Edu 322 Social Studies Methods

2015-16

Prohibition and its Contribution to the Rise of Organized Crime

NAME: Michelle Wallace

DATE: TBD
PLANNING
Unit Title: Who is the
American Dream for?
Opportunity and Access in
1920s New York City

Text: Glencoes The American

Vision: Modern Times

Grade Level: 11

Class: U.S. History

Lesson Title:

Prohibition and its Contribution to the Rise of Organized Crime

Content Standard(s):

CAHSS11.5.3ExaminethepassageoftheEighteenthAmendmenttothe
ConstitutionandtheVolsteadAct(Prohibition).
CCSS.ELALITERACY.RH.1112.7:Integrateandevaluatemultiplesources
ofinformationpresentedindiverseformatsandmedia(e.g.,visually,
quantitatively,aswellasinwords)inordertoaddressaquestionorsolvea
problem.

California Edition
2006

CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse

sources, both primary and secondary, into a coherent understanding of an idea
or event, noting discrepancies among sources.

Purpose

Central Focus
Core concepts to be learned

Thisunitsthemeisthecenteredonwhodidnothavetheopportunitiesand
accesstotheclassicAmericanDreamandidealsduringthe1920s.Students
havebeenintroducedtotheapparentthreatsagainsttraditionalvalues,andthe
fearofthenewmoralityduringthe1920sthatcontributedtotheratification
ofthe18thAmendment.Studentswillfindhowever,thattheillegalizationof
alcoholintheUnitedStatesdidnothavethepositivesocialeffectsthat
fundamentalistshadhopedfor,suchasadecreaseindomesticviolence,
unemployment,andpoverty.Theteacherwillconnecttothestudentsprior
learningintheirEnglishclassbyhavingthemconsiderprohibition,organized
crime,andthecorruptionoflawenforcementthroughbriberybycomparingit
toMeyerWolfsheimandGatsbysrisetorichesinTheGreatGatsbythrough
classdiscussions.Inthislesson,studentswilllearnhowprohibitionactually
contributedtotheriseoforganizedcrime,aswellastheroleorganizedcrime
hadinmakingProhibitionsodifficultfortheUnitedStatesTreasuryand
federalpoliceforcetoenforce.Additionally,studentswilllearnhow
prohibitiongavethefederalpoliceforceincreasedpowerandauthority.
Inthislesson,studentswilllearnhowprohibitionactuallycontributedtothe
riseoforganizedcrime,aswellastheroleorganizedcrimehadinmaking
ProhibitiondifficultfortheUnitedStatesTreasuryandfederalpoliceforceto
enforceandpolice.

Links to Prior Knowledge or

Edu 322 Social Studies Methods

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Experience:
academic/prior learning
home/community backgrounds
interests
needs

Students will link to prior knowledge by engaging in a Think-Pair-Share at the

beginning of class. The students will be asked to consider the following
situation: Which situation would be harder for school administrators to get
under control and why?
a) an individual cheating
b) multiple students working together to cheat
The teacher will then help the students connect the prompt to organized crime,
and how it is more difficult to shut down a large, organized group of criminals
working together rather than individual, disconnected criminals.

Performance Objective(s):
Students will be able to:

SWBATcomparehowmultiplestudentsworkingtogethertocheat
wouldbemoredifficultforschooladministratorstogetundercontrol
versusanindividualcheatingbyengaginginaThinkPairShare.
SWBATrecognizethatprohibitioncontributedtoanincreasein
organizedcrimeandfailedtofixthenegativesocialbehaviorsthat
prohibitionhadbeenintendedtoaddressbylisteningandtakingnotes
duringdirectinstruction.
SWBATexaminekeyfiguresandeventssurroundingprohibitionand
organizedcrimebyworkingsmallgroupstoexamineprimaryand
secondarysourcesandcompletingasectionofagraphicorganizer,and
presentingontheirsectionofthegraphicorganizertosharewiththe
restoftheclass.
SWBATexplainwhattheyfoundmostinterestingaboutprohibition
andorganizedcrime,aswellaslistonequestiontheystillhaveby
completinganexitticket.

Why did prohibiting alcohol, a substance that was thought to increase

instances of domestic violence, unemployment, and poverty, actually lead to
an increase in organized crime?
Key Questions:

Why was prohibition difficult to enforce?

