UnitIII:Day1,Monday

10/20
TitleofLesson:ChallengingTraditionalValues,Flappers

Subject:AmericanHistory

Lesson
Length(#of
classperiods):
1
Topic:Societyandwomeninthe1920s

Objective:Studentswill...investigatethechangesthatoccurredinwomensdressandmannerand

thecausesforsuchdrasticchangesandhowtheyaffectedandreflectedthesociety.Studentswill
demonstratereadingandcriticalthinkingskills.

Process(detailedlessonstrategies/activities):

QoD:
Whatareyourfamilysvalues?Howwouldyouoryourparentsfeelifthose
valueswerechangingdramatically?

Minilecture/guidedpractice:
PassoutAFlappersAppealtoParentshandout/worksheet.
Givestudentsbackgroundinformationonthe1920s(flappers,lavishlifestyle,
drasticchangesintraditions)
Popcornreadthedocument

Independentpractice:
Allowstudentsapprox10minutestoanswerguidedquestionsindependently

Discussion:
Discussthequestionsasaclass
Witheachquestion,relatetheyouthof1920stotodaysstrugglesshared
betweenteenagersandparents

Closure:
Transitiontodaysactivitytotomorrowstopic:socialstructureofthe1920s

RelatedFormativeAssessment:

N/A,summativeprojectandquiznextweek.

ResourcesNeededforLesson:

America:PathwaystoPresenttextbooks,studentspiralnotebooks,AFlappersAppealtoParents

handout

AFlappersAppealtoParents
EllenWellesPage
(Dec.6,1922)

Ifonejudgebyappearances,IsupposeIamaflapper.Iam
withintheagelimit.Iwearbobbedhair,thebadgeof
flapperhood.(And,oh,whatacomfortitis!),Ipowdermy
nose.Iwearfringedskirtsandbrightcoloredsweaters,and
scarfs,andwaistswithPeterPancollars,andlowheeled
"finalehopper"shoes.Iadoretodance.Ispendalarge
amountoftimeinautomobiles.Iattendhops,andproms,and
ballgames,andcrewraces,andotheraffairsatmen's
colleges.Butnonethelesssomeofthemostthoroughbred
superflappersmightblushtoclaimsistershiporevenremote
relationshipwithsuchasI.Idon'tuserouge,orlipstick,or
pluckmyeyebrows.Idon'tsmoke(I'vetriedit,anddon'tlike
it),ordrink,ortell"peppystories."Idon'tpet.And,most
unpardonableinfringementofalltherulesandregulationsof
Flapperdom,Ihaven'taline!Butthentherearemany
degreesofflapper.Thereisthesemiflappertheflapperthe
superflapper.Eachofthesethreemaingeneraldivisionshas
itsdegreesofvariation.Imightpossiblybeplaced
somewhereinthemiddleofthefirstclass.

Ithinkeveryonerealizesbythistimethattherehasbeena
markedchangeinourmuchdiscussedtactics.Jazzhasbeen
modified,andprobablywillcontinuetobeuntilithas
becomeobsolete.Pettingisgraduallygrowingoutoffashion
throughbeingoverworked.Yes,undoubtedlyourhopeless
conditionisimproving.Butitwasnotfordiscussingthese
aspectsofthecasethatbeganthisarticle.

Iwanttobegallyouparents,andgrandparents,andfriends,
andteachers,andpreachersyouwhoconstitutethe"older
generation"tooverlookourshortcomings,atleastforthe
present,andtoappreciateourvirtues.Iwonderifitever
occurredtoanyofyouthatitrequiredbrainstobecomeand
remainasuccessfulflapper?Indeeditdoes!Itrequiresan
enormousamountofclevernessandenergytokeepgoingat
theproperpace.Itrequiresselfknowledgeandselfanalysis.
Wemustknowourcapabilitiesandlimitations.Wemustbe
constantlyonthealert.Attainmentofflapperhoodisabig
andseriousundertaking!

"Brains?"yourepeat,skeptically."Thenwhyaren'ttheyused
tobetteradvantage?"Thatisexactlyit!Anddoyouknow
whoislargelyresponsibleforallthisenergy'sbeingspentin
thewrongdirections?You!Youparents,andgrandparents,
andfriends,andteachers,andpreachersallofyou!"The
war!"youcry."Itistheeffectofthewar!"Andthenyou
blameprohibition.Yes!Yetitisyouwhosettheexample
there!Butthisismypoint:Insteadofhelpingusworkout
ourproblemswithconstructive,sympatheticthinkingand
acting,youhavemuddledthemforusmorehopelesslywith
destructivepubliccondemnationanddenunciation.

