TICKET TO THE TWENTIES

Introduction:

The purpose of this Unit is to allow fifth grade students to experience life in the 1920’s. This unit gives teachers the ability to relate the theme to ideas and experiences that are familiar to the students. The theme is connected to larger enduring understandings. Ultimately, the enduring understandings are what students will take from a course that applies to life on a daily basis. In this unit, students will understand the cultural developments of the early 20th century. Students will explore the connecting themes of beliefs and ideals; conflict and change; individuals, groups, and institutions; location; movement and migration; scarcity; and technological innovations. These themes will enable students to make connections to a broader understanding of patterns that continue to occur over time.

Performance Standard:SS5H4 The student will describe post-World War I America.b. Describe the cultural developments and individual contributions in the 1920’s.Enduring Understandings:Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. K-5 EU: The student will understand that people’s ideas and feelings influence their decisions.Technological Innovation: The student will understand that technological innovations have consequences, both intended and unintended, for a society. K-5 EU: The student will understand that new technology has many types of different consequences, depending on how people use that technology.Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result. K-5 EU: The student will understand that conflict causes change.Essential Questions:Why were women given the right to vote? How did technological advancements such as the radio change the lives of Americans?How did the Jazz Age change America?

LESSON 1: WOMEN’S SUFFRAGE….

INTRODUCTION…

Before 1920, only criminals, the insane, Native Americans, and women were denied the vote. The modern woman's suffrage movement began in the 1840s with the Seneca Falls Convention. You've come a long way, baby. How did it happen and why?

Learning Outcomes:After completing this lesson, students will be able to:

understand the importance of primary sources in historical inquiryunderstand the societal role of women and the reforms women wanteddescribe and compare methods used by suffragists to pass the 19th amendment at the national levelStandards:SS5H4 The student will describe post-World War I America.b. Describe the cultural developments and individual contributions in the 1920’s.

Transcript of 19th Amendment to the U.S. Constitution: Women's Right to Vote (1920)

Sixty-sixth Congress of the United States of America; At the First Session,Begun and held at the City of Washington on Monday, the nineteenth day of

May, one thousand nine hundred and nineteen.JOINT RESOLUTIONProposing an amendment to the Constitution extending the right of

suffrage to women.Resolved by the Senate and House of Representatives of the United States of

America in Congress assembled (two-thirds of each House concurring therein), That the following article is proposed as an amendment to the Constitution, which shall be valid to all intents and purposes as part of the Constitution when ratified by the legislature of three-fourths of the several States.

"ARTICLE ————."The right of citizens of the United States to vote shall not be denied or abridged

by the United States or by any State on account of sex.Congress shall have power to enforce this article by appropriate legislation."

LET’S REFLECT….

What does the amendment say?

Why was the 19th Amendment necessary?

What are some of the issues Stanton, Anthony, Blackwell, Stone, and others included in the petition?

Group Activity:

Divide the class into eight groups. (Have them use the website bookmarked in the computer lab.)The African American perspectiveWoman’s work outside the Home Pro and AntiRights of Women/Rights of StatesAre Women Already Represented?Do Women Even Want the Vote?Will Suffrage Ruin Marriage, the Family, the Nation?Woman’s work inside the Home

A Check for Understanding

CARTOON ANALYSIS

Students will choose one of the following cartoons to analyze. Students will use the

Cartoon Analysis Worksheet.http://upload.wikimedia.org/wikipedia/

commons/0/09/Age-of-Brass_Triumph-of-Womans-Rights_1869.jpg

Lesson 2: The RADIO….

DID YOU KNOW…..

An invention, which became a popular fad, is the radio. Because of no invention of the TV, the radio was their TV. And, it really did do pretty much everything the TV does for us. You could catch comedy shows, news, live events, jazz, variety shows, drama, opera, you name it, the radio had it!

DID YOU KNOW…..

The "Golden Age of Radio" is an important part of the history of our country. It provided people with news of wars, messages of encouragement from our leaders, and was a source of entertainment to the masses. It had the power to persuade as well as to entertain.

The Jazz Age…..

Introduction…

The popular image of the 1920s, as a decade of prosperity and riotous living and of bootleggers and gangsters, flappers and hot jazz, flagpole sitters, and marathon dancers, is indelibly etched in the American psyche. The Jazz Age describes the period after the end of World War I, through the Roaring Twenties, ending with the onset of the Great Depression. The lyrics in blues songs, the musical forerunner of jazz, often express hardship with an ironic, defiant twist.

F. Scott Fitzgerald dubbed the 1920s in America "The Jazz Age."

The popular jazz music of composers and performers such as Duke Ellington and Louis Armstrong was influenced by an earlier musical style called "blues" that began on slave plantations.

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The Blues…What are some examples of blues songs?

What makes a song a blues song?

W.C. Handy, known as "the father of the blues," said, "The blues comes from nothingness, from want, from desire." What do you think he meant by this quote?

What role does humor play in blues songs?

Group Work….

Work with your assigned group to

~Create your own Blues Song~

"The true spirit of jazz is a joyous revolt from convention, custom, authority, boredom, even sorrow--from everything that would confine the soul of man and hinder its riding free on the air." (from J.A. Rogers, "Jazz at Home," The Survey Graphic, 1925)

Resources…

Big Apple History. (2005). Retrieved April 8, 2010 from http://pbskids.org/bigapplehistory/parentsteachers/arts_lesson9.html.Edsitement. (2002). Retrieved April 1, 2010 from http://edsitement.neh.gov/view_lesson_plan.asp?id=438#INTRO.Pacific Bell Knowledge Network. (2007) Retrieved March 28, 2010 from http://www.thematzats.com/radio/index.html.Pittsburgh State University. (2003). Retrieved April 4, 2010 from http://faculty.pittstate.edu/~knichols/jazzage.html.Scholastic. (2008). Retrieved April 4, 2010 from http://teacher.scholastic.com/lessonrepro/lessonplans/womwrite.htm.