Unit 5: Between the Wars

Name: Paul Poole, Towson University Date: 3/6/19, 3/7/19

CLASS DESCRIPTION:
3A: 25 Students, diverse racial mix, quieter,
4A: 22 Students, diverse racial mix, many behavior issues, need more scaffolding
2B: 28 Students, diverse racial mix, high energy (unless first period), group work is a bad idea
3B: 26 Students, diverse racial mix, very social, high energy

Unit: 5: Between the Wars

Lesson: Women of the 20’s
Time: 81 mins

ALIGNMENT:
Standard Objective Assessment Activity

5.2.4.f Students will describe the
changing social and economic
role of women and the impact of
the woman’s suffrage movement.
Students will examine Building Motivation/Notes
the physical and social, the Woman
and economic changes to of the 20’s
women in the 1920’s in
order to determine the
changes in attitudes and
status for women.

ESSENTIAL QUESTION(S):

MATERIALS:
Student Materials Required: pencil, big sticky note pad

Technology Required: Promethean Board, Activinspire flipchart,

LESSON PROCEDURE:
Opening Activity- Drill and Objective
Time Allotted: 10-15mins
Where: Class Drill Sheets

Drill Question:
1. Who experienced LESS freedom in the 1920’s?
ER: Minorities, immigrants, non-WASP, socialists
2. Who experienced MORE freedom in the 1920’s
ER: Women, Christians,

Objective: Students will examine the physical and social, and economic changes to women in the 1920’s in
order to determine the changes in attitudes and status for women.
Transition: As we will see women will gain more freedom in the 1920s in any areas of life, but there will be
some unfortunate backlash as we will see, but first I want to set the stage by going over the events surrounding
women leading up to this period.

Adaptations:
3A: Use recall
4A: prod more or answers. Make sure they know you care that everyone has a voice (i.e. im not just teaching
Andrew)
2B: Keep energy high
3B: be on top of behavior from the start

Activity 1 – Notes
Time Allotted:
Where: 5-10 mins

Students will be asked to recall relevant information to the topic that has been previously taught

Notes
 Review: what was the 19th amendment?
o women’s right to vote
 Who wanted prohibition?
o Christian Women - prohibition was passed so do women have more or less say in the
government?
 More

Ask predicting questions such as “how will people react to this?” or “Will this have consequences for women
later?”

Transition: Now that we remember what was going on leading up to this period, let’s just first take a look at
three different photographs so we can see exactly what we are looking at for our time period and the time
before that.

Adaptations: same as above, they should know this so prod hard for these answers
3A:
4A:
2B:
3B:

Activity 2 – Who do we mean when we say the women of the 1920’s?

Time Allotted: 10-15mins
Where:

Motivation
 Present 3 pictures (before WWI, During WWI, After WWI), give one minute per picture
 Ask students to keep track of the physical appearances of women in the pictures, as well as what they
are doing
 After you have gone through each picture ask students to collect their thoughts and talk to the people
around them about what changes they see and how they think people will react to these changes
 Lastly pull answers from the class and write them on the board
Transition: Keep your predictions in mind as you go through the activity today

Adaptations: All classes keep students on track, do not let them deviate from discussion/let discussion go too
long
3A:
4A:
2B:
3B:

Activity 2 – Building the Woman of the 1920’s

Time Allotted: 30mins
Where:

Students will get into groups of 4-5 depending on class size

Students complete a worksheet on the women of the 1920’s, for each section they complete they get a piece
of clothing to place on their woman of the 20s
 Dress: Clothing/advertisement
 Gloves: Changes in work/duties
 Shoes: Changes in social status/opportunities
 Change in mindset/attitudes

Transition: Now that we have learned all about the struggles and successes of women in the 1920’s, I want us
to thing about

Adaptations: for all classes keep the groups on task, monitor them closely
3A: help them make groups if need be
4A: strict time limits, timer may be a good idea
2B: Encourage them to work together but remind them that independently is an option
3B:

Activity – Closure
Time Allotted: 10mins
Where:

Students will answer the question of what issues that we have looked at during class still persist for women
today.

