The Great Gatsby: Historical/Cultural Magazine

Project
Overview

Project Description:
In groups you will work as a team of writers and editors to publish a magazine which highlights
various aspects of the 1920s in America and synthesizes elements from Fitzgerald's The Great
Gatsby to historical and cultural events from the Jazz Age. Please focus on the years 1918-1928.

Students will individually write two articles (one letter to the editor, another feature article) for
the class magazine. Articles may be presented as editorials, reviews, interviews, society pages,
obituaries, features, etc.

Individual Responsibilities:
Each group member is responsible for a letter to the editor, taking a stance on their own view of
the American Dream. This should be in letter format. 300 words.

Each member is responsible for creating a feature article to add to the magazine. Each feature
should be different in style and subject, but all should be based on researched events and cultural
phenomena of the 1920s in America. This can include musical artists, film, art, writing, labor
movements, legislation, politics, sports, etc. For each topic, make sure to report on the event and
its impact on the American culture in the 1920s. All information must be parenthetically cited
within the article. Your magazine will contain a Works Cited page.

Group Responsibilities:
Each group is responsible for the design and creation of a magazine. You will also need to
ensure that the magazine is thoughtfully put together and has variety in its articles. Look at
example magazines to get ideas for types of articles, layouts, and design options.

The magazine must include:

1) a title for the magazine which relates to The Great Gatsby and the
2) a cover for the magazine which relates to the title
3) a table of contents
4) Letters to the editor (one from each member)
5) Feature articles (one from each member)
6) Advertisements (3) that relate to the Jazz Age and The Great Gatsby
7) Works Cited pages in MLA format

Grading:
As a group, you will receive an overall grade for the quality of your final magazine. You will be
graded on the aesthetics of the layout, the choice and variety of feature articles, and the images
selected or created for the magazine. [See Group Rubric for specifics]
Individually, you will receive grades for your Letter to the Editor and Feature Article. Your
feature article will be assess for properly documented historical facts as well as examples from
The Great Gatsby.

Step 1- Letters to the Editor

Each member needs to complete a polished letter to the editor that responds to the texts we’ve
read and outlines their own ideas about the American Dream, happiness, success, and/or wealth.
Reference at least one text we’ve read as evidence to support your ideas. Letters should be
written in a persuasive style and between 250-350 words.

Step 2- Feature Article

Each group member is responsible for a feature article that is based on a researched event or
cultural phenomenon of the 1920s in America. Within your magazine group, brainstorm ideas
about topics and articles and begin to figure out who will be writing about what topic. Your
group’s magazine should show variety in topics and types of articles.

Types of Articles:
1) Literature Review
2) Music/Concert/Art Exhibition Review
3) Sports Retrospective
4) Political History of a politician, activist, or law.
5) Other, pending teacher approval.

Unlike the letter to the editor which is written persuasively, feature articles should be expository
in style, meaning you are simply stating the facts. Write in an objective manner. Cite all
sources in parentheses after each quote or paraphrase.

*You may include “interviews” with characters from Gatsby to enhance your article. For
instance, you may ask Tom Buchanan about his opinions regarding immigration laws, if you
were writing on immigration issues. Be true to the character when creating his/her responses.

Requirements: Each article should have at least 2 sources: 2 cited historical sources. Articles
should be at least 300 words. Put complete MLA citations on the last page of the magazine as a
Works Cited.

Step 3- Magazine Design

In designing the magazine, you’ll need to familiarize yourself with the styles of the 1920s. You
may use Google image and search key words like ads, 1920s, Jazz Age, Fashion, etc. The cover
and advertisements should reflect the 1920’s style and also allude to The Great Gatsby in some
way.

As a group, decide who will be responsible for certain aspects of the magazine design. The
requirements include: Cover page, table of contents, 3 Advertisements, overall layout.
The layout should resemble that of a published magazine which means that articles should be
broken up with advertisements. Your group may arrange articles in columns or full-page
spreads.
Group Responsibilities
Member Name Feature Article(Type/Topic) Design Role
Project Rubric- Group Grade

Criteria
10
Each

Layout design
Used Microsoft Publisher (or Word)
Advertisements and Cover page show effort and thought

Feature Articles
Vary in type and topic
Shows understanding of the novel and characters
Shows insights into the historical/cultural phenomena of the
1920s in America

Conventions
Articles have been proofread for grammatical errors
Parenthetical citations are correct and complete
Works Cited page is correct and complete

Creativity/Effort
Shows thoughtful design and layout
Headlines and Articles show creativity and care

Comments:

Total
(40)
Project Rubric- Individual Grade

Criteria

Letter to the Editor (15 points)

Cites title and author of texts
Develops a tone
Meets 250-350 word requirement

Feature Article (15 points)

Shows understanding of the researched sources
Shows insights into the history and culture of the 1920s

Conventions (5 points)
Articles have been proofread for grammatical errors
Parenthetical citations are correct and complete
Works Cited page is correct and complete

Creativity/Effort (5 points)
Shows thoughtful design and layout
Headlines and Articles show creativity and care

Comments:
 Total
(40)

Letter to the Editor- The American Dream

In the style of a letter to the editor, you will respond to the ideas in the article stating whether
you agree or disagree with the ideas presented in the texts we’ve studied. Remember to write
persuasively so that your ideas are convincing to a reader. Also consider the type of tone you will
want to use, for example: informative, formal, sarcastic, optimistic, etc. You are essentially
presenting your ideas about the American Dream, wealth, success, and/or happiness.

This is part of a larger project (Historical Magazine Project) that we will be working on during
the last few weeks of the school year.

Questions to consider:
What constitutes success and/or happiness?
What is the American Dream?
Does your vision of the American Dream differ from what society has created?

Requirements: 250-350 words. Write in letter format. Include date and “Dear Editor.” Mention
the author and text we’ve read. Explain what idea(s) to which you are responding. You may use
direct quotations or paraphrasing to express the author’s ideas.

LOS ANGELES TIMES SAN FRANCISCO CHRONICLE New York Times

July 23, 2007 August 20, 2007 February 20, 2008

Dear Editor: Dear Editor: Dear Editor,

Something is clearly wrong – The California State University

Here we go again. California
each year the legislature delays
once again reaps the fruit of the
passing a budget and puts the
misguided super majority
most vulnerable of Californians
requirement to pass a budget.
in economic jeopardy. I am
And, once again we get the
writing in response to the article
spectacle of a few politicians
“State budget pinch puts
stamping their feet until they get
squeeze on kids, families” that
their own way—no matter the
appeared in the Chronicle. When
price to the rest of us.
are we going to fix this? It is time
for Californians to act more
responsibly. Let’s get serious
about making good plans for the
future and seeing them through.
with 23 campuses is the largest
and most diverse four-year
higher education system in the
United States. At least 53% of
our CSU students are ethnic
minorities (more than twice the
national average) and 40%
come from households where
English is not the primary
language.
We CSU faculty, students, and
administrators have been
experiencing first-hand the
reverse in economic mobility
reported by the New York Times
this week ("Higher Education
Gap May Slow Economic
Mobility").