Should the government try to regulate the moral behavior if its citizens?
Assessment/Evaluation
How will students
demonstrate their learning?
Formal &
Informal Assessments

Informal: The students will be called throughout the lesson to check for
understanding and answer clarifying questions, as a means for the teacher to
ascertain whether or not students are remaining on task and paying attention
throughout the teachers instruction and group activities.
Students will complete an exit ticket at the end of class stating onenewthing
theylearnedthattheyfoundmostinteresting,aswellasonethingtheystill
haveaquestionabout. The exit ticket will be collected and checked for
comprehension and for the teacher to see what questions students may still
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have.
Formal: There will be no formal assessment for this lesson. At the end of the
unit however, the students will be presenting an online magazine that they
have compiled. Students will work in small groups to create a popular
magazine that covers the culture, politics, sports, arts, and lifestyle of the
1920s. The publication should reflect the style of 1920s with illustrations and
articles. Student groups can use what they learn in class to inspire their
research. Students are to use their notes, assignments and reliable resources to
research the topics of the 1920s such as: Popular Culture, the Changing Role
of Women (social, political, professional, domestic), Music of the Era (jazz,
clubs and speakeasies), Industry and Commerce (factories, inventions,
millionaires, modern conveniences) the Visual and Performing Arts (art,
movies, Broadway plays), Popular Literature (F. Scott Fitzgerald, Ernest
Hemingway, Edna St. Vincent Millay, Langston Hughes), Prohibition (passing
the Amendment, speakeasies, gang activity), politics (1924 and 1928 elections,
nativism, conservatism, labor unions), sports (Babe Ruth, boxing, tennis, Paris
Olympics, tennis, baseball); Advertisements (household appliances, cars, food,
services, furniture). Students are to write articles and draw a picture that
supplements their article either as news reports or as commentary and publish
the magazine.
Students are to work individually on creating a small editorial news or
magazine articles and draw a picture to supplement the article on one of the
topics listed above or covered in the class. Once everyone turns in their
product, the final products will be combined into a magazine for the class.
Each class will have a magazine on the 1920s. This will be due a week after
the end of the unit.
Students will be given numerous examples of how to write an article. No stick
figures allowed.

Feedback
How will students get
feedback about their
learning?
Scaffolds/support for English
learners & Children with
Special Needs

Students will receive feedback about their learning from the teacher through
discussions, as well as when the teacher checks their progress during
individual and group work. There will be an exit ticket at the end of class that
will be collected, but not graded. The exit ticket is intended to help the teacher
ascertain what the students need to review.
English learners/students with special needs will be given the same direct
instruction and modeling as everyone else. There will be a modified
assignment handout for ELL students. Directions will be shown on the
document camera. Additionally, students will be given careful directions
orally, and the teacher will ask students to repeat the instructions back to the
teacher to check for understanding of the task at hand. The teacher will also
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ask students to raise their hands if they have any questions. During individual
and group work, the teacher will walk around the classroom and give aid to all
students, but will be aware of giving preference to helping the ELLs or
students with special needs. All students can ask for help, but the teacher will
be checking the students with special needs more often to make sure they
understand the task, how to do the task, to stay on task, and ultimately
effectively complete the task.
Special Needs Students in class:
Teacher will make accommodations as stated in their specific IEP plans.
Students are placed in assigned seats close to the teachers desk and the front
of the classroom, where the teacher can frequently check for student
understanding and make sure students remain on task.

Academic Language
Target vocabulary
Function
Language demands
Genre/text type

Vocabulary:

Students have previously learned about the ratification of the 18th Amendment
and the Volstead Act. To extend their knowledge of prohibition and its effect
on society in the 1920s, students will listen and take notes during direct
instruction. Additionally, students will be expected to complete a graphic
organizer during small group work. New tier three words include:
Police powers
Speakeasies
Racketeering
Bootlegging
SWBAT examine key figures and events surrounding prohibition and
organized crime by working small groups to examine primary and secondary
sources and completing a section of a graphic organizer, and presenting on
their section of the graphic organizer to share with the rest of the class, and the
rest of the class will be able to complete their graphic organizers while
watching the presentations.
Group Activity: This activity will require students to access multiple tiers of
social studies vocabulary. This lesson comes towards the end of the unit Who
is the American Dream for? Opportunity and Access in the 1920s. The
vocabulary used in the activity will be scaffolded prior to, and partially during,
the lesson.
The group activity involves students examining multiple secondary sources
and the textbook. All sources contain pictures, as well as written words. The
textbook also has some definitions included in the text to better help the
students.
In order to successfully complete this assignment, students will need to access
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the following literacies: expository, visual, and socio-cultural.