Thinkbacktothetimewhenyouwerestrugglingthroughthe
teens.Rememberhowspontaneousanddeepwerethejoys,
howseriousandpenetratingthesorrows.Mostofus,under
thepresentsystemofmoderneducation,arefurtheradvanced
andmorethoroughlydevelopedmentally,physically,and
vocationallythanwereourparentsatourage.Weholdthe
infinitepossibilitiesofthemyriadsofnewinventionswithin
ourgrasp.Wehavelearnedtotakeforgrantedconveniences,
andmanyluxuries,whichnotsomanyyearsagowereasyet
undreamedof.Weareintouchwiththewholeuniverse.We
haveatremendousproblemonourhands.Youmusthelpus.
Giveusconfidencenotdistrust.Giveuspracticalaidand
advicenotcriticism.Praiseuswhenpraiseismerited.Be
patientandunderstandingwhenwemakemistakes.

WearetheYoungerGeneration.Thewartoreawayour
spiritualfoundationsandchallengedourfaith.Weare
strugglingtoregainourequilibrium.Thetimeshavemadeus
olderandmoreexperiencedthanyouwereatourage.Itmust
besowitheachsucceedinggenerationifitistokeeppace
withtherapidlyadvancingandmightytideofcivilization.
Helpustoputourknowledgetothebestadvantage.Work
withus!Thatistheway!Outletsforthissurplusknowledge
andenergymustbeopened.Giveusahelpinghand.
Youthhasmanydisillusionments.Spiritualforcesbegintobe
felt.Theemotionsarefrequentlyinastateofupheaval,
strugglingwithoneanotherforsupremacy.AndYouthdoes
notunderstand.Thereisnoonetoturntonoonebuttherest
ofYouth,whichisasperplexedandtroubledwithits
problemsasourselves.Everywherewereadandhearthe
criticismanddistrustofolderpeopletowardus.Itformsan
insurmountablebarrierbetweenus.Howcanweturnto
them?

Ineverypersonthereisadesire,aninnatelonging,toward
somespecialgoalorachievement.Eachofushashisplaceto
fill.Eachofushashistalentbeiteversohumble.Andour
hiddenlongingisusuallyforthatforwhichnatureequipped
us.Anyonewilldobestandbehappiestdoingthatwhichhe
reallylikesandforwhichheisfitted.Inthis"ageof
specialists,"asithasbeencalled,thereislessexcusethan
everforpersonsbeingshovedintonichesinwhichtheydo
notbelongandcannotbemadetofit.Thelivesofsuch
peoplearegreattragedies.Thatiswhyitisuptoyouwho
havethesupervisionofusoflessripeexperiencetoguideus
sympathetically,andtohelpusfind,encourage,anddevelop
ourspecialabilitiesandtalents.Studyus.Makeusrealize
thatyourespectusasfellowhumanbeings,thatyouhave
confidenceinus,and,aboveall,thatyouexpectustoliveup
tothehighestideals,andtothebestthatisinus.

Itmustbeginwithindividuals.Parents,studyyourchildren.
Talktothemmoreintimately.Respecttheirrighttoapointof
view.Besounderstandingandsympatheticthattheywill
turntoyounaturallyandtrustfullywiththeirglowingjoysor
withtheirheartachesandtragedies.Youthhasmanyofthe
latterbecauseYouthtakesitselfsoseriously.Andsooften
thewoundsgounconfessed,and,insteadofgradually
healing,becomemoreandmoregnawingthrough
suppressionuntilofnecessityreliefissoughtinsomeway
whichisnotalwaysforthebest.

Mothers,becomeacquaintedwithyourchildren.Bethe
understanding,loving,happycomradeofyourdaughter.
Becomeherideal.Andstrivetoliveuptotheidealyouset
forthewomanwhoistobecomeyourson'swife.Behis
chum.Beyoungwithhim.Oh,whatapowerfuland
wonderfulinfluenceyouarecapableofexertingifyouonly
will!

