Lesson Plan Guide

Teacher Candidate: Benjamin Mehlan

Date: 04/29/2015

Grade and Topic: Grade 10, Social Studies

Length of Lesson: 2 weeks

Mentor Teacher: Joey Weaver

School: University of Memphis IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The Roaring Twenties
Students describe how the battle between traditionalism and modernism manifested itself in the major historical
trends and events after World War I and throughout the 1920s. Students will research this period of sustained
economic prosperity and analyze its significant changes in lifestyle and culture. Students will also examine the
unprecedented industrial growth as well as the accelerated consumer demand and aspirations for life in
modern America.
LESSON OBJECTIVE:
1. Given a computer and Internet access to .edu and/or .org websites, TLW research the time period
and provide accurate information on their chosen, teacher-approved topic with a 90% success rate to the
rubrics requirements. (Blooms taxonomy: comprehension)
2. Given a computer, access to Inspiration software, and a detailed tutorial of how to use the
software, TLW will create and complete a graphic organizer of his/her findings with a 90% success rate
to the rubrics requirements. (Blooms taxonomy: knowledge, comprehension, analysis)
3. Given a computer and an informational sheet on APA format, TLW properly construct a Works
Cited page with the sources of his/her findings with a 90% success rate to the rubrics requirements.
(Blooms taxonomy: comprehension)
Student Participation
The goal of this lesson is for students to demonstrate a clear understanding of the time period and the specific
topic they chose to research further, as well as the social, economic, cultural, and historical implications of that
topic. Students provide visual representation in the form of a graphic organizer.
STANDARDS ADDRESSED:
TN State Standard(s):
US.31 Describe the growth and effects of radio and movies and their role in the worldwide diffusion of popular
culture. (C, G)

US.32 Describe the rise of mass production techniques and the impact of new technologies, including the
advent of airplane travel, spread of electricity, popularity of labor saving appliances, and innovations in food
processing and food purchasing (Clarence Saunders). (E, G, H, TN)
US.33 Using multiple sources and diverse formats, summarize the impact of the mass production and
widespread availability of automobiles on the American economy and society. (C, E, H, G)
US.34 Analyze the changes in the economy and culture of the United States as a result of expansion of credit,
consumerism, and financial speculation. (E, H, C)
US.35 Describe the significant ideas and events of the administrations of Warren Harding and Calvin Coolidge,
including the return to normalcy, Teapot Dome, and laissez faire politics. (E, H, P)
US.36 Analyze the attacks on civil liberties and racial and ethnic tensions, including the Palmer Raids, the
immigration quota acts of the 1920s, the resurgence of the Ku Klux Klan, the efforts of Ida B. Wells and
Randolph Miller, the trial of Sacco and Vanzetti, the emergence of Garveyism, and the rise of the NAACP. (C,
H, P, TN)
US.37 Explain the background of the Temperance Movement, the passage of the 18th Amendment to the
Constitution and the Volstead Act; the impact of Prohibition on American society and its successes and failures,
including the rise of organized crime, bootlegging and speakeasies, and repeal by the 21 st Amendment. (E, C, H,
P)
US.38 Describe the Scopes Trial of 1925, including the major figures, the two sides of the controversy, its
outcome, and its legacy. (C, P, H, TN)
US.39 Describe the changing conditions for American Indians during this period, including the extension of
suffrage and the restoration of tribal identities and way of life. (C, G, P)
US.40 Describe the Harlem Renaissance, its impact, and its important figures, including an examination of
literary and informational text of or about Langston Hughes, Zora Neale Hurston, James Weldon Johnson,
Duke Ellington, and Louis Armstrong. (C)
US.41 Analyze the emergence of the Lost Generation in American literature, including the impact of Ernest
Hemingway and F. Scott Fitzgerald. (C)
US.42 Describe changes in the social and economic status of women, including the work of Margaret Sanger,
flappers, clerical and office jobs, and rise of womens colleges. (C, E, P)
US.43 Analyze the rise of celebrities as icons of popular culture, including Babe Ruth, Lou Gehrig, Jack
Dempsey, Red Grange, Bessie Smith, Billy Sunday, and Charles Lindbergh. (C)
ISTE Standard(s):

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results

 4. Critical thinking, problem solving, and decision-making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
MATERIALS:

Computer
Internet access to:

- Google.com
- .edu websites
- .org websites
- Inspiration software
- Google Classroom
Technology Integration
Students will use website formats as stated above as resources for their research. Inspiration software will be
used to create a graphic organizer of their findings according to the rubrics requirements. Students will provide
their sources on a Works Cited page. Students, upon completing the activity, will post their projects to Google
Classroom for sharing, viewing, and grading.
BACKGROUND and RATIONALE:
Students will demonstrate a clear understanding of their chosen topic in the Roaring
Twenties by providing a graphic organizer that explains key concepts and displays their creativity as
well as organizational skills.
Academic Language is not addressed in IDT 3600.
This lesson places students anywhere within TN social studies standards US.31-US.43,
which we are working through in this unit.
We will continue to build on our 1920s unit and work our way through each listed
standard.
I am aware that the lesson will be differentiated for students who did not master the
objectives and for those ready for enrichment. However, modifications are not covered in this course and
are not part of this particular lesson.
PROCEDURES AND TIMELINE:

