SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Charles Bennett 888583705 History/Social Sciences
Class Title Lesson Title Unit Title Grade Levels Total Minutes
United States History (CP) Culture of the 1920s, part 1 The 1920s 11 52
CLASS DESCRIPTION (including specific special needs and language proficiencies)
31 students. 19 boys, 12 girls. 23 Hispanic/Latino, 6 white, 1 black, 1 Asian. 8 IEPs, with issues including auditory processing, sensory-motor
processing, and ADHD. 4 ELs, all in Spanish. 1 Emerging, 3 Bridging.
STANDARDS, OBJECTIVES, & ACCOMODATIONS
Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
Goal: Students will divide
Content Standards
up and conquer learning of
(Different topics address different standards)
11.5.3. Examine the passage of the Eighteenth Amendment to the cultural topics of the 1920s.
Provides ELL students with ample
Constitution and the Volstead Act (Prohibition).
11.5.5. Describe the Harlem Renaissance and new trends in literature,
Objective: Using their opportunities for interaction.
Chromebooks and Students will be grouped in such a
music, and art, with special attention to the work of writers (e.g., Zora
way so that English language
Neale Hurston, Langston Hughes). presentation software, learners will be scaffolded by
11.5.6. Trace the growth and effects of radio and movies and their role students will work in groups learning from students with
in the worldwide diffusion of popular culture.
of 3-4 to research the grade-level language
11.5.7. Discuss the rise of mass production techniques, the growth of
culture and society of 1920s development. Teacher will
cities, the impact of new technologies (e.g., the automobile, electricity),
America. Students will provide periodic feedback and
and the resulting prosperity and effect on the American landscape.
“check-in”s on the progress of
devise 5-7 minute English Language Learners.
ISTE Standards presentations that answer Expectations for this project will
ISTE 3: Knowledge Constructor. Students critically curate a variety of
resources using digital tools to construct knowledge, produce creative
2-3 guiding questions about be modeled with a sample slide
a 1920s cultural topic. and talk.
artifacts and make meaningful learning experiences for themselves and
others.
(ELD standards listed under ELD standards) Audience Behavior
Condition Degree
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary
Negro Leagues, barnstorming, speakeasy, bootlegger, Scopes trial,
None
flapper, Sinclair Lewis, F. Scott Fitzgerald, Charles Lindbergh
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
ELD.PartI.11.9.Ex. Plan and deliver a variety of oral presentations and
reports on grade-appropriate topics that present evidence and facts to Students will be afforded
support ideas by using growing understanding of register. opportunities to develop language
ELD.PartI.11.1.Em. Exchanging information and ideas with others through collaborating to complete
through oral collaborative discussions on a range of social and academic Students will formulate well-- this project. Much of the class
topics articulated speeches and period will be devoted to
WHST.11–12. 8. Gather relevant information from multiple PowerPoint slides, grounded in collaboration. Students will hone
authoritative print and digital sources, using advanced searches research, to display their speaking skills by delivering a
effectively; assess the strengths and limitations of each source in terms knowledge of 1920s culture presentation in front of
of the specific task, purpose, and audience; integrate information into classmates. Expectations for this
the text selectively to maintain the flow of ideas, avoiding plagiarism project will be modeled with a
and overreliance on any one source and following a standard format for sample slide and talk.
citation.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations
Key concepts will be both written and spoken; students will be grouped
to leverage different abilities and learning styles, expectations for this
Auditory processing project will be modeled with a sample slide and talk. Students will be
permitted to use their Chromebooks and any paper books as assistive
technologies
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Teacher writes a question on
the board: “When you hear the
Prepare students for unit, 1920s, what comes to mind? Students write down an Sees how much of the prior
EL
marshal prior knowledge Try to remember one thing answer and discuss with peers knowledge stuck.
from earlier in this class and
one thing we haven’t covered”
Students conduct research into
Students will be graded against
Learn about the culture of the a 1920s cultural topic, in Will identify “holes” I need to
PM/S a rubric, which is included in
1920s preparation for a presentation “fill in”
the supplementary materials.
(rubric included in supp. mat.)
Students deliver feedback on
their progress toward comple-
tion of the project by briefly Will help me understand if
Learn about the culture of the Students will answer these
PM fielding questions such as, students are ready for a project
1920s questions informally.
“What is one thing you’ve like this.
learned today” or “What
websites did you find helpful”
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Asks a warm-up question to set the stage of America in 1920,
writes goals and objectives on the board, gives very brief
15 mins Answers warm-up questions, selects a topic
summary of each topic, provides a rubric and model (these
included in supplementary materials), groups students
Lesson Body
Time Teacher Does Student Does
Checks in on students to offer scaffolding and keep them on task.
Researches research topic, scaffolded by the rubric, the research
During this time, should attempt to visit all groups containing ELLs
34 mins questions, and the textbook. (Additional time for research will be
to make sure they understand the topic and to offer any needed
offered in future lessons, or may be conducted at home)
assistance. Time permitting, visit other groups.
Lesson Closure
Time Teacher Does Student Does
Ask the questions “What is one thing you’ve learned today” or
3 mins Provides short answers and feedback to these questions.
“What websites did you find helpful”, calls on 3-5 students
Instructional Materials, Equipment, and Multimedia
Chromebooks (each student has one), projector, textbook,
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES
PLEASE VIEW ALL SUPPLEMENTARY MATERIALS!

