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Title of Learning Center: The Roaring Twenties Subjects: Language Arts, Social Studies, Mathematics, Science, Music Grade Level/Range: 4th -6th grades Overarching Goal or Concept for the Learning Center:

In this unit, students will be put into learning centers designed for students in grades 4th-6th. In the language arts center, students will develop inferences by examining Primary Source images and the words in a text to help develop a better understanding of the text. In the science center, students will design a parachute by planning and conducting simple investigations. In the math center, students will use an interactive bulletin board to make comparisons between pricing in the twenties and current item prices. In the social studies center, students will analyze fact and opinion from multiple points of view, and secondary sources that relate to historical events from the 1920s. For enrichment music center, the students will listen to and learn about blues music from that era and develop a blues song with their peers. Overview:

In this unit, each of the learning centers are designed around an important person, place, event, or discovery that was significant during the 1920s. The students will focus in the content areas of math, science, social studies, and language arts. There is also an enrichment lesson with music that teaches students about the blues. History from the 1920s is integrated into each center so that students can develop a better understanding of that era, while still learning skills required in specific content areas. Written By: Sara Matousek, Rebecca Rockwell, Jessica Kody, and Sable Griedel Date: October 4, 2011

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Activity #1: Language Arts: “Picture the Twenties” Created By: Sara Matousek Overview of Lesson:

In this lesson, students will be provided with ten 1920’s Primary Source photographs from the Library of Congress. Using these sources, students will create a creative story based on the image the selected. When they finish their story, they will be asked to read a brief summary that will be provided about that particular print source. In closing, the students will then write a short 5-8 sentence paragraph about any connections or major differences they have noticed in their story, as well as why this event is significant or important to us today. PRE-INSTRUCTIONAL PLANNING

Common Core Standards:

Language Arts: Integration of Knowledge and Ideas RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Social Studies:

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Investigative Question for this activity: After looking at the photographs from the 1920s, what do you notice? What interests you?

Objective(s): 1. The students will interpret a photograph, and create an imaginary, multi-paragraph

story based on what they observe in the image. 2. The students will use facts about each picture or the event shown to discover more information about their primary source image from the 1920s era. 3. After researching about the picture, the students will be able to make connections from the 1920s and describe what is significant about the picture to our lives now.

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Materials: Lined-paper

Pencils Print Sources:

a.) Scoring Rubric (self-created) b.) Checklist (self-created) c.) Directions for center (self-created) d.) Question mark graphic organizer e.) Source for information: http://www.1920-30.com f.) Primary Source images from the Library of Congress Student Learning Process:

Description of each step Key Instructional

Discussion Questions Inquiry Cycle

Action 1. As a class show the students the images from

1920s that will be placed in the language arts center.

Wonder

2. Inform the students that they will be able to view the images on their own when they go back to the Language center to select the image they would like to work with.

Do any certain pictures stand out to you? Why?

Investigate

3. After they have chosen the picture they wish to use, students will then brainstorm ideas to use to write a short, creative story about the picture. They must name their character(s), place them in a setting, and create a plot. They will be provided with a graphic organizer that has spaces for who, what, when, where, why and how questions to assist them with the brainstorming.

Construct

4. The student must create a short story with a minimum of 2 paragraphs. (A teacher developed rubric will be placed in the center for them to refer to.)

Express

5. After the student has completed writing his or her story, he/she will open an envelope with the same number that is on the picture. The student will read the factual information about that particular picture or event and reflect upon it.

Reflect

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6. The student will then make connections between the stories he or she has created and the actual event taking place. He or she will also make connections about what is significant about this event to our lives now.

Have you noticed any similarities or differences from your story to the actual event?

What is significant or important about this event to our lives today?

Connect

7. The student will be asked to write a short 5-8 sentence paragraph based on the questions above. The paragraph will be written underneath the story the students have developed and turned in to the teacher when completed.

