LESSON COMPONENT

UTL 640
Fowler/Hendrickson

Faye Cheung
U.S. History/Grade 11

20s vs. 30s

ENDURING UNDERSTANDING
Cultural contributions of people and art express various beliefs and traditions.
ESSENTIAL QUESTIONS
How do the social issues of the 1920s compare to those of today?
How do the events of their time affect the culture and art?
GUIDING QUESTIONS
What are the various genres of art and literature from the 1920s and 1930s?
How were the artists and culture of this time affected by the time of excess and then
the Great Depression?
How did the government influence sports in the 1930s? (Sports!)
LESSON OBJECTIVE
The student will be able to describe how the characteristics and issues of the 1920s and
1930s are reflected in the various genres of art and literature.
RESOURCES/MATERIALS
PowerPoint Lesson
Mr. Smith Goes to Washington video clip and the Jazz Singer video clip
Documents to compare/contrast
http://tah.eastconn.org/tah/1112KW1_ComparativeStudy1920sand1930sCulture.pdf
TEKS/SE
(25) Culture. The student understands the relationship between the arts and the times during
which they were created. The student is expected to: (A) describe how the characteristics
and issues in U.S. history have been reflected in various genres of art, music, film, and
literature;
(29) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to: (A) use a variety of both primary and secondary valid sources to
acquire information and to analyze and answer historical questions;
LESSON
ENGAGEMENT 7 minutes
The student will use background knowledge to identify characteristics of the 1920s and start
to engage with the cultural movements with two videos.
Actions of Teacher
Actions of Student
I will begin the lesson by asking what
The students will talk about what they
the students know about the culture of
know about the culture of the 20s
the 20s from their prior knowledge
from their prior knowledge and notes.
They will see their responses on the
and notes.
I will write their responses on the
board.
The students will learn that this lesson
board.
I will tell the students that this lesson
will be comparing the different
will be comparing the different
cultures of the decades by music,
cultures of the decades by music,
sports, art, and literature. They

sports, art, and literature. I will

mention that these differences are
caused by various events in the
decade (time of excess vs. Great
Depression)
Then I will show the Mr. Smith Goes
to Washington clip to introduce the
differences in the 30s and the Jazz
Singer clip from the 20s.

should understand that these

differences are caused by various
events in the decade (time of excess
vs. Great Depression)
They will watch the Mr. Smith Goes to
Washington clip to introduce the
differences in the 30s and the Jazz
Singer clip from the 20s.
While watching these clips, they will
need to note the differences in the
themes of the videos.

EXPLORATION ~45 minutes

The student will explore contrasting documents from the 1920s and 1930s how it depicts the
relationship between the arts and the times during which they were created.
Actions of Teacher
Actions of Student
I will begin by giving a short lecture (2
The students will listen to a short lecture
slides) on the movement from the 20s
(2 slides) on the movement from the 20s
and 30s and highlighting the differences
and 30s and the differences between
between them. This should take around
them. They will write notes in their
5-7 minutes.
notebook.
After the notes, I will explain to the
After the notes, the students will be
students that they will be looking at
looking at contrasting documents from
contrasting documents from the 1920s
the 1920s and 1930s. They will only
and 1930s. I will be moving the
work with each set of the documents for
documents around the groups every few
a few minutes.
The students will be in charge of filling
minutes.
The students will be in charge of filling
out a graphic organizer in their notebook
out a graphic organizer in their notebook
about the documents. While looking at
about the documents. I will give a
the documents, they need to write down
template of the chart.
what they observe and the significant
After all of the groups have looked at the
details as to why they were created in
that particular decade.
documents, I will go over the documents
with the class to ensure that the students After all of the groups have looked at the
have fully grasped the differences.
documents, the students will go over the
documents with the class to ensure that
they have fully grasped the differences.
EXPLANATION/CLOSING ~15 minutes
The student will be able to describe how the characteristics and issues of the 1920s and
1930s are reflected in the various genres of art and literature.
Actions of Teacher
Actions of Student
I will instruct the students on how to
The students will receive instructions on
create a haiku and provide an example.
how to create a haiku and be provided
They will write a haiku in their groups
with an example.
They will write a haiku in their groups
that describes the differences in the
culture of the 20s and 30s. They will
that describes the differences in the
also share with the class.
culture of the 20s and 30s. They will

Afterwards, the students will individually

write a 5 sentence paragraph identifying
one topic we talked about in class and its
significance.
I will post the STAAR question on the
board on their paper as well.
Lastly, before turning in their paper to
me, they will write down their haiku that
their group created.

also share with the class.

Afterwards, the students will individually
write a 5 sentence paragraph identifying
one topic we talked about in class and its
significance.
The students will answer the STAAR
question on the board on their paper as
well.
Lastly, before turning in their paper to
me, they will write down their haiku that
their group created.

ELABORATE MODIFICATION/DIFFERENTIATION STRATEGIES

Special Education (SPED): PowerPoint could be printed and handed out to students
to look at. Questions to guide the students as to what to look at with the documents.
English Language Learners (ELL): Paragraph could be written with 3 sentences or
completed verbally.
Gifted and Talented (GT): Challenge these students to think of other time periods in
which the events of that time influenced the culture and arts.
Reteach Students: Remind students of the objective of lesson. If there are a lot of
reteach students, I can go over the documents with the class one at a time.
EVALUATION
The Roaring Twenties were characterized by
A. internment camps, the rationing of goods, and the first use of an atomic bomb
B. bank failures, the New Deal, and bread lines
C. installment plans, Prohibition, and flappers
D. brinkmanship, McCarthyism, and a policy of containment