Unit Plan Overview

Teacher Name: Adam Callow

Subject: 10th Grade US History
Topic of Unit: Roaring 20s (1920-1929)
How does the unit connect to the lives of the students: Many developments started in this
time that students use today, i.e. medicine improvements, automobiles, large cities, etc.
Some students with elderly grandparents could have been alive during great depression, which
is set up by these times
Overall Goals: Students will be able to evaluate events during the 1920s, create stories in that
time period, recall events when quizzed/tested, analyze how events from that time period impact
todays world
Specific objectives: Students will be able to put themselves into the 1920s to analyze what life
would was like and create lives based on the advances of the time period.

TheTwentiesIdentifyandexplainthesignificanceoftheculturalchangesandtensionsinthe
RoaringTwentiesincluding
culturalmovements,suchastheHarlemRenaissanceandthelost
generation

the struggle between traditional and modern America (e.g., Scopes

Trial, immigration restrictions, Prohibition, role of women, mass
consumption) (National Geography Standard 10, p. 203)
Evidence that students met the objectives: test/kahoot, students will submit
journal/presentation/art work of what life wouldve been like in the 20s, asking if they have
questions during class and reviewing the previous days topics to start the next day,
Five (or more) lessons:
Day 1: review the progressive era and ww1, set the stage for the 20s.
Discuss the postwar problems, and the red scare, including mail bombs
Discuss the Asian, Latin American, and European peace deals after ww1.
Focus on facts and flaws
End with figuring out what the US foreign policy is.

Day 2:
Do an diagram demonstrating the economic entrapment that was brought about by the
ww1 treaties.
Lecture on politics of this time period, as well as other notable names who became
famous in this time period
Break students into groups to have them read and create quizzes over the remaining
material in the chapter
Day 3:
Have students present the quizzes while the rest of the class takes them (informally)

Day 4:
Focus on primary sources, the increase of photos/videos in this time period, what
emphasis this had on information coming from this time period, and impact on the public
sphere
Put students into small groups, have each group pick a different member of society in
1920, and have them trace what life would have been like for that person through the
decade, and present on it to highlight the degree of change that took place in these ten
years

Day 5:
Students will have time to work on the their projects further
Day 6:
Students will present their projects, highlighting the degree of change that took place in
these ten years