Construct

Closure: To conclude this lesson, teachers can hang the Primary Source images in the hall and hang the students’ paragraphs under the image they selected for a bulletin board. Students will then be provided time in the morning and in the afternoon to view the hallway display. Modifications/Accommodation Techniques for Students with Special Needs: Students with special needs will be provided with a checklist that will help them accomplish all assigned tasks while keeping them focused. Students will be required to check off the item as they complete it.

A graphic organizer will also be provided to students to assist them in organizing ideas and offer suggestions that students can choose to use in his or her story. Formal Assessment: I would formally assess my students with a scoring rubric. I would make this grading rubric available to them while working in the language arts center. Informal Assessment: Students will be informally assessed by the teacher while they are working in their centers and also if they are following directions and remaining on task throughout the assignment.

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Activity #2: Science Created By: Jessica Kody Overview of Lesson: In this lesson, students will be learning about and exploring the contributions of Albert Einstein. He was a mastermind behind physics back when he developed the ideas back in the early 1920’s. The students will be given an opportunity to construct a parachute and learn about key ideas discussing how parachutes can fly. PRE-INSTRUCTIONAL PLANNING

PA Standards:

Standard - 3.2.4.B7: Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compares them with their current scientific knowledge. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.

Investigative Question for this activity:

Why did physics make such an impact in our day to day lives?

Objective(s): 1. Students will begin the lesson by completing a K-W-L chart then read a small

article about Albert Einstein. 2. Students will then learn what the work physics means and how is has

impacted our lives. 3. Students will get a partner and construct a parachute to see physics in action.

Materials:

Short reading on Albert Einstein

K-W-L Chart

A plastic bag or light material

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Scissors

String

A small object to act as the weight, a little action figure would be perfect

Print Sources:

Albert Einstein http://www.loc.gov/pictures/item/2008677089/ Online Collections/Exhibits/Websites:

http://www.teachervision.fen.com/tv/printables/TCR/1557344930_89-90.pdf http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf http://www.sciencekids.co.nz/experiments/freefall.html

Student Learning Process:

Description of each step Key Instructional

Discussion Questions Inquiry Cycle

Action

1. To start the lesson, students will begin working on the K and W sections of a K-W-L chart focusing on Albert Einstein.

What kind of impact did Physics make on the 1920’s?

Wonder

2. When the W section is completed students will consult with one another and discuss what they wonder, what they know what you knew and what you learned after reading the short passage on Albert Einstein.

Who was Albert Einstein and how was he an impact?

Investigate

3. Break the students into groups and inform them that they will begin with a read aloud on Albert Einstein.

Connect

4. After the read aloud students will complete the learned section of the K-W-L chart

5. Once completed, have the class students will share what they have learned about Albert Einstein. Then inform the students they will be working with a partner to design a parachute to test the laws of physics.

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6. Students will get into pairs, read the directions, and get their building materials together. They will predict what will happen to their parachute.

7. The students will follow the directions and will construct their parachute.

Construct

8. After all the parachutes have been constructed the students will take turns standing on a chair and dropping it to see what happens.

Does it fall fast or slow? Express

9. Students will discuss the results of what happened together.

How different were each groups parachute? At what rate did each on drop?

Reflect

Closure: Once every pair of students goes through this learning center and constructs their parachute the class will then determine whose parachute is better. How do you think every pairs parachute turned out? Display the student’s parachutes for the rest of the class. Modifications/Accommodation Techniques for Students with Special Needs: Students with Special Needs will be paired with high achieving students because they will just give them a little more assistance. Give all students the opportunity to a voice. Formal Assessment:

K-W-L Chart Constructing Parachute

Informal Assessment: Teacher will walk around the classroom and answer any questions students have.

Observe students cooperation with each other.

