1920s Lesson Plans Day 1-4

Teacher Candidate:
Andrew Hamer
Discipline: Grade Level: 11th grade
Social Studies (U.S. History)
Central Focus of Unit Plan in which this Lesson occurs:
Political, Social, Economic, Technological, and Cultural Developments of the 1920s (Day 1 of 4)
Standard(s): Identify and list the state’s Core Content Curriculum Standards that are addressed by this lesson’s
learning objectives, activities, and assessments.
● California Social Science Standard 11.5.6: Trace the growth and effects of radio and movies and their role
in the worldwide diffusion of popular culture.
● California Social Science Standard 11.5.7: Discuss the rise of mass production techniques, the growth of
cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and
effect on the American landscape.
● California ELA Standard 1.3: 1.3 Structure ideas and arguments in a sustained, persuasive, and
sophisticated way and support them with precise and relevant examples.
Objective(s): Articulate a clear, four-part learning objective (thinking skill + subject matter content + learning
resource + student learning product), that you intend your students to be able to demonstrate by the end of this
single lesson.
By the end of this lesson, Students Will Be Able To (SWBAT):
Day One: By the end of this lesson, students will be able to apply their knowledge gained from the PowerPoint
slides and documentary clips in differentiating the changes to American society before and after the technological
innovations of the 1920s by completing a worksheet on subject specific vocabulary and concepts related to the
technical innovations and cultural movements of the “Roaring Twenties''. This will allow them to identify and
explain the increase in urbanization, and the rise of mass communication and entertainment.
Model of Teaching – Gradual Release of Responsibility:
Model:
The purpose of this model of teaching (Gradual Release of Responsibility) is to allow students to transition from
listening to instruction from a teacher to allowing students to develop an independent educational skillset.
Learning Theory:
Students will utilize cognitive theory to examine how technological innovations in the 20’s changed American
society. Students will examine how the radio and cinema allowed for greater worldwide expression and mass
communication. Students will look at the increase in urbanization and how more people began moving to cities.
Essential Questions:
How did the technological changes in the 1920’s affect American society?
Lesson Design:
Students will watch a series of documentary clips about 1920’s America, taking notes about the changes to
transportation, communication, fashion, and entertainment. Students will then work together in small groups to
research a specific innovation of the 1920’s, such as radio, automobiles, silent movies, etc. The student groups
will then present their findings. Individual students will then write a few paragraphs highlighting how the
invention their group researched completely changed American society.
Supports and Differentiated Instruction:
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Last Updated: November 2020
- Provided visual aids such as timelines, infographics, or photographs depicting key technological
innovations of the 1920s.
- Scaffold learning by breaking down complex concepts into smaller, more manageable chunks and
providing additional support as needed.
- Utilize technology tools such as text-to-speech software, captioned videos, or screen readers to support
students with disabilities.
Subject Specific Vocabulary:
- Automobile
- Henry Ford’s Assembly Line
- Cinema
- Radio
- Hollywood
- Penicillin
- Art Deco
- International Flight (Charles Lindbergh flight from New York to Paris)
Academic Language:
- Examine Highlight Research Compare Contrast
Syntax Learning Experience: Describe the Script: Articulate the guiding questions, explicit instructions,
ACTION STEPS taken by the teacher and stimulus for discourse the teacher provides to facilitate
and the students within each learning and stimulate learning.
experience/phase below.
Day One: Teacher will: “Today, we will be talking about the numerous technological
Motivati Give a summary of the major and societal changes in the 1920’s in America.
on technological changes in 1920’s “The United States emerged from the end of World War I as
(15 America, highlighting the advances in a major world power. It also emerged as an economic
mins) transportation, mass communication, powerhouse, fueled in large part by the rise of Wall Street
(Whole as well as the music and arts. and American industrialization. People also began moving
Group) to American cities in large numbers, looking for jobs and a
better life.”
“For most Americans at the beginning of the 20th century,
their lives had mainly been like their ancestors centuries
ago, living in rural communities, surrounded by agriculture.
Communication to the outside world was limited to
newspapers, magazines, and books. Yet during the 1920’s,
new technologies would profoundly transform American
life, especially around communication and transportation.
The invention of the radio allowed millions of Americans to
listen instantaneously to their favorite musicians and
entertainers, as well as political leaders, religious ministers,
and social commentators. The world was becoming smaller
and more intimately connected.”
“Mass produced automobiles such as Henry Ford’s Model T
allowed for Americans to travel at their own leisure.
Though railroads were still prominent, Americans no longer
had to rely on horses or train schedules to get where they
wanted to go.”
“Charles Lindbergh was the first pilot to complete a nonstop
transatlantic flight in his plane, the Spirit of St. Louis,
traveling nonstop from New York to Paris in 1927. The
dawn of commercial flight would soon be realized, with
emerging companies like Pan Am providing flights in hours
that would take ships days or weeks to complete.”
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Day One: Teacher will: “We will watch a short documentary video that discusses
Demonst Introduce the short documentary video the various changes during the “Roaring Twenties” in
rate to the class. Ask students to think America. Think about how American society was changed
(20 about the various changes to American by technological innovations during this era. How did these
mins) lives in the 1920’s. changes affect Americans? Can you see any parallels
(Whole between the technological changes in the 1920’s and the
Group) changes in the 2000’s?
Learners will:
Watch the documentary on the Documentary Link:
Roaring Twenties and take notes. https://www.youtube.com/watch?v=RN7ftyZigYs
Day One: Teacher will: “How did the documentary videos inform your thoughts on
Check Ask students about their thoughts on the 1920’s? What major changes during this period most
for the documentary, focusing on their dramatically affected Americans?”
Understa initial impressions before and after
nding watching the video. “Think about how technological changes to travel and
(15 communication make the world more interconnected. How
mins) was this a benefit for the United States?”
(Whole Learners will:
Group) Discuss their insight on the emerging “Not everyone in the United States thought these
technologies that changed American technological changes were beneficial. How do you think
life in the 1920’s. new technological innovations created tension in America?”
“I want you all to break into groups and research a specific

