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Teacher's Guide for COBBLESTONE ® The Roaring 20's
April 2006 Teacher's Guide prepared by Virginia Schumacher, the Visitor Services Manager at The History Center in Ithaca, New York.
Objectives - To understand the impact the Harlem Renaissance had on all Americans
- To consider the pros and cons of Prohibition, form an opinion and support that opinion with data taken from the reading
- To work effectively in groups and do a class presentation about one of the 1920's sports heroes
- To understand the economic effects of the Great Depression and express it from a personal point of view
- To design a poster illustrating one aspect of the 1920s
"The Harlem Renaissance" (page 3)
Journals :Play a piece by Fats Waller, preferably "The Joint is Jumpin" and then ask the students to do a five minute "quick write" about the music they just heard and how it made them feel. Class shares ideas and the Harlem Renaissance is introduced. Tell students that Fats Waller lived in Harlem, played stride piano music and often performed at Rent Parties. Teacher reads the Rent Party poem on page 7. Jigsaw: Review vocabulary that is highlighted in the article. Divide students into 4 groups. First group reads page 3, second group reads page 4, third group reads page 5, fourth group reads page 6 and 7. Each small group reports to the class a summary of the information they read. Class discussion: Why did the author say that "New Negro Movement" is considered to be a better term for black life in the 1920? Who were some of the African American cultural Leaders?Langston Hughes told African Americans to express themselves without fear or shame. How does that apply to all Americans? Journal: What are creative ways that you can express yourself? What is something new that you would like to try?
"The Rise of Gangsters" (page 8) Think of a Time: Students are asked to think of a time when they were prohibited from doing something that they thought was unfair. Pair Share: Students turn to their partners and tell each other. Several Students share with the class. Class then determines the meaning of Prohibition. Reading for Meaning: Students read the first two paragraphs on page 8 to find out why people wanted the 18th amendment. Reasons are listed on chart paper. Students continue to read the rest of page 4 to find out how people reacted to Prohibition. These are listed on chart paper. Students read page 9 to determine why gangs were formed. Answers are also charted. Students complete reading the article to find out why the 1920's were known as the "Gangster Era" and why the amendment was repealed. Again ideas are charted. Take a Stand: Students are asked to stand up and directed to go to one of two sides of the room- they go to side A if they think Prohibition was a good idea. They go to side B if they think Prohibition was a bad idea. Volunteers from each side give their reasons based on the article. Students are allowed then to change sides if they changed their mind. After seeing the final count, each student writes in his journal reasons for his decision.
"Sport's Golden Age" (page 14) Name That Sport: Teacher creates riddles such as: What sport uses a net, a ball, a court and a racket? for these sports - tennis, boxing, swimming, football, baseball. Teacher introduces the article and the people highlighted for each of those sports. Cooperative Grouping: Students select which sports star they want to learn about and form small groups. Each group is asked to read abouttheir sports hero and prepare a presentation about him or her to present to the class. (Additional information about each hero can be obtained from books, magazines and the internet if desired.) Presentations: Each group presents their report and answers questions from the class.
"And the Market Crashes" (page 36) 1 . Think, Pair, Share, Write: Students are asked to think about what it means to go bankrupt. They share their ideas with a partner. Volunteers share with the class. Students write in their journal a definition of bankrupt. 2. Teacher Read: Teacher reads the article "And the Market Crashes" to the class. As it is being read, the teacher stops asks students to reflect on the effects of the stock market crash on rich and poor alike. 3. Musical Connections: Listen to the song "We'd Like to Thank You HerbertHoover" from the show Annie. Did the song reflect public opinion of President Hoover? 4. Journal: How would you feel if you had been very rich and lost all your money in the stock market crash?
SummaryProject: Students pair up to select an aspect of the 20s not covered by another pair. Each pair creates a poster illustrating an aspect of the decade- including words and pictures. Poster could be created with paints, markers, collage, or other medium. Posters are put on display after being presented and explained to the class. Museum: Students are given yellow post- it notes and look at all the posters. They write positive remarks on a post it note and attach it to a poster. (remarks such as: good use of color! Or nice job!) Every-one then goes to check the notes and remarks left on their work by their classmates.
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