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Activity #3: Mathematics Created By: Rebecca Rockwell Overview of Lesson: In this lesson, students will learn to increase math knowledge of inflation. The students would be considering the difference between pricing of clothing and food today as compared to pricing from the 1920’s. This lesson is a game based lesson. PA Standards:

8.3.6.C: Explain how continuity and change have impacted U.S. history. *Commerce and industry M6.A.1.2.1: Compare and/or order whole numbers, mixed numbers, fractions and/or decimals (do not mix fractions and decimals – decimals through thousandths).

Objective(s):

1. The student will recognize the difference between pricing of items now and pricing of items in the twenties using an interactive bulletin board.

2. The student will use the interactive bulletin board to establish conclusions about the relationship between pricing in the twenties and now using less than, greater than, and equal to.

3. The student will draw conclusions about the pricing using basic subtraction and addition of decimals and whole numbers.

Materials:

Bulletin board Worksheet for answers Pencil Poster

Print Sources:

My Grocery List! (self-created) http://hdl.loc.gov/loc.pnp/ppmsca.02913

Online Collections/Exhibits/Websites:

http://www.thepeoplehistory.com/20sfood.html http://www.foxbusiness.com/personal-finance/2011/05/05/10-everyday-

grocery-items/#ixzz1YVySNcP7 http://wiki.answers.com/Q/How_much_do_1_dozen_oranges_cost

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Student Learning Process:

Description of each step Key Instructional

Discussion Questions Inquiry Cycle

Action

1. To begin the lesson, students will view the bulletin board of grocery items and see what the pricing was in 1920, 1925, and 2011 for each item.

Did the prices from any year for any of the items

surprise you? Do you shop for any of these

items?

Connect

2. Each item on the board will have a different set of directions for it.

Ex. – Bread: 1920 - 12¢ 1925 - 9¢ 2011 - $1.41 Put the prices for the bread in order from least to greatest. Is the price for bread in 1920 greater than or less than the price of bread in 1925?

Which items were most expensive in 1920 and which items are most

expensive now?

Wonder

3. While completing the center, each student will have a worksheet to complete with their answers, but they can move numbers around on the bulletin board help them solve the problem.

How did the student come to their answer?

Investigate

4. The students will then get a partner to review their answers using the answer key hidden on the bulletin board.

How did your partner come to his/her answer? Did we come to the same conclusions in the same

way?

Construct

5. Once all students have the correct answers they will create their own word problem using magazine cut outs and construction paper. Students must show the current price and the price from the 1920’s.

What item did the student pick? Why did they pick that item and

what calculation did they choose to do with it?

Construct/Express

6. The students will decorate their word problem and turn it in.

Express/Reflect

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Closure: Students will be able to practice addition and subtraction of whole numbers and decimals using their math board. As well, the students will be practicing ordering decimals and whole numbers from least to greatest and vice versa. Modifications/Accommodation Techniques for Students with Special Needs: Allow the students the option of checking his/her answers with a partner so that someone can explain the answer to him/her if he/she is confused. Providing choices of which item the student can create a problem around, thus allowing for easier and more difficult problems. Formal Assessment:

The student will have a completed worksheet to turn in. Also, the student will be turning in their own math problem created from their option of priced items. This will be graded with attached rubric.

Informal Assessment:

It will be noted whether the student participates in the activity. Also, the cooperation of the students checking their work at the end of the activity will be observed.

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Activity #4: Social Studies- The Roaring Twenties: A Day in the Life Created By: Sable Griedel Overview of Lesson: This lesson provides students with the opportunity to research the different lifestyles of the 1920’s and look at life from a different perspective. The students will create a drawing/artistic rendering of a1920’s version of themselves and write about a day in their life to add to the “Roaring Twenties” journal. This will solidify their understandings of the culture of the 1920’s as well as help them gain a different perspective for Americans 90 years before their time.

PA Standards:

8.1.5.B: Classify and analyze fact and opinion from multiple points of view, and secondary sources as related to historical events. 8.1.5.C: Locate primary and secondary sources for the research topic and summarize in writing the findings.

Investigative Question for this activity:

How might your life be the same/different if you lived during the 1920’s as opposed to growing up now?