invention or technological innovation that transformed
American lives in the 1920’s. Think about how the invention
changed earlier forms of travel, communication, or made
certain tasks easier. After a brief discussion, share your
specific invention or technological innovation with the
class.”
Day One: Teacher will: “Thank you all for presenting your inventions or
Indepen innovations. I want you all to complete this worksheet
dent Hand out a worksheet with subject about vocabulary words related to technological
Practice specific vocabulary related to the innovations in the 1920’s. Connect each word with its
(15 1920’s technology. correct definition.”
mins)
(Indepen Learners will: identify and connect the
dent/Ass proper 1920’s vocabulary words with
ess) their definitions.
Informal Assessments Formal Assessments
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Describe any informal assessment of student learning Describe any formative assessment tasks given during the
that occurs during the lesson in which you receive lesson in which students’ learning data is collected and
students’ learning data, but do not record that data. recorded. For example, journal reflections, independent
For example, verbal responses to questions or written work, group presentations evaluated with a
ungraded group presentations. Assessments should rubric. Assessments should promote learning and inform
promote learning and inform instruction. instruction.
All students will be able to comprehend and discuss Students will complete a worksheet that requires them to
how technology from the 1920’s changed American take notes and reflect on the various slides and
life. They will refer to specific technological examples documentary clips from the lesson regarding 1920s
in their classroom and group discussions. technology. They will also match a 1920s invention with
the correct definition using a word bank.
Informal Assessments will include the following:
1) An observation of a student's ability to