Guiding Questions for Each Topic

You may choose to address additional questions associated with your topic
Baseball
 Describe Babe Ruth and his New York Yankees baseball club. How did Babe Ruth influence later sports
superstars?
 Describe the development of the Negro Leagues. What events in early 20th century necessitated
them?
 Describe how the popularity of Major League Baseball was influenced by the rise of radio
Fashion/Style
 Describe the styles of clothing and hair associated with flappers. What did they represent about women?
 Tell me what an Arrow collar is
Literature
 Describe George Babbitt, of the Sinclair Lewis novel Babbitt. What did he represent about 1920s
society?
  Describe the F. Scott Fitzgerald book The Great Gatsby. What did it represent about 1920s society?
 Describe the poetry of Langston Hughes and/or the writings of Zora Neale Hurston. What did they say
about 1920s society?
Automobiles
 Tell me about Henry Ford and his Model T. How was he able to produce Model Ts so efficiently?
 Describe the growth of the American Automobile Association and the “Good Roads” movement.
 Tell me about the phrase “devil wagons”
 What are the effects of 1920s car culture on today’s urban society?
Travel/Aviation
 Define and state the significance of barnstorming.
 Who was Charles Lindbergh? What made him so famous?
 If you can, read all or part of a National Geographic magazine from the 1920s. Tell me what is
prominent in that magazine
Consumer Culture
 Describe the growth of advertising in the 1920s. If possible, find two or three ads from the 1920s
(maybe in a Sears or Montgomery Ward catalog)
 Tell me about the significance of the book The Man Nobody Knows
 Explain the rise of buying on credit
Radio
 Describe the invention and growth of radio as a form of media. In particular, note how many houses
had radios by the mid-1920s
 Describe the various types of programming available on radio in the 1920s
 Contrast the use of radio in the 1920s with the use of radio and other media today
Jazz
 Describe how the Great Migration brought Jazz from New Orleans to other major cities.
 Describe jazz’s role in the Harlem Renaissance
 Describe and state the significance of one or more of the following: Louis Armstrong, George Gershwin,
King Oliver, Sidney Bechet, Bessie Smith, Josephine Baker
Motion Pictures
 Discuss the personalities of one or more of the following film stars: Douglas Fairbanks, Mary Pickford,
Lillian Gish, Lon Chaney, Rudolph Valentino
 Tell me about Charlie Chaplin’s “Tramp” character. What or whom did he represent?
 State the significance of the film The Jazz Singer
Religion
 Describe the evangelists Aimee Semple McPherson and Billy Sunday
 Describe the Scopes “Monkey Trial” and the role religion played in this debate
 Contrast the role of religion in the 1920s with the role of religion today or in another period in
American history
Alcohol/Prohibition/Organized Crime
 Describe the factors that led to the 18th Amendment and the Volstead Act being passed
 Define the words “bootlegging” and “speakeasy”. State the significance of each
 Note connections between Prohibition and organized crime
 Identify the significant of figures such as Al Capone and George Remus
Wall Street/Finance
 Describe the state of the American and global economies in the 1920s
 Describe practices investors engaged in during the 1920s, such as buying on margin
Criteria Excellent (100%) Satisfactory (75%) Meh (50%) Unsatisfactory (25%)
Factual Accuracy/ Presentation provides Presentation answers Presentation is not Presentation provides
Research thorough, well-thought most of the research wholly complete and little to no meaningful
discussion of the topic. questions, but not has some factual errors. analysis and has a lot of
28 points possible Answers all of the completely or factual errors
research questions. thoroughly enough.
Speaking Each group member Delivery acceptable, but Some group members Speaking is often
16 points possible speaks for at least one not perfect. did not speak for one unintelligible.
minute. Presentation minute. Delivery was Presentation does not
runs for 5 minutes. subpar. meet minimum time.
Diction and voice level
are appropriate.
Formatting No formatting errors 1-2 minor formatting 1-2 major formatting Many formatting errors
4 points errors errors or 3-5 minor
errors
Visuals/Creativity Presentation contains Contains visuals, but Visuals are neither Few if any visuals at all
12 points possible several appropriate there could be more or plentiful nor
visuals and perhaps them or slightly more appropriate
even a video. Creativity appropriate
is evident.

