S1+Higgins,+Emily

=Stage 1 - Identify Desired Results= Students understand major eras and major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * **Maine Learning Results**
 * Content Area:** Social Studies
 * Standard Label:** E. History
 * Standard:** E1. Historical knowledge, concepts, themes and patterns
 * Grade Level Span:** Grade 6-8 "The 1920's: Prosperity and Problems"
 * Performance Indicators:** a,b ||

//What understandings are desired?//
• 1920's society still impacts the society of today. • the government and laws changed the lives of the people of America. ||
 * **//Students will understand that://** **(U)** ||
 * • 1920's economy effected the future economies.

//What essential questions will be considered?//
• How does 1920's society still impacts today's society 90 years later? • How did the government and lawmakers change American life during this time? ||
 * **Essential Questions:** **(Q)** ||
 * • Why is the economy important to the 1920's and beyond?

//What key knowledge and skills will students acquire as a result of this unit?//
roaring 20's, prohibition, bootleggers, speakeasy, flappers, Model T • Important Events and People: Presidents, athletes, expansion of economy, flappers, women's rights, creation of model T, Ford • Sequences and Timeline: WWI, expanding industry after the war, prohibition, women's changes, mass production. || • describe the basics of the economics of the 1920's. • judge the laws passed in the 1920's. •design a project relaying a social event of the 1920's. •argue pros and cons of the laws passed in the 1920's. • relate 1920's society to today's society. •reflect on the laws passed by the 1920's government. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • Vocab: economics, society, stock market, industry, Amendments, union workers,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**