Introduction
Begin by briefly discussing the 1920s and asking the class if they have seen old advertisements.
Play old audio and video advertisements for students.
Over the next two class periods, we will get on the computers and research the time period, with
each student having decided a topic approved by the teacher by the end of the second class period.
In the third class period, we will cover a tutorial of Inspiration software.
From the fourth class period on, students will work on their projects until the end of the twoweek period, when we will discuss our findings as a class.
Procedures
Prior to the Computer (15 minutes)
Teacher Procedures:
Go over Introduction as written above.
Provide the students with instructional sheets to accompany our tutorial through Inspiration
software; also, how to properly construct a Works Cited page; also, how to post the project to Google
Classroom.
At the Computer - Part 1 (35 minutes)
Teacher Procedures:

Student Procedures:

1. Have students open an Internet browser.

2. Direct students to Google.com
3. Remind students that only .edu or .org
sources will be acceptable.
4. Remind students to create their Works
Cited page using MS Word.
5. Monitor and assist as needed.
6. Repeat step 5 at next class period for
the full 50 minutes.

1. Open an Internet browser.

2. Navigate to Google.com
3. Navigate only to .edu or .org websites
4. Repeat steps 2-3 as needed.

At the Computer - Part 2 (50 minutes)

Teacher Procedures:

Student Procedures:

1. Direct students to Inspiration software.

2. Work through tutorial with students.
3. Give clear instructions and assist
as needed.

1. Open Inspiration software.

2. Complete tutorial.

At the Computer - Part 3 (50 minutes)

Teacher Procedures:

Student Procedures:

1. Direct students to Inspiration software.

2. Provide students with rubric that lays
out requirements for graphic organizer.

1. Open Inspiration software.

2. Follow rubric as required.
3. Open MS Word and create Works Cited page.

3. Instruct students to open MS Word.

4. Remind students of requirements for
graphic organizer project.
5. Remind students to complete Works
Cited page.
6. Monitor and assist as needed.
7. Repeat steps as necessary for
remaining days left in the lesson.
8. When finished, instruct students to
submit projects and Works Cited pages
to Google Classroom.

4. Fill out Works Cited page gradually.

5. When finished, submit project and Works
Cited page to Google Classroom.

Closure
The teacher engages the students in lighthearted discussion in order to relieve students and send them on their
way feeling relaxed.

ASSESSMENT EVIDENCE:
Roaring Twenties Graphic Organizer Requirements
(1) title
(1) main idea
(5) subheadings
(20) concepts (facts)
(5) images
(1) change in back ground color
(4) changes in font size, style, color,
(5) changes in concept shapes
(5) changes in concept shape fill colors
Rubric
Criteria
Requirements of
Graphic Organizer
are met.
Information is
accurate and wellpresented,
subheadings and
information are
associated
properly.

3
Each requirement
has been met.

2
Most requirements
have been met.

All information is
accurate and
presentation is
excellent; all
information falls
under proper
subheadings.

Information is
accurate with few
errors OR
information is
accurate with few
errors within
subheadings.

The project is

Requirements have

Requirements have

1
Few requirements
are met and/or are
incomplete.
Information has
serious accuracy
issues and the
project appears to be
disorganized;
information falls
under wrong
subheadings.
Requirements have

creative.

been met and the

presentation is very
creative.

Works Cited page

is in APA format
and provides
only .edu and/or
.org web pages.

Works Cited page is

in APA format and
provides only .edu
and/or .org web
pages.

been met, but some

elements are
repetitive and/or
lack variation.
Works Cited page
has few formatting
errors OR is in APA
format, but provides
prohibited web
pages.

not been met and

therefore the project
lacks creativity and
appeal.
Works Cited page
has many formatting
errors and provides
prohibited web
pages.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

Welcome to the 1920s! For this project, we will be creating something called a graphic organizer, which is
basically a way of mapping out an idea and showing it to others! We will use a super-cool web app called
Inspiration to create these projects. Dont worry, well go through a tutorial so that we all know how it works.

Youll refer to this handout for the requirements of the project, and well also write down our chosen topics
once weve all researched and theyve been approved (initialed) by your instructor. On the second page of this
hand out, youll see what a graphic organizer looks like. Good luck and HAVE FUN!
Name: __________________________________________
Topic: __________________________________________ (approved?

Roaring Twenties Graphic Organizer Requirements

(1) title
(1) main idea
(5) subheadings
(20) concepts (facts)
(5) images
(1) change in back ground color
(4) changes in font size, style, color,
(5) changes in concept shapes
(5) changes in concept shape fill colors
Rubric
Criteria
Requirements of
Graphic Organizer
are met.
Information is
accurate and wellpresented,
subheadings and
information are
associated
properly.

3
Each requirement
has been met.

2
Most requirements
have been met.

All information is
accurate and
presentation is
excellent; all
information falls
under proper
subheadings.

Information is
accurate with few
errors OR
information is
accurate with few
errors within
subheadings.

The project is
creative.

Requirements have
been met and the
presentation is very
creative.

Works Cited page

is in APA format
and provides
only .edu and/or
.org web pages.

Works Cited page is

in APA format and
provides only .edu
and/or .org web
pages.

Requirements have
been met, but some
elements are
repetitive and/or
lack variation.
Works Cited page
has few formatting
errors OR is in APA
format, but provides
prohibited web
pages.

1
Few requirements
are met and/or are
incomplete.
Information has
serious accuracy
issues and the
project appears to be
disorganized;
information falls
under wrong
subheadings.
Requirements have
not been met and
therefore the project
lacks creativity and
appeal.
Works Cited page
has many formatting
errors and provides
prohibited web
pages.