Fathers,findoutwhatiswithinthemindsandheartsand
soulsofyourchildren.Thereisawonderful,aninteresting,
andasacredtreasurehousethereifyouwilltakethetime
andpaintoexplore.Thekeyisyoursinreturnforpatient
understanding,sympatheticencouragement,andkindly
wisdom.Makelovetoyourdaughterifnecessary!Makeher
realizethedepthofyourloveandmakeherfeelthatyou
haveconfidenceinherabilitytoliveuptoyourstandardsof
uprightwomanhood.Beyourson'sbestpal.Makehis
interestsyourinterests.Encouragehimtoformulatea
workablephilosophyoflife.Andrememberthis:Alittle
meritedpraisemeanssomuch!Alittleencouragementgoes
suchalongway!

Oh,parents,parentseverywhere,pointouttoustheidealsof
trulygloriousanduprightliving!Believeinus,thatwemay
learntobelieveinourselves,inhumanity,inGod!Bethe
livingexamplesofyourteachings,thatyoumayinspireus
withhopeandcourage,understandingandtruth,loveand
faith.Rememberthatwearetheparentsofthefuture.Helpus
tobeworthyofthesacredtrustthatwillbeours.Makeyour
livessuchaninspirationtousthatweinourturnwillstrive
tobecomeaninspirationtoourchildrenandtotheages!Isit
toomuchtoask?

1.

Whatisaflapper?Ifyouweretobumpintoa
flapperonthestreets,whatmighttheybedoing
orwearing?

2.

WhoisEllenPagewritingthisletterto?For
whatreason?

3.

EllenPageclaimsthattheyouthofthe20sare
moredevelopedthantheirparents.Howso?

4.

WhatdoesEllenPagebelieveformsbarriers
betweenyoungandoldpeople?

5.

Insteadof
criticizingyoung
people,whatdoes
EllenPagebelieve
thatolderpeople
shouldbedoingfor
youngpeople?

6.

WhatdoesEllenPagebelieveparentsneedto
dofortheirchildren?Mothers?Fathers?

UnitIII:Day2,Tuesday
10/21
TitleofLesson:
MultiplePerspectiveson1920sAmericanSociety

Subject:AmericanHistory

Topic:SocialStructureof1920s
Objective:Studentswill...
explorethesocioeconomicstructureofthe1920sthroughliteratureandaprimary
source.
Studentswilldemonstrateapplicationskillsbyconnectingnewdiscoveriestopast
knowledge.
Studentswillevaluatethedifferencesbetweenbeingwhitein1920sandbeingan
immigrant.
Process(detailedlessonstrategies/activities):
QoD:
WhatistheAmericanDreamandhowcanitbeachieved?
Guidedpractice:
Createaflowchartontheboard:AmericanDream
Studentswillcomeupandwriteonewordontheboardthatdescribesthe
Dream(family,money,bighouse,etc.)
DiscusstheachievementpartoftheDream,howachievabledostudents
thinkitis?
Grouppractice:
Dividestudentsinto3groups
OldMoney
NewMoney
Immigrants
Studentswillreadandanswerquestionsthatcorrespondwiththeirsocialclass
Discussion:
Eachgroupwilldescribetheirreadingtotherestoftheclassandconnectthe
newlifestyletotheirassignedpastevent
StudentswillconsiderwhocanactuallyachievetheDreaminAmericaand
howtheideaofthatDreamshapedcultureandsocietalhabitsinthe20s

RelatedFormativeAssessment:
N/A,summativeprojectandquiznextweek

ResourcesNeededforLesson:
Studentspiralnotebooks,grouphandouts:WestEgg,EastEgg,Immigration

