pantomiming the assigned concept as the class attempts to guess the name of the concept.
SUPPORTING SPECIAL NEEDS LEARNERS INSTRUCTION
Organizing Information (30 minutes or more)
Mnemonic Devices Give students numerous examples of mnemonic devices such as Good Boys Do Fine Always (an acrostic representing the notes GBDFA on the bass clef of the music scale) and HOMES, an acronym representing the Great Lakes – Huron, Ontario, Michigan, Erie, and Superior. Have students create their own acrostic sentences or acronyms to recall information. Mnemonic devices may be shared in pairs, small groups, or with the whole class.
SUPPORTING ADVANCED LEARNERS/GIFTED AND TALENTED INSTRUCTION
Summarizing Information (60 minutes or more)
Information Circles Have students work in groups of five or more to set up information circles. Assign roles to students such as discussion manager, vocabulary manager, illustrator, connector, and wordsmith. The discussion manager’s job is to write questions and notes in order to lead a meaningful group discussion based on materials read. The vocabulary manager defines the words in a creative manner. The illustrator draws pictures related to the material. The connector makes connections between the section and prior knowledge (text to text connection), fiction (text to text), current events (text to world), or self. The wordsmith finds examples of powerful words. Members bring their papers and all material is discussed within their information circle. Each group can put its work together in book form, which can then be displayed in class.
REFLECTION/ASSESSMENT:
Critical Thinking: Compare Write a paragraph comparing immigration issues today with immigration issues in the 1920s.
(If time is not allotted for completion in class then assign for homework) / HOMEWORK:
Students will complete the Handout: The Red Scare
Students will complete the Handout: The Great Gatsby
LESSON SEQUENCE SECTION 3:
  • Students will complete section 1 the Power Point Presentation and Question Sheet as a class to obtain background information of America during The Roaring Twenties. Discuss the main ideas below as a class: Students may also complete the section 1 review sheet correlating to the topic of The Jazz Age. (15 Minutes)
1. Radio and movies linked the country in a national culture.
2. Jazz and blues music became popular nationwide.
3. Writers and artists introduced new styles and artistic ideas.
  • Based on the type of needs of students complete one of the following activities below for the duration of the class period to reinforce the concepts/ideas of the lesson.
SUPPORTING ENGLISH-LANGUAGE LEARNERS INSTRUCTION
Organizing Information (45 minutes)
Making Charts Provide students with a chart consisting of eight columns labeled: radio, movies, music, art, literature, athletics, women, and pilots. As students read, have them fill in as much information as they can under each heading. Advise students that some information may fit into more than one category. Have students share their charts with a partner.
SUPPORTING SPECIAL NEEDS LEARNERS INSTRUCTION
Synthesizing Information (30 minutes)
Comparing & Contrasting After completing the popular culture web in the Section 3 Assessment, ask students to complete another web pertaining to modern popular culture. All students must list at least three examples of modern media, music, literature, and visual arts.
Synthesizing Information (60 minutes or more)
Utilizing Technology Have students work in cooperative groups to create a computer-based presentation of information introduced in the text. Presentations should be shown to and evaluated by classmates.
SUPPORTING ADVANCED LEARNERS/GIFTED AND TALENTED INSTRUCTION
Expanding Information (60 minutes or more)
Writing Have students imagine they are modern American writers. Ask them to work in pairs and discuss what the Lost Generation authors would write about today. Have students work individually to write a fictional short story.
REFLECTION/ASSESSMENT:
Critical Thinking: Write to Explore Imagine that you have just moved to a city in the 1920s. Write a short letter to a friend telling how life in the city is different from rural life.
(If time is not allotted for completion in class then assign for homework) / HOMEWORK:
Students will complete the Handout: F. Scott Fitzgerald
Students will complete the Handout: Alain LeRoy Locke
BIG IDEAS:
1. American industries boomed in the 1920s, changing many Americans’ way of life.
2. Americans faced new opportunities, challenges, and fears as major changes swept the country in the 1920s.
3. Musicians, artists, actors, and writers contributed to American popular culture in the 1920s.
CHAPTER REVIEW/ASSESSMENTS:
  1. Upon the completion of the lesson parts for this chapter, students will be given one class period for review and a one class period assessment.
  1. Students will write a radio advertisement or a silent film for a new product or form of entertainment from the 1920s. They may choose to advertise a new type of leisure activity, travel, fashion, or convenience open to Americans during this time. Use the Free Write Radio Advertisement Handout for guided writing and reference.