summarize events and a willingness to ask
questions and contribute to the class
discussion.
2) Students being able to discuss technologies
that have changed the world in their own
lifetimes.
Lesson Resources: List all the learning resources, teaching materials, and digital learning apps or instructional
technology to be used by the students to achieve the learning objective during the lesson. You must show where
in the lesson (code the lesson) these resources appear. In addition to completing this written lesson plan, you
must provide copies of all learning resources, assessments, and rubrics that the students will encounter during
the lesson, such as worksheets, performance tasks, instructions for an activity, etc.
- Peter Jennings, “The Century: America’s Time – 1920-1929:Boom to Bust”
https://www.youtube.com/watch?v=RN7ftyZigYs
- “American Experience: The First Automobile Assembly Line”
https://ca.pbslearningmedia.org/resource/amex25.sci.engin.systems.assembly/the-first-automobile-asse
mbly-line/
Worksheet Rubric
Criteria 5 Points 3 Points 1 Point
Understanding Demonstrates a comprehensive Shows a basic understanding of 1920s Demonstrates a limited understa
understanding of 1920s technological technological changes. 1920s technological changes.
changes.
Evidence Provides multiple specific examples and Provides some specific examples and Provides little to no specific exam
evidence from the 1920s to support evidence from the 1920s but lacks evidence from the 1920s.
assertions. thoroughness.
Analysis Offers insightful analysis of the Offers a basic analysis of the Offers minimal or no analysis of t
significance of technological changes in significance of technological changes in significance of technological chan
the 1920s. the 1920s. the 1920s.
Clarity and Depth Writing is clear, concise, and Writing is generally clear but may lack Writing is unclear or confusing an
demonstrates a deep understanding of depth or sophistication. depth or insight.
the topic.
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Teacher Candidate:
Andrew Hamer
● California Social Science Standard 11.5.5: Analyze the passage of the Nineteenth Amendment and the
changing role of women in society.
● California Social Science Standard 11.5.6: Trace the growth and effects of radio and movies and their role
in the worldwide diffusion of popular culture.
● California ELA Standard 1.3: Structure ideas and arguments in a sustained, persuasive, and sophisticated
way and support them with precise and relevant examples.
single lesson.
Day Two: By the end of this lesson, students will be able to apply their knowledge gained from the PowerPoint
slides and documentary video clips by completing a worksheet on subject specific vocabulary and concepts
related to the changing social and cultural mores of women in the “Roaring Twenties”, allowing them to identify
and explain women’s suffrage, as well as the changing roles of women, as well as the liberating cultural attitudes
of the 1920s.
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Model:
Learning Theory:
Students will utilize cognitive theory to examine how the roles of women in the 1920’s changed in American
society. Students will examine how the Nineteenth Amendment gave women the legal right to vote in the United
States. They will look at how many women rebelled against traditional gender roles. Students will look at how
cinema and other mass media shaped women’s views of themselves, allowing for more freedom on what they
could wear, what jobs they could have, and the freedom to choose their own relationships (including for white
women the “exotic” Rudolph Valentino and the “Latin Lover” stereotype from Hollywood).
How did the 19th Amendment and subsequent political rights of American women in the 1920’s change traditional
gender roles?
Lesson Design:
Students will watch a series of documentary clips about 1920’s America, taking notes about the changes to
women’s political rights, fashion, and social freedoms. After group discussions about the changes in women’s
Individual students will then write a few paragraphs highlighting how the invention their group researched
completely changed American society.

- Provided visual aids such as timelines, infographics, or photographs depicting changing fashion and
culture for women in the 1920s.
- Flappers
- Vamps
- Rudolph Valentino/Latin Lover
- 19th Amendment
Academic Language:
Syntax Learning Experience: Describe the Script: Articulate the guiding questions, explicit
ACTION STEPS taken by the teacher and instructions, and stimulus for discourse the teacher
the students within each learning provides to facilitate and stimulate learning.
Day Two: Teacher will: “Today, we will be talking about the changes in the
Motivation Give a summary of the major changes in roles of women in 1920’s America. The United States
(15 mins) the lives of women in the 1920s, passed the 19th Amendment in 1920, allowing women
(Whole highlighting women’s suffrage with the the legal right to vote in the United States. Women
Group) passing of the 19th Amendment, women soon found themselves with new rights and freedoms
in the workforce, as well as changing that previously did not exist in America.”
fashion and social attitudes for women. “In addition to the right to vote, many women began
entering the job market, breaking the traditional role
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of women staying at home and taking care of their
family.”
“Many women also defied social norms that forbid
them from drinking or smoking. Several women who
went to bars or cut their hair short or wore short
dresses were known as flappers. Other women from
the era were known as vamps.”
“The changing social mores also allowed women the
freedom to choose their own relationships, regardless
of family pressure or social status. Some of these
relationships even crossed ethnic or racial boundaries,
such as the allure of the exotic “Latin Lover”, portrayed
famously by an Italian immigrant, Rudolph Valentino.”
Day Two: Teacher will: “We will watch a short documentary video that
Demonstrat Introduce the short documentary video discusses the changing roles of women during the
e to the class. Ask students to think about “Roaring Twenties” in America. Think about how
(20 mins) the various changes that women in women’s fashion, political rights, and their roles in
(Whole America faced in the 1920’s. society changed during this era. How did these
Group) changes affect American women? “
Learners will: “I have provided a worksheet online for you to work.
Watch the documentary on the Roaring Please write notes and reflections from the slides and
Twenties and complete worksheet on as you watch the documentary.”
Women in the 1920s.
Documentary Link:
Day Two: Teacher will: “How did the documentary videos inform your
Check for Ask students about their thoughts on thoughts on the 1920’s? What major changes during
Understandi the documentary, focusing on their this period most dramatically affected American
ng initial impressions before and after women?”
(20 mins) watching the video. “There were many people, especially in rural areas that
(Whole did not approve of the changing fashion and social
Group) Learners will: freedoms of women in the 1920s. How did the conflict
Discuss their insight on the changing between traditional and nontraditional communities
roles of women in the 1920’s. affect women during this time?”
Day Two: Teacher will: “Thank you all for presenting your inventions or
Independen Have the students complete the innovations. I want you all to complete this worksheet
t Practice worksheets with guiding questions about vocabulary words related to technological
(20 mins) about women in the 1920s. innovations in the 1920’s. Connect each word with its
(Independen correct definition.”
t/Assess) Learners will: complete the worksheet
and answer the guiding questions.