Lesson
Length(#of
class
periods):1

GROUP1,WESTEGG:TheexcerptistakenfromF.ScottFitzgeraldsTheGreatGatsby.The
scenetakesplaceintheWestEggwhereGatsbyandNickreside.TheWestEggisusuallythoughtof
newmoney,meaningthegenerationsthathaverecentlyacquiredorworkedtheirwayuptofortune.
Wheneveryoufeellikecriticizinganyone,he[myfather]toldme,justrememberthatallthe
peopleinthisworldhaventhadtheadvantagesthatyouvehad.
I am still a little afraid of missingsomethingifIforgetthat,as my father snobbishly suggested,
andIsnobbishlyrepeat,asenseofthefundamentaldecenciesisparcelledoutunequallyatbirth.
And,afterboastingthisway ofmy tolerance,Icome tothe admission thatithasalimit.Conduct
may be founded on the hard rock or the wet marshes, but aftera certain pointIdontcarewhatits
foundedon.OnlyGatsby,the man whogiveshis nameto thisbook,wasexemptfrom myreaction
Gatsby, whorepresented everythingforwhichIhaveanunaffectedscorn.Ifpersonalityisanunbroken
series of successful gestures, then there was something gorgeous about him, some heightened
sensitivityto thepromisesof life.It was anextraordinary gift forhope,a romanticreadiness suchasI
haveneverfoundinanyotherpersonandwhichitisnotlikelyIshalleverfindagain.
I lived at West Egg, the well, the less fashionable of the two, though this is a most
superficialtagtoexpressthebizarreandnotalittlesinister contrastbetweenthem.Myhousewasatthe
verytip ofthe egg,only fifty yardsfromtheSound,andsqueezedbetweentwohuge placesthat rented
for twelve orfifteenthousand aseason.Theoneonmyrightwasacolossalaffairbyanystandardit
was afactualimitationof someHotel deVillein Normandy,witha toweronone side, spanking new
under a thin beard of raw ivy, and a marble swimming pool, and morethan forty acres oflawnand
garden.ItwasGatsbys mansion.Or, rather, asIdidntknowMr.Gatsby, itwasamansion inhabited
byagentlemanofthatname.Myownhousewasan eyesore,butitwasa smalleyesore,andithadbeen
overlooked, so I had a view of the water, a partial view of my neighbors lawn, and the consoling
proximityofmillionairesallforeightydollarsamonth.
1. CompareandcontrastthesettinginAllQuietontheWesternFrontandtheGreatGatsby

2. Make an educated assumptionof how Gatsbyand Nicks familyhaveachievedthe American

Dream.


GROUP2,EASTEGG:EastEggisasymbolofoldmoney,meaningthatthepeoplethereare
highclassandareveryproper.Thearerespectablepeople.DaisyandTomBuchananresidehere.

AcrossthecourtesybaythewhitepalacesoffashionableEastEggglitteredalongthewater,and
thehistoryofthesummerreallybeginsontheeveningIdroveovertheretohavedinnerwiththeTom
Buchanans.Daisywasmysecondcousinonceremoved,andIdknownTomincollege.Andjustafter
thewarIspenttwodayswiththeminChicago.
Her husband, amongvarious physical accomplishments,hadbeenoneof the mostpowerfulends
that ever played footballatNewHavenanationalfigureinaway,oneofthosemenwhoreachsuch
an acute limited excellence at twentyonethat everything afterwardsavors ofanticlimax.Hisfamily
wereenormouslywealthy evenin collegehisfreedomwithmoneywasamatterfor reproachbut
nowhed left Chicago andcomeEast inafashionthatrathertookyour breathaway:forinstance,hed
brought down a string of polo ponies from Lake Forest. Itwashardto realize thata man inmyown
generationwaswealthyenoughtodothat.
WhytheycameEast I dontknow.Theyhadspent ayearin France fornoparticular reason,and
thendriftedhereand there unrestfully whereverpeopleplayedpoloandwererichtogether.Thiswasa
permanent move, said Daisy over the telephone,butIdidntbelieveit I hadnosightinto Daisys
heart,butIfeltthatTomwoulddriftonforeverseeking,alittlewistfully,forthedramaticturbulenceof
someirrecoverablefootballgame.

1. CompareandcontrastTomslifewithalifeofanindustrialworkerduringtheGildedAge.

2. Fromthisexcerpt,whatcanyounoticeabouttheriseofpopularcultureanditsimpacton
Americansocietyon1920s.

GROUP3,IMMIGRATION:PaulTaylorwrites:Theinterviewstookplaceatoneoftherailroad
laborcampsofatypefrequentlyseeninandnearChicago.Thecampconsistsofoldboxcarstaken
fromtheirtracks.Additionshaveinsomecasesbeenbuilttoprovideextrarooms,coveredporches,or
openfloors.Therearegardens,chickens,andevenpigs,withtheusualcatsanddogs.ThefirstmanI
spoketohadaboxcarwiththeadditionofacoveredporchandascreenforflies.Hiswifewassickbut
therestofthefamilywaswell.