Transition: pack up your things and have a nice day

Adaptations: Remind all classes that closure is independent work

3A:
4A:
2B:
3B:

Assessment:
Homework:
 Unit 5: Between the Wars

Name: Paul Poole, Towson University Date: 2/25/19, 2/28/19

CLASS DESCRIPTION:
3A: 25 Students, diverse racial mix, quieter,
4A: 23 Students, diverse racial mix, many behavior issues, need more scaffolding
2B: 28 Students, diverse racial mix, high energy (unless first period), group work is a bad idea
3B: 26 Students, diverse racial mix, very social, high energy

Unit: 5: Between the Wars

Lesson: The Home Front
Time: 81 mins

ALIGNMENT:
Standard Objective Assessment Activity

5.2.4.b: Students will describe
how World War I led to an
increase in Nativism and
xenophobia in the United States
such as anti-German sentiment,
anti-immigration attitudes, anti-
Semitism, and the resurgence of
the KKK.
Students will review a Intolerance Analyzing political cartoons
political cartoon, create Rally Closure
posters and speeches, Closure
and present an
argument for 1920’s
intolerance in order to
demonstrate an
understanding of how
intolerance comes to
be, and judge whether
we are more or less
tolerant today.

5.2.4.c: Students will describe the
political and social consequences
of the Red Scare, including the
Palmer Raids, immigration
restrictions, and Sacco and
Vanzetti case.
Students will review a Intolerance Intolerance Rally
political cartoon, create Rally
posters and speeches,
and present an
argument for 1920’s
intolerance in order to
demonstrate an
understanding of how
intolerance comes to
be, and judge whether
we are more or less
tolerant today.

ESSENTIAL QUESTION(S):
Why were Americans fearful of foreign influence after WWI and into the 1920s?
In what ways did Americans demonstrate an attitude of intolerance during the 1920s?

MATERIALS:
Student Materials Required: Poster Paper, Handouts of intolerances, pencils/markers/poster making
supplies

Technology Required: Promethean Board, Activinspire flipchart,

LESSON PROCEDURE:
Opening Activity- Drill and Objective
Time Allotted: 10-15mins
Where: Class Drill Sheets

Drill Question:
1. In what ways do Americans demonstrate an attitude of intolerance?
ER: racism, homophobia/transphobia, immigration, classism, sexism, political

Objective: Students will review a political cartoon, create posters and speeches, and present an argument for
1920’s intolerance in order to demonstrate an understanding of how intolerance comes to be, and judge
whether we are more or less tolerant today.

Transition:

Adaptations:
3A:
4A:
2B:
3B:

Activity 1 – Close the Gate/Important Terms

Time Allotted: 20 mins
Where:

Students will be introduced to/review key vocabulary to intolerance such as:

Xenophobia: unreasonable hatred of foreigners/strangers
Anti-Semitism: hate based on religion
Nativism/Nativist: push for only true Americans to be given privileges
“New Immigrant”: Immigrant from South/Eastern Europe (Russian, Italian)

Students will be shown the political cartoon “Close the Gate” discussing immigration. Students will be asked
to identify who they think is represented by the figure in the cartoon, as well as why they are depicted the
way they are (with a bomb for a head/bag labeled undesirable).

The teacher will then go into the context of the 1920’s economically/post war, including the ideas of:
America first
The Great Migration
Immigrants working for less

Transition: Keep these words in mind today as they will come up frequently within your readings.

Adaptations:
3A:
4A:
2B:
3B:

Activity 2 – Intolerance “Rally”

Time Allotted: 20mins
Where:

Students will be asked to break into groups of 3 and create a speech and poster on one of 3 pieces of
intolerance legislation: Chinese exclusion act, Gentlemen’s agreement, Immigration Restriction Acts, growth
of the KKK, The Palmer Raids, and the arrest of Sacco and Vanzetti. Each group will have one poster creator,
one speech writer/researcher, and one presenter who presents their poster and speech to the class.

Students will turn in a copy of their speech and their flyer, and each student will be graded on their individual
work as well as how their individual pieces work together. Each student will be graded out of 10 (5 for
individual, 5 for group).

Transition: Keep these words in mind today as they will come up frequently within your readings.

Adaptations:
3A:
4A:
2B:
3B:

Activity 2 – Intolerance “Rally” Presentations

Time Allotted: 30mins
Where:

Students will present their posters and speeches to the class in order for them to gain knowledge of each area
of intolerance. Students will have 3 minutes to present each.

Transition: Now that all of our posters are done, each group will have three minutes to present their poster.

Adaptations:
3A:
4A:
2B:
3B:

Activity – Closure (Have Things Gotten Better?)