Describe any informal assessment of student learning that Describe any formative assessment tasks given
occurs during the lesson in which you receive students’ during the lesson in which students’ learning
learning data, but do not record that data. For example, data is collected and recorded. For example,
verbal responses to questions or ungraded group journal reflections, independent written work,
group presentations evaluated with a rubric.
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presentations. Assessments should promote learning and Assessments should promote learning and
inform instruction. inform instruction.
All students will be able to comprehend and discuss how Students will complete a worksheet that requires
women’s political rights, fashion, and social norms changed in them to take notes and reflect on the various
1920s America. They will refer to specific examples in their slides and documentary clips from the lesson
classroom discussions. regarding the changing roles of women in the
1920s. They will also answer several guiding
Informal Assessments will include the following: questions in the worksheet about the various
3) An observation of a student's ability to summarize social, political, and economic changes that
events and a willingness to ask questions and affected women during the “Roaring Twenties”.
contribute to the class discussion.
4) Students were able to discuss the effects of the
changing roles of women in the 1920s and how it still
can be seen today.
- Peter Jennings, “The Century: America’s Time – 1920-1929:Boom to Bust”
- “The Italian Americans”
https://www.pbs.org/video/italian-americans-rudolph-valentino/
Worksheet Rubric
Informal Assessment Rubric: Worksheet - 1920s America
Understanding Demonstrates a comprehensive Shows a basic understanding of Demonstrates a limited

understanding of 1920s 1920s women's cultural understanding of 1920s
women's cultural changes. changes. women's cultural changes.
Evidence Provides multiple specific Provides some specific Provides little to no specific
examples and evidence from the examples and evidence from examples or evidence from the
1920s to support assertions. the 1920s, but lacks 1920s.
thoroughness.
Analysis Offers insightful analysis of the Offers a basic analysis of the Offers minimal or no analysis of
significance of cultural changes significance of cultural changes the significance of cultural
for women in the 1920s. for women in the 1920s. changes for women in the
1920s.
Clarity and Depth Writing is clear, concise, and Writing is generally clear, but Writing is unclear or confusing,
demonstrates a deep may lack depth or and lacks depth or insight.
understanding of the topic. sophistication.
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Teacher Candidate:
Andrew Hamer
● California Social Science Standard 11.5.3: Examine the passage of the Eighteenth Amendment to the
Constitution and the Volstead Act (Prohibition).
● California Social Science Standard 11.5.5: Describe the Harlem Renaissance and new trends in literature,
music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
● California ELA Standard 2.4.a: Write historical investigation reports: use exposition, narration,
description, argumentation, or some combination of rhetorical strategies to support the main
proposition.
single lesson.
Day Three: By the end of this lesson, students will be able to apply their knowledge gained from the PowerPoint
slides and documentary video clips by completing a worksheet on subject specific vocabulary and concepts
related to the Harlem Renaissance and Prohibition during the “Roaring Twenties”, allowing them to identify and
explain the artistic movement in the African American community of Harlem, as well as the years of Prohibition
that would restrict the sale and public consumption of alcohol.
Model:
Learning Theory:
Students will utilize cognitive theory to examine how the roles of women in the 1920’s changed in American
society. Students will examine how the Nineteenth Amendment gave women the legal right to vote in the United
States. They will look at how many women rebelled against traditional gender roles. Students will look at how
cinema and other mass media shaped women’s views of themselves, allowing for more freedom on what they
could wear, what jobs they could have, and the freedom to choose their own relationships (including for white
women the “exotic” Rudolph Valentino and the “Latin Lover” stereotype from Hollywood).
How did the 19th Amendment and subsequent political rights of American women in the 1920’s change traditional
gender roles?
Lesson Design:
Students will watch PowerPoint lecture slides as well as a series of documentary clips about 1920’s America,
taking notes about the impact of Prohibition on American lives, discussing issues such as bootlegging and
organized crime. Students will also learn about the Great Migration and the cultural impact of African Americans
in major Northern cities in the 1920s, as personified in the Harlem Renaissance. After group discussions about the
impact of African American culture on American society during the “Roaring Twenties”, students will work in
groups of two or more on a research project. The project will require students to research at least three writers
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or artists from the Harlem Renaissance. They will highlight their biographical background, their artistic
achievements, as well as their impact on the Harlem Renaissance.