IleftMexicoin1919,whentherewasgoodworkinTexas.Myfirstjobwasdiggingditches.
Thegoodworklastedaboutayearandahalf.ThenIwaslaidoff.Soweremany,manyMexicans.
SomeofthemhadworkedtherealongtimebuttheykepttheAmericans.Itmadesomeofusmadbut
whatcouldwedo?Nothing.

IwentNorthtoDetroitinhopethingswouldbebetter.ThentoPittsburgh.Buttheywere
worse.In1923,IcametoChicagoandworkedforthesteelmills.Iliketheworkthere.Itpayswell.It
isveryhotandheavybutIcouldstandthat.ThenIwaslaidoff.IdidnotworkforthreemonthsandI
wasdesperate.FinallyIlandedhere.Ihavebeenherefouryears.
Thetrackworkdoesnotpaysowellbutitissteady.Outherewegetourcoalandwaterfree.
Thatmakesitveryniceinthewinter.Inthesummerwehaveiceandthatisagreatluxury.Wehaveno
rentbilltopayandthatmakesitverymuchbetterthanintown.Thereisalwaysplentyoffreshairand
sunshineandthechildrenlikeitherebecausetheycanplayintheopencountry.
WegetLaPrensahereandwhenIfinishreadingitIpassittosomeoneelse.Onemangetsa
paperfromLosAngelesinCalifornia.ThatisaprettyplaceandIhaveoftenheardsomuchaboutit.
TherearemanyMexicansthereandwehearfromthemveryoften.Manyofthepeoplearoundhere
wouldliketogothere.Theysaythepeopledowntherearesoveryhappyanditisnotcoldlikeitis
here.

1. CompareandcontrastalifeofaMexicanimmigrantinthe1920stoaChinesemigrantworker
duringthe1900s.

2. WhatdoesthisdocumenttellyouabouttheachievabilityoftheAmericanDreamfora
disadvantage/oranimmigrantworkerinthe1920s?

UnitIII:Day3,Wednesday
10/22
TitleofLesson:
MassMedia,MassProduction,MassConsumption

Subject:AmericanHistory

Lesson
Length(#of
class
periods):1

Topic:MassMedia,MassProduction,MassConsumption
Objective:Studentswill...
Analyzetheimpactofmediaoncreatingapopularculture
Identifyhowmediaperpetuatedthecycleofmassproductionandmassconsumption
Recognizetheearlysignsofeconomicinstability

Process(detailedlessonstrategies/activities):
QoD:
Howdoestechnologyinfluenceyourlife?
Independentpractice:
StudentswillusetheirbookstofilloutthefirstcolumnoftheCostof
Prosperityw.s.anddefinewhatchangeswerebroughttoAmericansocietyby
thefollowing:newspapersandmagazines,radio,andfilm.
Grouppractice:
ShowtheFordAdvertisementPowerPoint
Studentswillanalyzetheadvertisementsandfillthesecondcolumnofthe
worksheet
Discussion:
Posethequestion:howdidmediaperpetuatemassspendingandthusmass
production?
Closure:
BasedontheFordads,studentswillpickaproduct(shoes,makeup,food,etc.)
andcreatetheirownadvertisement,usingthesamestrategiesofappealingtoa
consumerasHenryForddidinthe20s.
Homework:
Thelastpartofthepacketasksstudentstoinvolvetheirparentsandtogether
examineconsumerhabitsoftheirfamilies
Thegoalisforstudentstowriteashortessaycomparingandcontrasting
spendinghabitsofthe20sandtoday

RelatedFormativeAssessment:
Studentadvertisementsandessayusingparentinterviews

ResourcesNeededforLesson:
Studentspiralnotebooks,

The Cost of Prosperity: MassMedia,MassProduction,andMassConsumption

Name:____________________________________________Period:_______Date:________

MassMedia:print,filmandbroadcastmethodsofcommunicatinginformationtolarge
numbersofpeople.

MassProduction:

MassConsumption:

Media

ChangesbroughttoAmericansociety
inthe1920s.

Influenceofadsonmass
production/massconsumption.