Objective(s):

1. Students will recognize fashion styles of the 1920’s from the primary source poster and express understanding by constructing a self-portrait, donned in said fashion styles.

2. Students will read the information leaflets about culture of the 1920’s to gain an understanding of what life might have been like for the people living at that time.

3. Students will draw conclusions from the 1920’s information leaflets, reflect upon their own connection to the 20’s, and using their self-portrait for inspiration, construct a journal entry about a day in their own life during the 1920’s.

Materials:

Fashion poster 1920’s information packets Blank paper Blank lined paper (for rough drafts) Colored pencils Aged journal paper (for final drafts only) Black pens pencils

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Print Sources:

1. Paris Fashions 1920’s: http://hdl.loc.gov/loc.pnp/ppmsca.02913 2. Woman in Flapper Dress: http://memory.loc.gov/cgi-

bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00186912)) 3. Al Capone: http://hdl.loc.gov/loc.ndlpcoop/ichicdn.n087660 4. Information Packets: attached file.

Student Learning Process:

Description of each step Key Instructional

Discussion Questions Inquiry Cycle

Action 1. Students will look at the fashion poster

of the 1920’s, then using the colored pencils, create their own (full body artistic rendition) self-portrait of themselves in the 1920’s on the blank white paper.

What fashion items would you be most likely to wear/own? How would you dress on an average day in the 20’s?

Connect

2. Students will read through the “Roaring Twenties” information packets.

How did lifestyles in the 20’s compare to how we live today? Consider things you would do if you lived at that time.

Wonder

3. Students will brainstorm about life during the 1920’s

What would I wear? What places would I go? What would I do? How would I have fun? Would I go to work?

Investigate/ Construct

4. Students will construct a rough draft of their one-day journal entries using at least six connections/ideas to the informational leaflets or posters. (Journal entries should consist of three paragraphs, of 3-5 sentences each, describing their morning, afternoon, and evening. Encourage students to BE CREATIVE!)

Refer to questions from students’ brainstorming ideas. Also: Who would I see? Do I have friends? What would we do together? What is the nightlife like? Consider prohibition’s effect on lifestyles.

Construct/ Express

5. Students will recopy their final entries onto the aged paper with a black pen, date them in the 1920’s, and add them to the “Roaring Twenties” binder along with their self-portraits.

Express

6. The students can share with each other their journal entries and portraits, and compare similarities and differences.

Why did one choose what they did? How did that differ from your own choices? If you all lived in the 1920’s, do you think you would have been friends?

Reflect

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Closure: Students can discuss their different options for their entries and portraits, and why they chose each one. Within the group (time permitting) they can explain what they chose to write about and why, and how it connects with them today. Modifications/Accommodation Techniques for Students with Special Needs: Students who have difficulties writing can write one paragraph (if necessary) containing only four concepts/ideas mentioned in the material.

Possible handwriting/dysgraphia difficulties- the teacher can copy down the final draft or a volunteer who may have finished early.

For enrichment or gifted students, they can create their own separate persona (not of their own life, but create a new one) that lived (name, job, family, etc.), and write about them. It is a completely fictional character, it does not have to be based on a historical figure. Formal Assessment: Students will turn in self-portrait that accurately represents the fashion styles of the 1920’s. Students will turn in their journal entries and be graded using the attached rubric. Informal Assessment: Student participation will be observed throughout the lesson as well as the cooperative sharing at the end of the lesson.