- Provide visual aids such as timelines, infographics, or photographs depicting Prohibition and the Harlem
Renaissance.

- Great Migration
- Harlem Renaissance
- Jazz
- Volstead Act
- Speakeasy
- Bootlegging
- Al Capone
Academic Language:
Syntax Learning Experience: Describe the Script: Articulate the guiding questions, explicit
ACTION STEPS taken by the teacher and instructions, and stimulus for discourse the teacher
the students within each learning provides to facilitate and stimulate learning.
Day Teacher will: “Today, we will be talking about the Harlem Renaissance
Three: Give a summary of the Great Migration and Prohibition. During the Great Migration in the early
Motivati and the Harlem Renaissance in the 20th century, hundreds of thousands of African American
on 1920s, as well as the Volstead Act and moved from the South to Northern cities. Many settled in
(15 the enforcement of Prohibition, large metropolitan areas like Chicago, Philadelphia, and
mins) including the rise of bootleggers and New York City. One area in Manhattan known as Harlem
(Whole speakeasies. became a center for African American art, literature, and
Group) music in the 1920s. World renowned jazz musicians such
as Duke Ellington played at nightclubs such as the Cotton
Club in Harlem.”
“In addition to the Harlem Renaissance and the rise of jazz
music, the Volstead Act was enacted in 1920, making the
sale or public consumption of alcohol illegal. Though
Prohibition was the law of the land, many people
continued to drink anyway. They would go to secret
places that served alcohol. These places were called
speakeasies.”
“Some people in the United States became very wealthy

producing and distributing alcohol illegally. They were
known as bootleggers. Organized crime became involved
in bootlegging. Gangsters like Al Capone made millions of
dollars off bootlegging. Violent crime rates increased as
rival gangs fought one another for territory. Several law
enforcement officers and politicians were also bought off
by gangsters, either participating in bootlegging or turning
a blind eye to it.”
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“We will watch a short documentary video that discusses
Day the Harlem Renaissance and Prohibition during the
Three: Teacher will: “Roaring Twenties” in America. Think about how the
Demonst Introduce the short documentary video Great Migration, jazz music, and the African American
rate to the class. Ask students to think about cultural movement in Harlem affected the changing
(20 how the Harlem Renaissance and demographics and arts in major Northern cities. Also,
mins) Prohibition transformed the 1920’s. think about how Prohibition and the rise of speakeasies
(Whole and bootlegging affected crime and corruption in major
Group) Learners will: cities such as Chicago and New York. How did these
Watch the documentary on the Roaring changes affect Americans? “
Twenties and complete worksheet on “I have provided a worksheet online for you to work.
the Harlem Renaissance and Prohibition Please write notes and reflections from the slides and as
in the 1920s. you watch the documentary.”
Documentary Links:
Day Teacher will: “How did the documentary videos inform your thoughts
Three: Ask students about their thoughts on the on the 1920’s? How did the Harlem Renaissance affect
Check documentary, focusing on their initial the changing demographics and artistic culture of major
for impressions before and after watching American cities like New York?”
Understa the video. “Though Prohibition outlawed the sale and public
nding consumption of alcohol, how did bootlegging, organized
(20 Learners will: crime, and speakeasies affect many Americans’ views of
mins) Discuss their thoughts on how the the law?”
(Whole Harlem Renaissance and Prohibition
Group) transformed America in the 1920’s.
Day Teacher will: “I want you all to complete the worksheet segment about
Three: vocabulary words related to the Harlem Renaissance and
Indepen Have the students complete the Prohibition. Connect each word with its correct definition
dent worksheets with guiding questions using a word bank.”
Practice about women in the 1920s. “You will also be working in groups of two or three on a
(20 Harlem Renaissance project. Each group will do research
mins) Have students work in groups of two or on three to five writers, musicians, and visual artists from
(Indepen three and choose three to five writers, the Harlem Renaissance era in the 1920s and 1930s. You
dent/Ass musicians, and visual artists from the will present your project in the form of a PowerPoint
ess) Harlem Renaissance. slideshow. You will also cite a minimum of four sources
for the project.”
Learners will: complete the worksheet
and connect the vocabulary words to the
correct definitions using a word bank.
Work in groups of two or three to create