Newspaper/
Magazines

Men:

Women:

Radio

Men:

Women:

Hollywood

Men:

Women:

Create an Advertisement:SupportMassMedia,MassProduction,andMass
Consumption!
Directions:Usethispagetocreateyourownadvertisementinthestyleofthe1920s.You
maychooseanyschoolappropriateproduct(1920sormodern).Remember,youdonthave
tobeagreatartisttoshowcreativity(typographyandtheuseoflanguageinyouradarejust
asimportantandvisuallyappealing)!Yourgoalistomakemewanttobuyanduseyour
product.

Conduct and Interview:LearnHowYourFamilyContributesToConsumerism!

Directions:Interviewanadultinyourlife(parents,guardians,oldersiblings)withthefollowing
questions(writedowntheiranswers)!Ourgoalistocollectdatatodisplayourclass
consumeristdemographic.

Questions:

1. Doyouownanycreditcards?Ifyes,howoftendoyouuseyourcreditcard?
a. Onlyincaseofemergencies
b. Everyfewmonths
c. Severaltimesamonth
d. Never
e. Toooften

2. Doyouoweabalanceonyourcreditcard?

3. Whatkindofdebtdoyouhave?(Circleallthatapply).
a. Mortgage
b. Creditcard
c. Automobile
d. Medicalbills
e. Studentloans
f. Other

4. Doyouliveabove,within,orbelowyourincomemeans?
a. Spendmorethanyoumake
b. Makemorethanenoughandsave
c. Makeenoughtogetby
d. Other(specify)

5. Whattypesofthingsdoesmostofyourincomegotoward?

6. Whatinfluencesthewayyouspendmoney?(Ex:media,friends,family,etc.).

UnitIII:Day4,Thursday
10/23
TitleofLesson:TheJazzAge

Subject:AmericanHistory

Topic:ChallengingTraditionThroughMusicandDance
Objective:Studentswill...
AnalyzetheemergenceoftheJazzAgeanditseffectonsociety
Recognizeracialtensionsduringthe20sandconnecttheissuetotodaysdayandage
Process(detailedlessonstrategies/activities):
QoD:
Basedonyourparent/guardiansanswerstotheinterview,compareand
contrastconsumerhabitsinthe1920stotoday.Inwhichwaysisourspending
similar,different?Doesthemediainfluenceyoursoryourparentsdecisionon
productyoubuy?
Collecttheresponses
Guidedpractice:
Minilecturetobringyesterdaysactivityinwithtodays:growthofmedia
createdapopularculture,peoplelistentothesamebroadcasts,news,music.
Part1:Listento3YouTubevideosthatrepresentdifferentstylesofpopular
musicatthetime.Studentswillrelatethenumberstosocietyandhowitwas
changingwiththeemergenceofjazz.
IndependentPractice:
Part2:ListentoBillieHolidayand2Pac.
Studentswillhaveseveralminutestocompletetheguidedquestions
Discussion:
Usingtheguidedquestions,allowstudentstosharetheiropinionsandthoughts
onthetwosongsandhowtheyreflectsociety(1920sandmodern).

RelatedFormativeAssessment:
Essaysusingparentinterviews

ResourcesNeededforLesson:
Studentspiralnotebooks,TheJazzAgeworksheet,YouTubevideos:
https://www.youtube.com/watch?v=diQXqFgnMX4
https://www.youtube.com/watch?v=BVlsnXmOtLo
https://www.youtube.com/watch?v=EcqYQC0_t3I

https://www.youtube.com/watch?v=Web007rzSOI
https://www.youtube.com/watch?v=Ay9BWM8lwOA

Lesson
Length(#of
class
periods):1

The Jazz Age: ChallengingTraditionThroughMusicandDance

JohannStraussJr,Artists
Life(1867)

TheSpiritMoves(1930)

GeorgeAntheil,Jazz
Symphony(1925)

Whataretherhythmand
thetempoofthissong?

Whatadjectiveswouldyou
usetodescribethis
number?(Usetheimageto
helpyou)

Whatgenerationand
valueswouldyouassociate
classicalmusicwithand
why?

Whataretherhythmand
thetempoofthissong?

Whatadjectiveswouldyou
usetodescribethisnumber?
(Usetheimagetohelpyou)

Whatdifferencesdidyou
noticebetweentheArtists
LifeandJazzSymphony?

Whataretherhythmandthe
tempoofthissong?

Whatadjectiveswouldyouuseto
describethisnumber?(Usethe
imagetohelpyou)

Whatgenerationandvalues
wouldyouassociatewiththis
numberandwhy?