Brief Summaries of Each Topic:

Baseball: America’s national pastime had a reigning dynasty: the New York Yankees, led by the superstar of
his age, Babe Ruth. Meanwhile, African-Americans organized a league of their own.
Fashion/Style: The new liberated woman adopted a new style of clothing. Also, men wore clothes too.
Literature: A number of seminal figures embodied the culture of the 1920s. Authors like Langston Hughes
and Zora Neale Hurston came out of the Harlem Renaissance. Archetypes of 1920s individuals are embodied
in the writings of Sinclair Lewis and F. Scott Fitzgerald.
Automobiles: Henry Ford’s low-cost mass-produced Model T puts a car in every garage, while GM and
Chrysler sought to make automobiles with style. Organizations such as the AAA grew up to promote driving,
while traditionists denounced car culture.
Travel/Aviation: The airplane was invented in 1903, but plane travel first rose to prominence in the 1920s.
Aviation became a spectacle, and aviators such as Charles Lindbergh became national heroes. You had
magazines such as National Geographic promoting world travel.
Consumer Culture: Advertising became a very popular medium in the 1920s. Books came out about how to
be more effective leaders and salesmen. People bought new gadgets on credit.
Radio: In the 1920s, radio emerged as a new form of media, with a variety of programs. Radios were in many
middle-class homes by the end of the 1920s.
Jazz: Jazz began in New Orleans and by the 1920s had spread to most urban centers. It was a major part of
the Harlem Renaissance, and produced famous musicians such as Louis Armstrong and Bessie Smith.
Motion Pictures: Almost every town had a nickel movie theatre by the 1920s. By 1927, movies were starting
to have sound for the very first time. People such as Charlie Chaplin and Douglas Fairbanks emerged as new
celebrities
Religion: Fundamentalist religion continued to be part of American society. Evangelists like Aimee Semple
McPherson and Billy Sunday led mass revivals. The bible was put on trial during the Scopes Monkey Trial.
Alcohol/Prohibition/Organized Crime: The 18th Amendment forbid the sale of alcoholic drinks, turning
America into a “nation of scofflaws”. The largest provider of illicit alcohol: organized crime outfits led by
bootleggers such as Al Capone and George Remus
Wall Street/Finance: America was the world’s producer and banker during the 1920s. Speculation and buying
on margin were unwise, but rampant
 Modeling/Sample

Script for Modeling

Art Deco was a style of art, architecture and design prominent in the 1920s and 30s. It is sometimes also
called "Streamline Moderne" because of its focus on clean, functional lines. Perhaps the most famous
example of this is the Chrysler Building in New York City, completed in 1928. Many buildings in Miami, Florida
are also built in this style. Cars such as the Ford Flathead V8 and the Chrysler Airflow were built in this style.
In the 1930s, many of the Works Progress Administration-funded buildings, such as Whittier's Post Office and
the Whittier High School Auditorium, were built in this style.