Time Allotted: 10mins
Where:

Students will be asked whether they think America has become more intolerant or less intolerant since the
1920’s. They will be asked to cite 3 examples of 1920’s intolerance and judge whether they are worse or
better than 3 modern examples.

Transition:
Adaptations:
3A:
4A:
2B:
3B:

Assessment: Have things gotten better/Intolerance Rally

Homework: finish Have things gotten better? If not done
 Unit 5: Between the Wars

Name: Paul Poole, Towson University Date: 3/1/19, 3/4/19

CLASS DESCRIPTION:
3A: 25 Students, diverse racial mix, quieter, quick workers have extra activities,
4A: 23 Students, diverse racial mix, many behavior issues, need more scaffolding
2B: 28 Students, diverse racial mix, high energy (unless first period), group work is a bad idea
3B: 26 Students, diverse racial mix, very social, high energy

Unit: 5: Between the Wars

Lesson: Prohibition
Time: 81 mins

ALIGNMENT:
Standard Objective Assessment Activity

5.2.4.d Students will examine the
connection between Prohibition
and the emergence of organized
crime.
Students will investigate who Formative Jigsaw
wanted prohibition and the effects assessment
of the law in order to determine questions
whether prohibition was successful
or not.

ESSENTIAL QUESTION(S):
what is prohibition?
who wanted prohibition? Why/why not?
was prohibition successful? Why or why not?

MATERIALS:
Student Materials Required:

Technology Required: Promethean Board, Activinspire flipchart,

LESSON PROCEDURE:
Pre-Lesson: Write on the board “no talking of any kind without raising your hand” on the board. This will come
in handy later. Keep tally of how many times students break the “Law”

Opening Activity- Drill and Objective

Time Allotted: 10-15mins
Where: Class Drill Sheets

Drill Question:
1. Does what Billy Sunday is describing sound like a good thing? Why?
ER: Yes, no crime, no poverty
2. What event could he be describing?
ER: Prohibition, the rapture, 2nd coming,
Objective: Students will investigate who wanted prohibition and the effects of the law in order to determine
whether prohibition was successful or not.

Transition: So, this quote is describing the prohibition of the 1920’s. Does anyone know what prohibition is?

Adaptations:
3A:
4A:
2B:
3B:

Activity 1 – Fact Sheet/Predictions

Time Allotted: 15mins
Where: Worksheet Packets

Students will be shown 3 questions and asked to answer them as a class. The questions will be: what is
prohibition, who wanted prohibition, and was prohibition successful?

Students will then be given a list of prohibition facts and be asked to define prohibition, WCTU, and the 18th
amendment using the facts, as well as pick out some that stand out to them.

After 10 minutes the teacher will ask for the definitions of the three terms, as well as some fun facts from the
list. While defining the terms, stress that this is a Christian/Women’s movement that gains traction.

Transition: now that we know a little bit about prohibition I want to dive into the truth of prohibition and the
effects it had on American life in the 1920’s.

Adaptations:
3A:
4A:
2B:
3B:

Activity 2 – Documents (modified Jigsaw)

Time Allotted: 35mins
Where:

Students will gather into groups of 4. Each student will be assigned a section of the documents (banning alcohol,
getting around the law, crime, enforcing the law) by birthday in chronological order. Each student will become
the expert on their section. After 15 minutes each member will take turns sharing their responses with the group
for 5 minutes.

Transition: now that were all experts on the effects of prohibition, I want to return us to our questions from the
beginning of class and make sure we are all crystal clear on them.

Adaptations:
3A:
4A:
2B:
3B:
Activity 3 – How far have we come?
Time Allotted: 5mins
Where:

The teacher will display the same 3 questions from the beginning of class again, this time students should know
the answers instantly. Quick formative assessment and check for understanding. On key concepts.

Transition: Last thing for today, I want us to connect to modern times, so I want us to compare and contrast the
prohibition of the 1920s to the prohibition on marijuana.

Adaptations:
3A:
4A:
2B:
3B:

Activity – Closure (Comparisons to Marijuana)

Time Allotted: 10mins
Where:

Opinion: What similarities do you see between the current movement to legalize Marijuana and Prohibition of
the 1920’s? Is the prohibition on Marijuana more or less effective than the prohibition on alcohol was?

Transition:

Adaptations:
3A:
4A:
2B:
3B:

Assessment:
Homework: