Lesson on Monday, February 13, 2017

Aim: What were the long term and immediate causes of the Great Depression?

Bell Ringer: Lesson Opening: Introduce students to the topic of the Great Depression by showing the famous image of migrant farm families by Dorothea Lange, and asking to think about what the picture tells them about the Great Depression era (Attachment A). Brainstorm what you already know about the Great Depression and New Deal.

Objectives:

1. Students will examine causes, course, and consequences of the Great Depression and the New Deal. Also Assessed Benchmarks ·

2. Students will evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.1.

Agenda:

1. Bell Ringer (10/15 min)

2. Brainpop: Causes of the Great Depression. Complete: Vocabulary (10 min)

3. Read the “Keys” to Learning about the Great Depression and New Deal (Attachment B). For each main point summarize in 10 words or less and create a visual or symbol to represent each point. See example (Attachment C), complete the summary and visual for remaining points in pairs or small groups. Share and discuss main point summaries and clarify (rest of class)

Home Learning: Journal 54 – What were the causes of the Great Depression? Worksheet: "The Great Depression"

Lesson on Friday, February 10, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Collect “Sacco & Vanzetti Political Cartoon/Editorial”

Objectives:

1. Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2. Students examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1. Bell Ringer (15 min)

2. File papers / hold all History Labs to compare and contrast.

3. Complete "1920s Culture" History Lab as a class. Have students fill out their own Lab sheet as the teacher completes it on the screen.

HOME LEARNING: 

1. Brainpop: Great Depression Causes / Complete the “Graded Quiz” and email it to: misteroliveros@gmail.com

Brainpop username: Yonkers14

Brainpop password: Yonkers

2. Complete your "Great Migration 1920s" History Lab. Below are the sources:

Source 1 – “To the North” Political Cartoon

Source 2 – Jacob Lawrence painting

Source 3 – Photographic image of black family arriving in Chicago from the South

Source 4 – Photographic image showing after-effects of Chicago race riots of 1919.

In class, we evaluated our own History Labs (all of them). Write down the questions below, leave space between the questions, and come to class ready to evaluate your own history labs which are put away in the cabinet in social studies class. 

HISTORY LAB SELF-EVALUATION QUESTIONS:

1.  As you reread your labs, what strikes you as the strengths of your writing?

2. What revisions would you make to strengthen your labs?

3. Which lab do you find the most challenging? Why?

4. What kinds of feedback on your writing have you received from instructors?

Lesson on Thursday, February 9, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Review and collect political cartoon/written editorial. Did I say this was due Friday?

Objectives:

1. Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2. Students will examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1.     Bell Ringer (10 min)

2.     Activity: Show the video clip of 1928 movie Our Dancing Daughters (http://www.tcm.com/mediaroom/video/294234/Our-Dancing-Daughters-Movie-ClipOpen-Vicious.html) Observe the way that 1920s women are depicted in the clip. Work with a partner to read and categorize the opposing viewpoints about the 1920s “new woman” and the bobbed hairstyle (http://historymatters.gmu.edu/d/5117) in a T-chart (Attachment F).

3.     Debate the opposing sides. As an extension, assign students to read F. Scott Fitzgerald’s short story “Bernice Bobs Her Hair” (http://public.wsu.edu/~campbelld/engl494/bernicebobs.pdf).

Home Learning: Complete political cartoon/editorial.

Lesson on Wednesday, February 8, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Review Journal 53 and complete any unfinished Attachment B segments.

Objectives:

1.     Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2.     Students will examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1.  Bell Ringer  (10 min)

2.  Activity: First, play the Woody Guthrie song “Two Good Men” for students to listen and write down any words they hear that seem important (https://www.youtube.com/watch?v=dNKg54bvObQ).   

3.  Briefly discuss the song and student reactions (Woody Guthrie, an iconic American folk singer, wrote a whole collection of songs about Sacco and Vanzetti). Next, divide the class into small groups. (10  min) 

4.  Read and discuss the background on Sacco & Vanzetti (Attachment C). Give each group a primary source document related to the 1920s Red Scare and/or the Sacco & Vanzetti case (Attachment D), and analyze your source using the Library of Congress graphic organizer (Attachment E). Have groups report out about the meaning and significance of their source. (rest of class)

Home Learning: Create your own political cartoon or written editorial to express your opinion on the 1920s Red Scare. Your opinion must be backed by interpretation of the political cartoons and readings given in class. Due Friday! 

Lesson on Tuesday, February 7, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Review 1920s Lab results

Objectives:

1.     Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2.     Students will examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1.Bell Ringer (10 min)

2.Present/share Attachment B (15 min)

3.Complete the note-taking guide (Attachment B, pages 4-5) using their textbook: United States History & Geography pp.224-227

Home Learning: 1st & 5th periods: Complete chart "The Harlem Renaissance" (Attachment B-5) and answer Journal 53 - What does the Harlem Renaissance reveal about African American culture in the 1920s?

5th period only: Watch the video below and complete the Venn Diagram on Booker T. Washington and W.E.B. Dubois.

Lesson on Monday, February 6, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Stamp and review answers for Journals 48-52.

Objectives:

1.     Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2.     Students will examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1.Bell Ringer (10 min)

2.Have students complete the note-taking guide (Attachment B, pages 1-3) using their textbook (McGraw-Hill United States History & Geography pp. 202-203, 217-223), online resources, or class notes as appropriate (rest of class)

3.Grade Journals 41-50

Home Learning: Home Learning: Complete your assignment topic in Attachment B

Lesson on Friday, February 3, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Lesson Opener – 1920s

Objectives:

1.     Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2.     Students will examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1.     Lesson Opening: Introduce students to the topic of 1920s civil rights issues by showing them Jacob Lawrence’s iconic painting(s) from the Great Migration series (Attachment A). Examine the painting(s) using guiding questions from the Library of Congress guide to analyzing images: http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_a nd_Prints.pdf (15 min)

2.     Think about how northern cities like New York changed with the arrival of thousands of African Americans migrating from the South. Make the connection between WWI, the Great Migration, the Harlem Renaissance, etc. You may also begin a discussion about how life changed for other groups after WWI (women and ethnic minorities, for example).

3.     Read pp. 202-203, 217-223 in the McGraw-Hill textbook United States History & Geography, answering each Progress Check question as they read. Review answers to ensure understanding. The Progress Check questions are:

A.   J48. Do you think that the events of 1919 justified Palmer’s actions? Why or why not?

B.    J49. How did the National Origins Act help deal with the tensions created by nativism?

C.    J50. What political, social, and economic contributions did women make to American society in the 1920s?

D.   J51. Why did many artists, poets, playwrights, and novelists move to Paris in the 1920s?

E.    J52. Why did new national pastimes emerge during the 1920s, and what were some of the most popular ways for Americans to spend their leisure time. (rest of class)

Journals 41-50 will be graded on Monday.

Home Learning: Complete Journals 48-52 / Have Journals 41-50 ready to be graded.