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Fads and Fashion for the Decade

The Fads and slang of the day: slang used for "girls or women": a broad, a bunny, a canary (one who could sing), a charity girl (one who was sexually promiscuous), a dame, a doll, cat's meow, cat's whiskers. Jazz age jargon: Joe College - better yet a Joe Yale - or a Joe Zilch , jazz-bo, jellybean, blind date, upchuck, jazz babies, pos-a-loot-ly, and the real McCoy. Games included mah-jongg and crossword puzzles Races of endurance of all sorts gained popularity and included Marathons and flagpole sitting. In 1923 dance marathons really became the rage. Harry Houdini was the great escape of the 1920s. American Baseball and other sports were very popular. The Miss America contest began in Atlantic City in 1921. Margaret Gorman (16 years old) was the first winner with measurements of 30-25-32. Dance crazes included the Charleston, the Black Bottom, and the Shimmy. Dining was done at Sardi's. As for costumes and fashion: Clothing for men became a bit more conservative in the 1920s. Trousers were wider, up to 24 inches in width at the bottoms. Knickers also grew in width and length and were called 'plus fours'. Popular during the Summer was white linen. For the winter, the raccoon coat, which was considered an outstanding American coat and it was very popular. Very popular with the college men, was the slouch hat. It was made of felt and could be rolled up and packed into a suitcase. A wool suit was only $15.85. Garters were 40 cents. All this and a 12" long cigarette holder. Cigarettes were 10 cents a pack.

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US Presidents For The Decade

1913-1920 Woodrow Wilson

1921-1923 Warren G. Harding

1923-1928 Calvin Coolidge

1928-1932 Herbert Hoover

Important Historic and Cultural Events For The Decade

The First Transatlantic flight: Charles Lindbergh, James Doolittle first one-day.

Mail was now transported by Air flying companies as they outbid the railroads (1926).

Business travelers were able to do so, on scheduled coast to coast flights.

Flappers, the Roaring Twenties, prohibition, speakeasies and bootleg whiskey.

Gangland warfare, Sing Sing, sawed-off shotguns, and Al Capone.

Women vote for the first time in a national election (1920).

Clarence Darrow and William Jennings Bryan debate evolution.

Ku Klux Klan is active in the south and Midwest. Burnings multiply.

Stock Market Crashed.

October 24, 1929, bank closed - panic on Wall Street.

For the women, by 1921 the longer skirt was back. Some long and uneven at the bottom. The short skirt was popular by 1925. This period was called the Flapper Age. The fashion statement was no bosom, no waistline, and hair nearly hidden under a cloche hat. This decade also heralded the manufacturing of cosmetics. Powder, lipstick, rouge, eyebrow pencil, eye shadow, colored nails. It was all there, and plus they had their pearls.

This period also heralded ready-to-wear fashion. More women were wage earners and did not want to spent time on fittings. Class distinctions were becoming blurred with fashion no longer being a way to distinguish between the classes. Inexpensive fashion became available. America moved ahead of other countries with the mass production of contemporary style clothing for women.

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The Roaring Twenties Journal Entry

Scoring Rubric

Journal Entry Grading Areas

4

3

2

1

Content: Paragraphs

The student has 3 well-constructed paragraphs with at least 3-5 sentences each.

The student has three paragraphs with 1-2 sentences each, or two paragraphs with 3-5 sentences each.

The student has at least one well-constructed paragraph of 3-5 sentences.

The student has one incomplete paragraph of 1-2 sentences.

Content: Connections

In the student’s paragraphs, he/she has made at least six connections to the information leaflets and the poster.

In the student’s paragraphs, he/she has made at least 4-5 connections to the information leaflets and the poster.

In the student’s paragraph(s), he/she has made at least 2-3 connections to the information leaflets and the poster.

In the student’s paragraph, he/she has made at least 1-2 connections to the information leaflets and the poster.

Focus

The student expresses thoughts clearly in all of his/her sentences, and stays focused on the topic throughout the entry.

The student expresses thoughts clearly in most of his/her sentences, and stays on topic for most of the entry.

The student expresses thoughts clearly in some of his/her sentences, and stays on topic for most of one paragraph.

The student’s thoughts are unclear, and he/she loses focus several times throughout the entry.

