S+Higgins,+Emily

**Office: Room 333** **Office Phone: 867-5309** **Office Hours: 2-4 Tuesday and Thursday** ** E-mail: emily.higgins2@maine.edu **
 * Teacher: Ms. Higgins**

=Summary of Unit= After the first World War, America was turning into a world power. With the newly found power came the prosperity of an up and coming world power. Prosperity lead to a change in economics, government and social identity. Women were now cutting their hair short, drinking, smoking and talking openly about women's issues. The government started to make amendments such as the 18th prohibition, the mass band of alcohol. Once the Model T was created by Henry Ford changed the economic model by the use of mass production. In this unit we will explore different aspects that made the 1920's roaring! From Flappers, to Bootleggers, to the Mob, and more students will be able to make connections of today's society to that of the 1920's. The importance of the 1920's is often forgotten among other decades, but the goal of this lesson is to have students understand the importance of the 1920's.

=Establish Goals= 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.
 * 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

= = =Students will understand that= • 1920's economy effected the future economies. • 1920's society still impacts the society of today. • the government and laws changed the lives of the people of America.

=Essential Questions= • Why is the economy important to the 1920's and beyond? • 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? = = =Students will know= • Vocab: economics, society, stock market, industry, Amendments, union workers, 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. = = =Students will be able to= • 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.

**Performance Task Overview** You are a 21st century historian who has been hired by the Board of Directors at the Smithsonian Museum.The Smithsonian is opening a new Roaring Twenties exhibit in the National Museum of American History. You have been hired to make an iMovie depicting an event of the 1920's to be shown in the exhibit. Events can range from important sporting events and other social gatherings, to laws and amendments, to the economic growth during the 1920's. The Board of Directors will choose only 3 of these iMovies to play through the exhibit, one for each of the of the three catagories. You will have to present your iMovie to the Board of Directors at the exhibit opening. You must dress up for your presentation. After all the iMovies have been shown the Board will make their final choice.

=Expectations=
 * Absences**: Students who are absent will have to come see me for instructions on what they missed in the pervious class. There will be a marked folder for students to turn in assignments that were due the class they missed, and another folder for assignment that was worked on in class. If group work is missed, students must go to their partner and discuss what was missed and how they are going to get caught up to finish the project in a timely manner. Students who are absent because they are sick or have a family crisis will be excused and no points will be taken off attendance.


 * Plagiarism:** Plagiarism is not allowed in this class or in this school. Students who do this will not only fail the assessment, but will have to go see school officials for further punishment. All work must be cited with the source of the information, unless it is common knowledge and does not need to be looked up. If it is a repeat offense then students will fail the class and be punished by the school as they see fit.


 * Assignments:** Assignments will be assigned and worked on in class. Time will be given during class time, but if there is not enough time to finish assignments they will be given as homework. Assignments are due when stated, but in special cases time can be added. Assignments can be turned in again with corrections for a high score. A full score will not be given to any late or corrected work.


 * Classroom** **Expectations:** I except that this classroom is a safe and healthy environment for learning. Students will not only treat me with respect, but also their peers. Jokes that are aimed to hurt another student is not allowed in the classroom. Students will create a positive classroom where learning and growing can be done for all students.

=Benchmarks Total Points:=
 * Total points:** 500
 * Glogster 50 points-**Students will make an interactive poster to show the class about 1920's economics. Students will present the poster about the basics of economics to peers. Poster should cover all basics of economics and connect those basics to the 1920's economic situation. Glogster should be creative and original. Students should use any visuals or text they think is needed to enhance their glogster experience. Presentations will be done in class. Students have the choice of how they want to present, and who they want to present their glogster to. Students can present their glogster to peers or just the teacher. Glogster and presentation will both be graded to make a total of 50 points. Checklist will be used to assess the glogster and presentation.


 * Comic Life 50 points-** Students will make a comic explaining a law in a creative way to younger students. Students need to have atleast 3-5 pages of the comic. Pages can be formated any way the student sees fit. Comic should be colorful, creative and engaging. Students should remember who their audience is and fit the needs of the audience. The comic is graded out of 50 points, using a rubric to assess. Students will also self-assess their comic life before passing it in.


 * Podcast 75 points-** Students will make a digital story using a a podcast software to tell a story of an event during this time period. Podcast will be done in class. Students will use their graphic organizer as they plan. Graph Organizer will be turned in for grading for planning. Podcast will be assessed by an oral rubric by the teacher for a total of 75 points, with the graphic organizer.


 * Google Docs 50 points-** Some students will write letters to the 1920 congress, while the rest of the class responds to the letters using google docs. Students will be put in pairs to do this activity. Partners will be assessed on a checklist, with the total points being 50 points. Students must work as partners, with one student being congress and the other is a concerned citizen.


 * Inspiration 50 points-** Students will makes a flow chart of laws that were passed in the 1920's. Students will use this as a graphic organizer to understand the laws. Students will share their graphic organizer with peers and teacher to be assessed out of 50 points. Teacher and peers will use a check list to assess the graphic organizer. Organizer must have at least 10 connects. More connections are welcomed.


 * Blogger 25 points-** Students will create blog entries as a 7th grader living in the 1920's. Students must have at least 5 blog enteries from the perspective of a student in the 1920's. Blogs can be about any topic that a student in the 1920's might face, such as economy, government, social ideas, current events. Students can use what they already know and research can be used to make their blog as accutiate as possible. Blogs will be assessed out of 25 points. Teacher will use a rubric to grade each blog for the total of 25 points.


 * iMovie 100 points-** Final project. See performance task above.

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59)
 * Attendance 100 points-** Students are expected to be in class on time. If students are absent look at expectations. Each class missed will be 1 point off the 100. Every student will start the semester with 100 points.