a slideshow project covering several
artists from the Harlem Renaissance,
using at least four sources.

Describe any informal assessment of student learning that occurs Describe any formative assessment tasks
during the lesson in which you receive students’ learning data, given during the lesson in which students’
11
but do not record that data. For example, verbal responses to learning data is collected and recorded. For
questions or ungraded group presentations. Assessments should example, journal reflections, independent
promote learning and inform instruction. written work, group presentations evaluated
with a rubric. Assessments should promote
All students will be able to comprehend and discuss how the learning and inform instruction.
Harlem Renaissance and Prohibition changed the culture and
environment of 1920s America. They will refer to specific Students will complete a worksheet that
examples in their classroom discussions. requires them to take notes and reflect on
the various slides and documentary clips
Informal Assessments will include the following: from the lesson regarding the changing roles
of women in the 1920s. They will also
5) An observation of student’s ability to summarize events answer several guiding questions in the
and a willingness to ask questions and contribute to the worksheet about the various social, political,
class discussion. and economic changes that affected women
6) Students being able to discuss how the effects of the during the “Roaring Twenties”.
changing roles of women in the 1920s and how it still
can be seen today.
- Peter Jennings, “The Century: America’s Time – 1920-1929: Boom to Bust”

- “The African Americans: Many Rivers to Cross”
https://ca.pbslearningmedia.org/resource/mr13.socst.us.harlem1920s/harlem-in-the-1920s/
- “Prohibition”
https://ca.pbslearningmedia.org/resource/federal-funding-prohibition-video-9116/federal-funding-for-pr
ohibition-ken-burns-prohibition/?student=true&focus=true
Rubric Worksheet/Harlem Renaissance Project


understanding of 1920s Prohibition and 1920s Prohibition and Harlem understanding of 1920s Prohibition
Harlem Renaissance. Renaissance. and Harlem Renaissance.
Evidence Provides multiple specific examples and Provides some specific examples Provides little to no specific examples
evidence from the 1920s to support and evidence from the 1920s but or evidence from the 1920s.
assertions. lacks thoroughness.
Analysis Offers insightful analysis of the significance Offers a basic analysis of the Offers minimal or no analysis of the
of Prohibition and Harlem Renaissance in significance of Prohibition and the significance of Prohibition and
the 1920s. Harlem Renaissance in the 1920s. Harlem Renaissance in the 1920s.
Clarity and Writing is clear, concise, and demonstrates Writing is generally clear but may Writing is unclear or confusing and
Depth a deep understanding of the topic. lack depth or sophistication. lacks depth or insight.
Teacher Candidate:
Andrew Hamer
12
● California Social Science Standard 11.5.1: Discuss the policies of Presidents Warren Harding, Calvin
Coolidge, and Herbert Hoover.
● California Social Science Standard 11.5.2: Analyze the international and domestic events, interests, and
philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s
“back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations
such as the American Civil Liberties Union, the National Association for the Advancement of Colored
People, and the Anti-Defamation League to those attacks.
● California ELA Standard 1.3: Structure ideas and arguments in a sustained, persuasive, and sophisticated
way and support them with precise and relevant examples.
single lesson.
Day Three: By the end of this lesson, students will be able to apply their knowledge gained from the PowerPoint
slides and documentary video clips by completing a worksheet on subject specific vocabulary and concepts related
to the American Presidents, the Palmer Raids, immigration quotas, and the rise of the KKK during the “Roaring
Twenties”, allowing them to discuss the conservative policies of Harding and Coolidge, as well as the rise of
nativism and bigotry.
Model:
Learning Theory:
Students will utilize cognitive theory to examine how the American presidents in the 1920’s pushed away from
Progressive Era policy to a more fiscally conservative big business policy. Students will examine how the formation
of the Soviet Union and subsequent anarchist and communist extremists fueled the Red Scare and Palmer Raids.
They will also look at how the Great Migration and increased immigration to the United States created nativist
backlash and the second iteration of the Ku Klux Klan.

