Digital Unit Plan Template

Unit Title: Industry and Labor in the Early 20th Century Name: Austin Tebay
Content Area: US History Grade Level: 11th
CA Content Standard(s)/Common Core Standard(s):

11.5 Students analyze and major political, social, economic, technological, and cultural developments of the 1920s
 Students will be able to compare and contrast the policy decisions of President Harding, Coolidge, and Hoover.
 Students will be able to analyze the events leading up to the formation of civil rights organizations and the effect that they had on the society around
them.
 Students will be able to understand the pros and cons of Prohibition on American society.
 Students will be able to analyze the changes that mass production and the assembly line brought about for the labor force and how it affected the spatial
layout of certain demographic groups.
 Students will be able to describe and recall the events of the Harlem Renaissance and the new trends in American culture that it established.
Big Ideas/Unit Goals:
 How did the changing industrial field impact society positively and negatively?
 Why was Prohibition enacted and what were the arguments for and against it?
 What were the significant events in the Harlem Renaissance and how did they change American culture for the worse or for the better?
Unit Summary:

In this unit, students will learn about the important changes that took place in American society during the 1920s. A major change that they will learn about is the assembly
line mechanism and how mass production changed the way people lived, traveled, and spent their free time. The activities will allow the students to have a close-up view of
the effects of mass production on the products themselves. In addition, they will have a chance to role play different people in American society at the time in order to see
what kind of life decisions they would make if they were in the same position. Prohibition will also be covered, so students will have a good grasp of what society was like
leading up to the act and how that law changed the way people lived. Prohibition can often be somewhat controversial, so students, using proper debate etiquette and
techniques, will argue the pros and cons of the act. They will also have to create a video of other classmates, recording their opinions on the law. This will help them fully
understand the issues at hand and how people will always tend to be divided on issues, regardless of the issue. Finally, students will learn the important events and
developments of the Harlem Renaissance. For many students, learning about literature and culture might seem a little more like English class, but through the activities and
their graphic organizers, they will be able to see the connections between changes in culture and changes in society. This will also provide a great opportunity to potentially
work on a joint project with the 11th grade English class that will relate the two classes together through common literature.

Assessment Plan:
Entry-Level: Formative:
Quickwrite – What situation was the US in that might 1. Kahoot – Labor and industry in the 1920s
have led to this time of change and prosperity in the 2. Satirical Cartoon – Create a political cartoon
1920s? that voices one of the many opinions
concerning labor in the 1920s
3. Timeline – Chronological order of significant
events pertaining to Prohibition
Summative:
1. Google Presentation – Major changes in the
1920s and the effect on society then and
today
2. Take it to Court – Create a courtroom scene
where the issue brought forward is that of
Prohibition

Lesson 1 (Teacher Lecture)
Student Learning Objective:
Students will be able to
analyze the changes that mass
production and the assembly
line brought about for the
labor force and how it
changed society around them.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
Students will be able to
describe and recall the events
of the Harlem Renaissance
and the new trends in
American culture that it
established.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
Students will be able to
understand the pros and cons
of Prohibition in America.
Unit Resources:
iPads/Chromebooks, wifi access, costumes, plenty of paper (assembly line activity), headphones, cups, apple juice, paper coupons, pencils
Useful Websites:
Google Drive
Popplet
Pros and Cons of Prohibition
4.
Acceptable Evidence
(Assessments):
Students will be assessed
through their own creation of
a satirical cartoon pertaining
to the changing labor
conditions during the 20s.
Acceptable Evidence:
Students will present a Google
Presentation arguing the most
significant change that came
out of the Harlem Renaissance
Acceptable Evidence:
Students will complete a
Popplet graphic organizer,
which will demonstrate the
events in the process of
prohibition being enacted, the
effects, and the repealing of
the act.
Quizlet – Important figures, events, dates, and
ideas of the Harlem Renaissance
Lesson Activities:
 Assembly Line Production: Up-close and Personal – Students will each be assigned a task in the process of
drawing a face on a piece of paper. They will be divided into two teams, each with a stack of paper. The
team that finishes first receives some sort of prize.
 Role playing activity to understand the reasoning behind the migration from urban to rural
neighborhoods with the invention of the automobile
Lesson Activities:
 Through engaged listening, students will learn the difference in music of pre-Harlem Renaissance, during
that time, and post-Harlem Renaissance. Using GarageBand on the iPads, groups of students will then
create their own short musical motif. They will present it and tell the class if it comes pre or post Harlem
Renaissance and why they believe that to be the case.
Lesson Activities:
 Students will be allowed to drink apple juice throughout the class, only to have it taken away half way
through. This is to help them understand slightly what Prohibition felt like. Students will have to use
coupons to buy the apple juice, but then they will not get their money back when it’s taken away.
 Using iMovie on their iPad, students will be required to interview 10 students in the class, asking their
opinion on Prohibition. At the end of the video, they will give their personal reasons for why they believe
what they believe.
CBS 2013: Assembly Line

Crash Course: Harlem Renaissance