Students will use their expository literacy to read and analyze the textbook,
and the secondary source documents. To do so, students will need to be able to
read the Table of Contents and be able to arrive at the correct pages that need
to be read. They must also have sufficient reading comprehension to be able to
sufficiently read and understand the textbook, as well as the primary and
secondary sources. They must also understand the vocabulary used (see
vocabulary section of Academic Language) as well as have sufficient
secondary source reading skills. Students have worked with the textbook,
primary, and secondary sources many times throughout the school year and
therefore, no scaffolds need to be done.
Additionally, students will employ their visual literacy skills when they
observe the song and video which accompanies the song. There are also
photographs available in the textbook which they will look at while
completing the assignment.
Students will need to use their socio-cultural literacy to work in small groups,
take turns listening and speaking, and understand social stratification during
the 1920s in the United States. Students will have learned about social
stratification in United States during the 1920s in previous lessons during
direct instruction and therefore are familiar. In order to participate in small
group discussions students must be aware of discussion norms such as
listening attentively, turn-taking, asking clarifying questions, and rephrasing.
In addition, Students must engage in proper use of body language to include
eye contact, head nodding, and facial expressions. Students have been working
in groups since the start of the school year. The teacher has engaged the class
with several norming activities since day one. Participating and engaging in
small and large group discussion is are embedded throughout all units.
Presentations: The presentation portion of this assignment has a relaxed
format since the students have not been given an extended amount of time.
The students will be encouraged to include academic vocabulary, especially
tier three words, while presenting on their section of the graphic organizer.
Additionally, every student must speak at least once. The students will be
made aware of this assignment verbally by the teacher[s] as well as visually by
having it as part of the group work and presentation instructions placed on the
digital projector.
In order to effectively present on their topic, the students will need to
successfully complete the provided graphic organizer with their group
members. They will employ their narrative literacy in a non-fiction setting to
illuminate their top assigned section of the graphic organizer for the rest of the
class.
Explicit directions for the graphic organizer activity and the corresponding
presentations will be placed on the projector for students to see, as well as on
their assignment sheets, and will be dictated orally by the teacher. Students
speak aloud every day in class and are familiar with the rules and
expectations that come along with speaking.
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Student Language use:

how will students use/
practice academic
language?

Materials: (e.g., books, charts,

models, manipulatives, realia,
technologyfor both teacher and
students)

Students will use and practice academic language by taking notes, writing the
terms down, and writing down the significance of the term in regards to the
class. For the closure, the teacher will check the students understanding of the
terms by asking students to complete an exit ticket, where students will list
one new thing they learned that they found most interesting, as well as one
thing they still have a question about. Additionally, the teacher will read over
the directions to the students, clarifying terms that appear confusing.

Whiteboard
Dry erase markers
Paper
Pens and pencils
Digital Projector
Screen
Chromebooks
Graphic Organizer
Primary and Secondary Source documents
website links with additional information
textbooks

INSTRUCTION
Procedures &
Activity/Activities:
Motivate/Anticipatory Set: set
purpose, activate prior
knowledge, connect to prior
learning, build background, state
objectives, grab attention and
relate students experiences to
objectives.
Model: Guide, demonstrate,
check for understanding.
Practice: apply the skill or to gain
deeper understanding of a
concept.