- Provide visual aids such as timelines, infographics, or photographs depicting the Red Scare, Nativism, and
the Palmer Raids.
How did the Immigration Act of 1924 as well as the Palmer Raids shape American policy towards immigrants?
Lesson Design: Students will take notes from the PowerPoint lecture slides and watch a series of documentary
clips about 1920’s America, giving their reactions to the political history of the 1920s, as well as the rise of
nativism and the First Red Scare. After group discussions about the reactionary forces in 1920s America, they will
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complete their worksheet, answering any guiding questions about the regressive changes to the era, as well as
defining any subject specific vocabulary using their notes.
- Sacco and Vanzetti
- Red Scare
- Palmer Raids
- Immigration Act of 1924
- Warren G. Harding
- Calvin Coolidge
- Scopes “Monkey” Trial
- Ku Klux Klan
- N.A.A.C.P.
- Anti-Defamation League
Academic Language:
Syntax Learning Experience: Describe the Script: Articulate the guiding questions, explicit instructions,
ACTION STEPS taken by the teacher and stimulus for discourse the teacher provides to facilitate
and the students within each learning and stimulate learning.
Day Teacher will: “Today, we will be talking about the American presidents
Four: Give a summary of the administrations during the 1920s, as well as their policies. We will also
Motivati of President Harding and President discuss the first Red Scare and the Palmer Raids that were
on Coolidge, as well as the First Red directed towards immigrants suspected of being anarchists
(15 Scare, the Palmer Raids, Sacco and or socialists, as well as the infamous trial of Sacco and
mins) Vanzetti, the Scopes Trial, the Ku Klux Vanzetti.
(Whole Klan, and the N.A.A.C.P. “We will also talk about the Immigration Act of 1924 that
Group) severely restricted the number of immigrants allowed into
the United States. We will also discuss the cultural clash
over the teaching of evolution in the Scopes “Monkey” Trial,
as well as the rise of nativism and bigotry in the second
iteration of the Ku Klux Klan in the 1920s.”
“Finally, we will discuss how the formation of the N.A.A.C.P.
and the Anti-Defamation League led to civil rights activism
and protests against racial, ethnic, and religious
discrimination.”
Teacher will: “We will watch a short documentary video that discusses
Day Introduce the short documentary the American Presidents, the Red Scare and Palmer Raids, as
Four: video to the class. Ask students to well as the rise of the KKK. during the “Roaring Twenties” in
Demonst think about the various changes that America. Think about how the political and social changes
rate women in America faced in the 1920’s. of the 1920s led to a backlash from many Americans who
(20 were hostile towards new ideas and beliefs, as well as
mins) towards immigrants and minorities. Why did the new
(Whole Learners will: changes to American life create a backlash? “
Group) Watch the documentary on the “I have provided a worksheet online for you to work. Please
Roaring Twenties and complete write notes and reflections from the slides and as you watch
worksheet on Presidents, Red Scare, the documentary.”
and Nativism in the 1920s. Documentary Link:
Scopes Trial and KKK:
Red Scare:
https://ca.pbslearningmedia.org/resource/amex30bws-soc-
14
crackdown/red-scare-crackdown-the-bombing-of-wall-street
/?student=true
Day Teacher will: “How did the documentary videos inform your thought on
Four: Ask students about their thoughts on the reactionary feelings towards change in the 1920s? How
Check the documentary, focusing on their did the conservative policies of President Harding and
for initial impressions before and after Coolidge affect American society during this time?”
Understa watching the video. “How did the Immigration Act of 1924 and the Palmer Raids
nding influence many Americans’ views of immigrants, as well as
(20 socialists and anarchists?”
mins) Learners will: “The second iteration of the Ku Klux Klan became a
(Whole Discuss their thoughts on how the nationwide organization, reaching nearly 4 million members
Group) Harlem Renaissance and Prohibition in the 1920s. Membership was not only in the South, but
transformed America in the 1920’s. nationwide. KKK members targeted African Americans,
Catholics, Jews, and other minorities.
Day Teacher will: “I want you all to complete the worksheet segment about
Four: vocabulary words related to the American Presidents, Red
Indepen Have the students complete the Scare, Scopes Trial, and Nativism. Connect each word with
dent worksheets connecting vocabulary its correct definition using a word bank.”
Practice words to the correct definition.
(20
mins) Learners will: complete the worksheet
(Indepen and connect the vocabulary words to
dent/Ass the correct definitions using a word
ess) bank.
Work in groups of two or three to