BillieHoliday,StrangeFruit

2Pac,Changes

1. WhatisHolidaysingingabout?
(Setting,time,actions).

1. Whatis2pacrappingabout?

2. Whatarethefruitsinthissong?

3. Whydoyouthinkthewordlynching
neverappearsinthesong?

4. Doyouthinkthesongismore
powerfulorlesssobecausethetopic
isimpliedinsteadofstated?Why?

2. CompareandcontrastStrangeFruitand
Changes.

3. Whichsongdoyouthinkismore
powerful?Whatmakesitmorepowerful?

4. HowdoyouthinkBillieHolidaywould
reactafterlisteningto2packssong?

5. Whatsocialstatementdoesjazzmake
inthe1920s

5. Whatsocialstatementis2pacmaking
abouttheTwentyFirstcentury?

BillieHoliday,StrangeFruit

2Pac,Changes

Southerntreesbearastrangefruit
Bloodontheleavesandbloodat
theroot
Blackbodiesswingin'inthe
Southernbreeze
Strangefruithangin'fromthe
poplartrees

PastoralsceneofthegallantSouth
Thebulgin'eyesandthetwisted
mouth
Scentofmagnoliassweetand

Iseenochanges.WakeupinthemorningandI
askmyself,
"Islifeworthliving?ShouldIblastmyself?"
I'mtiredofbein'poorandevenworseI'mblack.
Mystomachhurts,soI'mlookin'forapurseto
snatch.
Copsgiveadamnaboutanegro?Pullthetrigger,
killanigga,he'sahero.
Givethecracktothekidswhothehellcares?One
lesshungrymouthonthewelfare.
Firstship'emdopeandlet'emdealtobrothers.
Give'emguns,stepback,andwatch'emkilleach
other.
"It'stimetofightback",that'swhatHueysaid.
2shotsinthedarknowHuey'sdead.
Igotloveformybrother,butwecannevergo
nowhere

fresh
Thenthesuddensmellofburnin'
flesh

Hereisafruitforthecrowsto
pluck
Fortheraintogather,forthewind
tosuck
Forthesuntorot,forthetreeto
drop
Hereisastrangeandbittercrop

unlesswesharewitheachother.Wegottastart
makin'changes.
Learntoseemeasabrother'steadof2distant
strangers.
Andthat'showit'ssupposedtobe.
HowcantheDeviltakeabrotherifhe'scloseto
me?
I'dlovetogobacktowhenweplayedaskids
butthingschanged,andthat'sthewayitis

Comeoncomeon
That'sjustthewayitis
Things'llneverbethesame
That'sjustthewayitis

Iseenochanges.AllIseeisracistfaces.
Misplacedhatemakesdisgracetoracesweunder.
Iwonderwhatittakestomakethisonebetter
place...let'serasethewasted.
Taketheeviloutthepeople,they'llbeactingright.
'Causebothblackandwhitearesmokin'crack
tonight.
Andonlytimewechilliswhenwekilleachother.
Ittakesskilltobereal,timetohealeachother.

UnitIII:Day5,Friday
10/24
TitleofLesson:HarlemRenaissance

Subject:AmericanHistory

Topic:SlangandCounterculture
Objective:Studentswill...
EvaluatetheHarlemRenaissanceanditssignificanceforAfricanAmericanculture
Use1920sslangtofurtherunderstandhowartandliteraturecontributetothe
emergenceofacounterculture
Process(detailedlessonstrategies/activities):
QoD:
StudentswillreadI,ToobyLangstonHughesandanswerthefollowing
questions:
HowdoesthispoemreflecttheperiodofchangeduringtheHarlem
Renaissance?
WhatisHughessayinginthelaststanzaandlastlineofthepoem?
Discussthequestionsandgiveaminilectureon
Guidedpractice:
Askstudentstoyelloutmodernslangwords,slangthattheyusedailyandtheir
meaning
Createaflowchartoftheslangontheboard
Askstudentswhytheyuseslang?Howdoesithelpstudentsidentify
themselves?
PassoutJazzAgeSlanghandout,attempttofindslangthatisstillusedtoday,
slangthatissynonymoustothewordswrittenontheboard
Independentpractice:
Studentswillcreatetweetsusingthe1920sslangwordstosummarize3
significanteventsofthe1920s

Discussion:
Sharetweets

RelatedFormativeAssessment:
Studenttweets,summativeprojectandquiznextweek

ResourcesNeededforLesson:
Studentspiralnotebooks,I,Toopoemw.s.,JazzAgeSlanghandout,tweetsactivity

Lesson
Length(#of
class
periods):1

Name:____________________________________________Period:_______Date:________
JAZZAGESLANGACTIVITY
ReadthelistofJazzslang.Createthreetweetsusingtheslangwordstoportraysignificant
eventsofthetime.Makesuretohighlight/underlinewhichwordscamefromthetimeperiod.