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Activity #5: Enrichment: Music Created By: Sable Griedel, Sara Matousek, Jessica Kody, Rebecca Rockwell Overview of Lesson: In this lesson, students are exploring music styles of the ‘20s. They will be listening to blues from this era. The students will be given the opportunity to create their own music and blues lyrics. PA Standards: 9.1.5. B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

Music: • sing • play an instrument • read and notate music • compose and arrange •improvise

Investigative Question for this activity: Looking back at what motivated people of the 1920’s to write music/blues, what part of your life would motivate you to write music?

Given that prohibition spurred the creation of much of this music, what would you do if you were denied something that you enjoyed?

Objectives:

1. The students will work cooperatively in groups and vote on a topic of their blues piece.

2. The students will be given a piece of blues music to listen to and interpret. 3. In groups, the students will construct their own blues lyrics and perform for the class.

Materials: Prohibition Blues Student Learning Process:

Description of each step Key Instructional

Discussion Questions Inquiry

Cycle Action 1. Break the class into groups of three

students per group.

2. Have each group look at the sheet of music.

What does this sheet of music appear to be about or value?

connect

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3. Each group will listen to their music respectively.

What is the music about? After listening to the music, do you think it was effective?

wonder

4. As a group, establish an appropriate list of topics for a blues piece.

Why are some topics appropriate and others not?

investigate

5. In small groups, the students will choose a topic on which to write their blues lyrics.

Why are you writing about whatever you chose?

Construct

6. The students will be asked to perform their blues piece for the class. They will be given class time to work on their song and performance. The students will be given a choice to perform in front of the class or on a video.

Express

7. The students will view the other groups’ performances!

How did each groups’ songs differ? How did everyone’s songs make you feel?

Reflect

Closure: Mount the student’s lyrics on the class bulletin board. Have the students write a reflection on their song. How do they think it turned out? Does it resemble the blues piece they listened to at the beginning of this lesson? Modifications/Accommodation Techniques for Students with Special Needs: Students with special need will have the option to just write their song without having to perform their song for the class Formal Assessment: Students will be assessed on their lyric sheets Students will be assessed on their written reflection and the connection they made to the time period Informal Assessment:

Students will be assessed on their class responses, participation, and for contributions to the class discussion

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Post-instruction Assessment For a post-instruction assessment, the class would celebrate the end of the unit with a “Twenties Day”. On this day, the students’ written work or creations from each center would be displayed throughout the classroom. Students may even dress up as a person from this era. To help evaluate the effectiveness of this unit, the teacher would have the students rate each of the centers from 1-10. The students would also write a few sentences about what they liked, disliked, and would change the next time around. Along with student input and teacher observation of the centers, the teacher will be more confident in setting them up for the students the next year. Bibliographic Organizer of Library of Congress Sources

Name of Learning Center Unit: The Roaring Twenties Created by: Sara Matousek, Rebecca Rockwell, Jessica Kody, and Sable Griedel Date: October 4, 2011

Thumbnail Image Document Title, Author/Creator, Date

Library of Congress URL

Lesson #1: Language Arts: Picture the Twenties

Title: Amelia Earhart, 1897-1937 Date Created/Published: [192-?] Medium: 1 photographic print. Summary: Head and shoulders facing front in aviatrix uniform.

http://www.loc.gov/pictures/item/2002721616/

TITLE: [New York City Deputy Police Commissioner John A. Leach, right, watching agents pour liquor into sewer following a raid during the height of prohibition] CREATED/PUBLISHED: [1921?] NOTES: New York World-Telegram and the Sun Newspaper Photograph Collection (Library of Congress). Title devised by Library staff using information from photo slug.

http://hdl.loc.gov/loc.pnp/cph.3c23257

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Woman in flapper dress / photo by Harry M. Rhoads. CREATED/PUBLISHED [between 1920 and 1930].

http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00186912))

Item Title: U.S. officials destroying

liquor at the Brownsville Custom

House, December 20, 1920

Author/Creator: Photographer:

Runyon, Robert, 1881-1968

http://memory.loc.gov/cgi-bin/query/h?ammem/runyon:@field(NUMBER+@band(txuruny+02973))