create a slideshow project covering
several artists from the Harlem
Renaissance, using at least four
sources.

Describe any informal assessment of student learning that Describe any formative assessment tasks given
occurs during the lesson in which you receive students’ during the lesson in which students’ learning
learning data, but do not record that data. For example, data is collected and recorded. For example,
verbal responses to questions or ungraded group journal reflections, independent written work,
presentations. Assessments should promote learning and group presentations evaluated with a rubric.
inform instruction. Assessments should promote learning and
inform instruction.
All students will be able to comprehend and discuss how the
Palmer Raids, Immigration Act of 1924, and the rise of the Ku Students will complete a worksheet that requires
Klux Klan changed the social and political enviornment of them to take notes and reflect on the various
1920s America. They will refer to specific examples in their slides and documentary clips from the lesson
classroom discussions. regarding the American Presidents, Palmer Raids,
and KKK in the 1920s. They will also answer
Informal Assessments will include the following: several guiding questions in the worksheet about
the various social and political reactionaries that
7) An observation of students’ ability to summarize attacked immigrants and minorities during the
events and a willingness to ask questions and “Roaring Twenties”.
contribute to the class discussion.
15
8) Students are able to discuss the effects of nativism
and the Red Scare on American attitudes towards
immigrants and certain political ideologies in the
1920s.
- Peter Jennings, “The Century: America’s Time – 1920-1929: Boom to Bust”

- “American Experience: The Red Scare”
https://ca.pbslearningmedia.org/resource/amex30bws-soc-crackdown/red-scare-crackdown-the-bombin
g-of-wall-street/?student=true
- “Scopes Trial”
https://ca.pbslearningmedia.org/resource/evol07_sci_scopestrial/the-scopes-trial/?student=true&focus=
true
Rubric Worksheet

understanding of 1920s political 1920s political changes. understanding of 1920s
changes. women's political changes.
Evidence Provides multiple specific Provides some specific examples Provides little to no specific
examples and evidence from the and evidence from the 1920s, but examples or evidence from the
1920s to support assertions. lacks thoroughness. 1920s.
Analysis Offers insightful analysis of the Offers a basic analysis of the Offers minimal or no analysis of
significance of political changes significance of political changes in the significance of political
in the 1920s. the 1920s. changes in the 1920s.
Clarity and Depth Writing is clear, concise, and Writing is generally clear but may Writing is unclear or confusing,
demonstrates a deep lack depth or sophistication. and lacks depth or insight.
understanding of the topic.
16

1920s Lesson Plans Day 1-4

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Teacher Candidate:

Supports and Differentiated Instruction:

“I want you all to break into groups and research a specific

Informal Assessments Formal Assessments

1) An observation of a student's ability to

Criteria 5 Points 3 Points 1 Point

Supports and Differentiated Instruction:

Informal Assessments Formal Assessments

Informal Assessment Rubric: Worksheet - 1920s America

Criteria 5 Points 3 Points 1 Point

Understanding Demonstrates a comprehensive Shows a basic understanding of Demonstrates a limited

Supports and Differentiated Instruction:

Subject Specific Vocabulary:

“Some people in the United States became very wealthy

Work in groups of two or three to create

Informal Assessments Formal Assessments

- Peter Jennings, “The Century: America’s Time – 1920-1929: Boom to Bust”

Rubric Worksheet/Harlem Renaissance Project

Understanding Demonstrates a comprehensive Shows a basic understanding of Demonstrates a limited

Supports and Differentiated Instruction:

Work in groups of two or three to

Informal Assessments Formal Assessments

- Peter Jennings, “The Century: America’s Time – 1920-1929: Boom to Bust”

Understanding Demonstrates a comprehensive Shows a basic understanding of Demonstrates a limited

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