Roaring 20’s/Great DepressionGoals and Objectives

Day 1 New Unit! Roaring 20’s, Great Depression• Grab a Fibonacci sequence poem from the basket • Using your notes from Chapter 25 you will follow the

instructions from the half sheet and demonstrate the debate over the ratification of the Treaty of Versailles

• You may use notebook paper, anything from the art supplies etc. 30 minutes allotted

Goals

• Students will be able to demonstrate knowledge on the ratification of the Treaty of Versailles• Students will take notes to guide a general

understanding of the booming or roaring 20’s

Day Three• Please answer the Entry Task: Culture Clash, on

googleclassroom• Ensure to respond to one other person• Student Goals:• Students can demonstrate understanding of the Modernist vs.

Traditionalist clash through the creation of a comic strip• Students can compare and contrast the 1920’s culture with

modern Culture through the creation of a comic strip

Comic Strip• Student Goals:• Students can demonstrate understanding of the Modernist vs.

Traditionalist clash through the creation of a comic strip• Students can compare and contrast the 1920’s culture with

modern Culture through the creation of a comic strip• In your groups you will:• Split the readings up: Sections 2-5• You will ensure to get the vocabulary in your notes• You will share out the ideas in your group and clarify any

questions: peers must get vocab from you• You will then develop your comic strip

Comic Strips• You will Create TWO comic strips• 1920’s and Modern

• Both must tell a story• Both must demonstrate a Modernist vs. Traditionalist Debate• 1920’s• Must have the debate from the time era • Utilizes 6 Vocab words and are underlined• Is thorough and accurate and demonstrates understanding of the

various concepts• Modern Comic• Must demonstrate some topics from the modern era• Your own vocab (think if a historian look backed on this era: slang, ideas,

etc.)• Both must be clear and thorough and demonstrate clashing cultures

Today• Completing Comic Strips• Watching a video on the 1920’s with LIVE footage….

• Ooooooooh. Aaaaaaaaaah. Huzzzaaaaaah!

Day 4 Welcome• Guiding Questions: What does it mean to be black in the United

States? In what ways is black identity portrayed in the art, music, and writing of the Harlem Renaissance?

• Please grab the packets about Black Voting and the Jim Crow Laws. Read the case below. Then read voting packet. Then Jim Crow Laws packet if you have time. Everything today is driven by our questions.

• Plessy v. Ferguson, case in which the U.S. Supreme Court, on May 18, 1896, by a seven-to-one majority (one justice did not participate), advanced the controversial “separate but equal” doctrine for assessing the constitutionality of racial segregation laws. Plessy v. Ferguson was the first major inquiry into the meaning of the Fourteenth Amendment’s (1868) equal-protection clause, which prohibits the states from denying “equal protection of the laws” to any person within their jurisdictions. (Britannica)

Continued• Guiding Questions: What does it mean to be black in the

United States? In what ways is black identity portrayed in the art, music, and writing of the Harlem Renaissance?

• Unpacking the Questions: What do they mean? What do you need to be successful?• Discuss

• Strange Fruit• Discuss: How does it guide us to our guiding questions?• Double Entry Notes Activity Example

• Next Step: Gallery Walk

Rotation Activity• Guiding Questions: What does it mean to be black in the United

States? In what ways is black identity portrayed in the art, music, and writing of the Harlem Renaissance?

• Rotation: Address the pieces from the Harlem Renaissance• How do these sources relate to our guiding questions?

• You will walk around the classroom (and one in the hallway) SILENTLY!!!!! PLEASE NO TALKING, PROCESS ALONE!

• Fill out your double entry notes with evidence to support our guiding questions

• Along the way add questions, thoughts, etc. to the parking lot and comment on other people’s responses if you feel compelled to

• When done, using evidence, write a thorough response to the questions in complete sentences.

HELLO!• Two things to grab on your way in:• The Fibonacci Sequence half sheet• The packet in the basket that gives you info on writing (this is

yours to keep)• Get out Chapter 29• Finish your Double entry notes• Make a list, in your notes, that addresses this questions:• ? In what ways is black identity portrayed in the art, music, and

writing of the Harlem Renaissance? (examples: religion, identity, etc.)

Greetings• We are going to finish up the clash of Moderns vs.

Traditionalist. Grab the Fibonacci Sequence poem instructions if you have not

• Read the Poem Instructions• The theme you will be addressing is the Modernist vs.

Traditionalist debate during the 1920’s• If done with the Poem: work on Chapter 30

• Goals:• Understand and represent the debate between traditionalists

and modernists• Overview the BUST!

Graphic Organizers• Yay!• Take a seat and await further instructions

Welcome Back: Happy New Year• Take a seat and get out a piece of paper• On the piece of paper what was on thing you enjoyed most

about your break and why? Do you have any Resolutions for the year? If so what? (School appropriate please).

• Turn in• Get out your Stock Market Crash information• Wait to finish the graphic organizer

Causes of the Great Depression• Goals: Students will be able to analyze and determine the

most significant cause of the Great Depression (skill and content acquisition)

• Read the causes of the Great Depression sheet: So rad, Mr. V is GIVING YOU THE CAUSES!

• Make Groups of 5• Let us do a document together• Now you have two per person if you wish to split them up• Now as a group determine which is the most significant cause

of the Great Depression• Be prepared to Discuss as a class

Good day• Grab the Economy Crashes reading and fill it out if you have

not done so already• If you have work on Chapter 31, 32, or 33• We will get back into our groups shortly• Goals: Students will be able to analyze and determine the

most significant cause of the Great Depression (skill and content acquisition)

Your writing piece to these documents• You must answer the prompt: What was the most significant

cause of the Great Depression and why?• Your written piece must include:• Background Information• Thesis statement• Evidence• Explanation of evidence and significance• Optional: Counter Argument

HI• Take a seat• You need to set up a Great Depression Causes and Effects

section in notes• WOOOOOOOO!!!!!

Hi• Grab the Study Guide and the Worksheet in the basket. Read

and complete the worksheet• When you are finished you need to grab a rubric from Mr. V’s

Stool

Peer Edit• Put your name on the rubric sheet.• Fold the rubric in half so that two sides have a rubric.• Swap rubrics and rough drafts with someone• Using the rubric and the guidelines (background, thesis,

evidence, explanation of evidence, optional counterargument) assess the rough draft and give it a score on the rubric. Does this person deserve A, B, C, or D (remember need counter argument for A). Leave comments, suggestions, and corrections

• When finished find someone new to swap papers/rubrics with. Do NOT LOOK AT THE OTHER PERSONS SCORING! Score the paper as above and return it to that person

Hi • Please spend the first 15 minutes of class working on your

study guide and reviewing concepts• Goals when doing study guide:• Develop clarifying questions• Know the who, what, why, significance• Can you relate the concepts to one another?