What the Teacher Does

What Students Do

Anticipatory Set /Motivate/Engage (Time: 5 min

Part A: Opener
Think-Pair-Share

Part A:

Students are given a few minutes to

The teacher will direct students to the discuss the Think-Pair-Share prompt
prompt on the white board. The
with their neighbors. After a few
teacher will tell students that they will minutes have passed, students will be
discuss the prompt with their neighbor prepared to share with the class either
in a Think-Pair-Share format, which
their response, or their neighbors
the students have engaged in
response to the prompt.
numerous times over the course of the
year. After the students have thought
about the prompt and discussed their
reasoning with their neighbors for a
few minutes, the teacher will call on
volunteers and/or cold call students to
share their response, or share the
response of their neighbor.
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Prompt:
Which situation would be harder for
school administrators to get under
control and why?
a) an individual cheating
b) multiple students working together
to cheat

Direct Instruction/Model/Activity (Time: 10 min

Part B: Direct Instruction

Teacher will discuss how prohibition
actually contributed to an increase in
organized crime and failed to fix the
negative social behaviors that it had
been intended to address. The teacher
will also introduce a few vocabulary
and key terms during direct
instruction.
Vocabulary (Tier 3)
police powers
Speakeasies
Racketeering
bootlegging
The teacher will also discuss with
studentsprohibition,organizedcrime,
andthecorruptionoflawenforcement
throughbriberybycomparingitto
MeyerWolfsheimandGatsbysrise
torichesinTheGreatGatsbythrough
classdiscussionsduringdirect
instruction.

Part B: Students will take notes

during the PowerPoint lecture,
specifically parts that the teacher
expressly tells students to write down.
Students are expected to use the notes
to study for the summative assessment
at the end of the unit.
Students will also respond to any
proposed questions from the teacher.

Practice (Guided/Independent) (Time: about 40 minutes Total

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PartC:GroupWork1520minutes
Theteacherwilldistributetothe
studentswillachartwithvarious
figuresandeventssurrounding
prohibitionandorganizedcrime.
Studentswillworktogetherinasmall
groupto1)Describethefigure
and/orevent
2)Explainthesignificanceofthe
figureorevent.Eachgroupwillonly
fillouttheirchartforonefigureor
event(willbeassignedbyteacher
numberingoffstudents1,2,3,4or5).
Studentswillfillouttheirchartsby
usingtheirnotesfromdirect
instruction,primaryandsecondary
sourcedocumentsthathavebeen
provided,websitelinksforadditional
informationtolookupontheir
chromebooks,andtheirtextbook.

Part C:
Studentswillworktogetherinasmall
groupto1)Describethefigureand/or
event2)Explainthesignificanceof
thefigureorevent.Eachgroupwill
onlyfillouttheirchartforonefigure
orevent(willbeassignedbyteacher
numberingoffstudents1,2,3,4or5).
Studentswillfillouttheirchartsby
usingtheirnotesfromdirect
instruction,primaryandsecondary
sourcedocumentsthathavebeen
provided,websitelinkswith
additionalinformationtolookupon
theirchromebooks,andtheir
textbook.

*Theteacherwillcheckwithstudents
ontheirprogresstoseeiftheyneed
moretimetocompletethereadings
andfillintheirassignedsectionofthe
graphicorganizer.
PartD:Presentations(about15
minutestotal)
Afterabout15minuteshaspassedto
allowstudentstocompletetheir
sectionoftheirchart,eachgroupwill
presenttheinformationfromtheir
sectiontotherestoftheclass.The
othergroupswillfillouttherestof
theirchartfromtheinformation
providedinthepresentation.
Theteacherwillfacilitatefurther
discussionamongthestudentsfrom
informationandtopicsprovidedinthe
presentations.
Closure
Summarize learning/objective,
elicit learning from students

PartD:
Afterstudentshaveworkedforabout
1520minutesontheirsectionofthe
graphicorganizerintheirgroups,each
groupwillpresenttheinformation
fromtheirsectiontotherestofthe
class.Ifstudentsarenotcurrently
presenting,theywillbeexpectedto
listenattentivelyandtakenotesonthe
materialpresentedbytheirpeersin
theirgraphicorganizer.

Close:
Exit Ticket
Students will be asked to write down one new thing they learned that they
found most interesting, as well as one thing they still have a question about.
(Time: 3-5 minutes )
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Students will turn in their response before they leave class for the day.

Reflections/Teacher:

Teacher will reflect at the end of the lesson on the following:

Did the teacher check for comprehension often enough
Pacing
Provided adequate support for EL students and students with
disabilities
Proximity
Tone of Voice
If students were able to answer the key questions

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