LessonReflections:
Lesson
Monday,Day1:
Flappers

Whatwentwell:

Tuesday,Day2:
SocialStructure

Wednesday,Day3:
MassMediaand
MassConsumption

Thursday,Day4:
JazzAge

WhatIwoulddodifferently:

Popcornreading
Studentswereenthusiasticaboutthe
discussion
Lessonfullyandwellpreparedand
executed
Studentsshowedexcellentparticipation
andwerewillingtosharetheirteenage
struggles
Studentsreallyconnectedthatteenage
problemsstaythesamethroughout
generations
Studentsfullycapturedtheideaofhow
flapperschallengedtraditionalvalues
Whatsurprisedme:Usuallyperiod7is
verydifficulttoengageandkeepthat
engagementthroughouttheentiretime.
However,thediscussionandsharing
personalstoriesabouttheirfamiliesand
everydaystruggleswiththeirparentskept
studentsthinkingandrespondingofoff
eachothersthoughts

CreatingtheflowchartoftheDream
servedasagreatguidefortherestofthe
lessonandwasavisualrepresentationof
societalwants
Studentsworkedwellinlargegroupsand
sharedtheirobservationswithintheir
groups
Studentswereabletocontrasttheconcerns
oftherichandthepoor
Studentsconnectedhowsocietysvalues
havereallychangedfromstrugglingwith
WWIItonowworryingaboutobtaininga
lavishandextravagantlifestyle

Lookingback,Ishould
havecreatedaworksheet
foreverystudentthat
wouldcorrespondwith
everygroupstopic,so
studentscouldwritedown
theresponsesoftheother
twogroups

Lessonwaswellorganized
Lessonincludedmultiplestylesof
learning:visual,auditory,andinterpersonal
Studentsenjoyedcreatinganadvertisement
Engagingtheparents/guardians
Themajorityofstudentscreatedthoughtful
responsesoverhowconsumerismisthe
same/differenttodayasitwasinthe1920s

Althoughthelessonwent
well,itfeltrushedbecause
ofhowmuchinformationI
wasattemptingtoconvey
Nexttimedividemediaand
theparentinterviewinto
twoseparatelessons

Minoritystudentswerefullyinvestedin
thediscussionandenjoyedanalyzingracial
tensionsofthe20sandtoday

Preparemorediscussion
questionspriortothe
lesson
Althoughthediscussion
flowedwelloncethe
studentswereengaged,I
shouldhaveformulated
morestarterquestionsto
eliminatetheinitial
struggleofgettingstudents
toparticipate

WhileImarveledathow
wellmyminoritystudents
connectedwiththelesson,I

Friday,Day5:
HarlemRenaissance
andSlang

Thelessonflowedandincludedusing
sound,style,andrhythm
Auditorylearnersconnectedtheirpassion
andunderstandingofmusictohowjazz
revolutionizedart
Studentsusedcriticalthinkingandhelda
respectful,thoughtfuldiscussionregarding
theissueofrace

Studentsengagedduringtheentiretyofthe
lesson
Multiplestudentssaidbestlessoneveror
Ilovestufflikethis
Lessonfullyconnectedhowliteratureand
slangchallengetradition
Studentshadgenuinefunteachingme
abouttheirslangandthenexploringthe
languageof1920s

Studenttweetsprovedtobecreativeand
exciting

noticedthatafew
caucasianstudentscould
notidentifywiththetopic
athand
Researchandaddmore
informationofhowjazz
influencedmainstream
culturetowhichthe
majorityofstudentscould
alsoconnectto
Whilethishasbeenoneof
themostentertaining
lessonsIhavetaught,there
wasnorealstructuretoit
Atpointstheclassgotabit
tooexcitedandrowdy
Remindstudentsthatthisis
stillalearningatmosphere