Item Title: Organizing the First

Convention of Women Voters Since

Suffrage Passed. Officers of the

National Woman's Party in active

charge of preparations for the

convention of their members

which will decide the future of the

organization, to meet in

Washington, February 15-19,

1921, left to right: Miss Mabel

Vernon, of Wilmington, Del.,

chairman of convention delegates;

Mrs. Lawrence Lewis of

Philadelphia, chairman of the

suffrage memorial committee;

Alice Paul, national chairman of

the Party; Mrs. Florence Brewer

Boeckel of Washington, D.C., press

chairman; Mrs. Abby Scott Baker of

Washington, D.C., political

chairman; Miss Anita Pollitzer,

program chairman.

Author/Creator

Photographer: Harris & Ewing

Created/Published

[1921 Feb.]

http://hdl.loc.gov/loc.mss/mnwp.160

007

Item Title: [Suffragists Protest

Woodrow Wilson's Opposition to

Woman Suffrage, October 1916]

Author/Creator: Photographer:

Burke & Atwell, Chicago

Created/Published: 1916 [Oct. 20]

http://hdl.loc.gov/loc.mss/mnwp.276

015

Lesson #2: Science

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Title: Albert Einstein / Halsman, N.Y. Creator(s): Halsman, Philippe, photographer Date Created/Published: [1947] Reproduction Number: LC-USZ62-137715 (b&w film copy neg.) Rights Advisory: Publication may be restricted. For information see "Philippe Halsman" (http://www.loc.gov/rr/print/res/230_hal.html) Call Number: PH - Halsman (P.), no. 3 (A size) [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

http://www.loc.gov/pictures/item/2008677089/

Lesson #3: Mathematics

Woman in flapper dress / photo by Harry M. Rhoads. Rhoads, Harry Mellon, 1880 or 81-1975. CREATED/PUBLISHED [between 1920 and 1930]. SUMMARY A woman poses in front of a window. She wears a flapper-style dress with a sleeveless bodice and pleated bottom. Her hair is in a short bob style. NOTES Written on photofile envelope: "Female?". Title supplied. Source: Morey Engle. REPOSITORY Western History/Genealogy Department, Denver Public Library, 10 W. 14th Avenue Parkway, Denver, Colorado 80204. DIGITAL ID codhawp 00186912

http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00186912)) OR http://cdm15330.contentdm.oclc.org/u?/p15330coll22,20379

Lesson #4: Social Studies

Paris gives full play to chic at the hem of shirred and plaited fashions. CREATED/PUBLISHED [1926 Aug.] SUMMARY Fashion plate of Butterick Publishing Company dress patterns showing women in summer dresses and hats on boardwalk and on patio. NOTES Illus. in: The Delineator. New York : The Butterick company, inc., v. 109, no. 2 (1926 August), p. 28-29. Published in: American women : a Library of Congress guide for the

http://hdl.loc.gov/loc.pnp/ppmsca.02913

Revised 11/14/11

study of women's history and culture in the United States / edited by Sheridan Harvey ... [et al.]. Washington:Library of Congress, 2001, p. 17. CALL NUMBER Illus. in TT500.D3 REPRODUCTION NUMBER LC-DIG-ppmsca-02913 DLC DIGITAL ID (scan from color copy photo in Publishing Office, from p. 28) ppmsca 02913

Lesson #5: Enrichment: Music

Prohibition blues. 1917 Sweet, Al OTHER TITLES First line: Mose Brown came a staggerin' home one morn Chorus: Oh! my brothers and sisters, listen to what I say CREATED/PUBLISHED New York, New York, M. Witmark, 1917 NOTES Pagination: 3 Plate no.: 15523-3 Instrumentation: voice; piano CALL/REPRODUCTION NUMBER Music B-920 REPOSITORY Rare Book, Manuscript, and Special Collections Library, Duke University

http://memory.loc.gov/cgi-bin/query/h?ammem/dukesm:@field(NUMBER+@band(b0920))