Digital

Unit Plan Template

Unit Title: The Significance of Change Name: Michelle Kaur
Content Area: History/Social Science Grade Level: 11
CA Content Standard(s)/Common Core Standard(s):
CA HSS CS 11.5.3
Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
CA HSS CS 11.5.4
Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
CA HSS AS 9-12.3 Historical Interpretation
Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
CA HSS AS 9-12.4 Historical Interpretation
Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
CA CCSS Literacy 11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CA CCSS Literacy 11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and
ideas
CA CCSS Literacy 11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve
a problem.
CA CCSS Literacy 11-12.8
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

Big Ideas/Unit Goals:
How did the culture change in the 1920s?
How did the Eighteenth Amendment impact life and society?
How did the Nineteenth Amendment affect society? How did the changing role of women in society and the amendment’s ratification influence one another?
What were the innovations in society (ex: music, dress, leisure, etc.) that resulted from the Eighteenth and Nineteenth Amendments?

Unit Summary:
Through this unit, students will explore the 1920s and identify the significant cultural changes that took place during the period. Throughout the unit students will determine if any
preconceptions of theirs regarding the era are correct, and to what degree. Students will further explore the 1920s, identifying and evaluating the significant cultural changes that took
place during the period. Students will analyze various primary and secondary sources through a historical lens to develop a sense of the time period, noting any varying perspectives.
By the end, students will be able to relate some of the important shifts during the decade, recognizing key causes and effects.

Assessment Plan:
Entry-Level: Formative: Summative:
Graffiti Board: Students will complete a graffiti board regarding the 1920s, Checkpoint Discussion Questions: Students will engage SPAR Activity: Students will participate in a
recording what they know and the stereotypes they may hold. in discussion and share their ideas regarding key debate activity regarding the 18th and 19th
questions throughout the “The Significance of Change” amendments where they will be assigned a
lecture. pro or con position. Students will prepare
Webercise: Students will complete a web exercise and deliver formulated arguments, taking
handout by referencing specific links to answer into account historical context.
questions regarding “the new woman” and clearly Essay: Students will select a contemporary
express key causes and effects to said evolution. issue that has resulted in significant change
Concept Map: Students will analyze site and design a and write a comprehensive essay where
concept map that demonstrates their clear they argue said point.
understanding of the intended and unintended results
of the 18th amendment.
Critical Thinking Prompt: Students will apply the
comprehension and analysis gained in order to respond
to a prompt thoroughly and effectively.

Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
-Students will be able to identify major -Students will engage in class -Students will develop a knowledge base of the era.
societal changes. discussion and share their thoughts and -Students will answer questions throughout the lecture.
-Students will be able to state the ideas. -Students will partake in discussion with classmates.
amendments ratified and recognize their -Students will answer the discussion -Students will complete guided notes that go along with their lecture.
impact. questions prompted throughout the
-Students will compare representations and lecture.
discuss information regarding the era. -Students will complete guided notes
-Students will hypothesize regarding public that correspond to the lecture.
reception and decision-making at the time.

Lesson 2 (Webercise)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
-Students will be able to identify important -Students will complete a web exercise -Students will complete their web exercise handout individually.
details about the 18th and 19th amendments. handout by referencing links provided. -Students will discuss their answers to the sections that required student creativity/opinion.
-Students will be able to identify cultural -Students will engage in class discussion
changes. and share their thoughts and ideas.
-Students will analyze primary and/or
secondary sources effectively.

Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
-Students will analyze primary and/or -Students will create a concept map -Students will read sources and identify information they will use for their concept map.
secondary sources effectively. demonstrating their knowledge and -Students will organize their information and ideas, arranging them into a logical order they will
present in the form of a concept map.
-Students will illustrate their knowledge of ability to examine sources for valuable
the consequences of the 18th amendment. information.

Unit Resources:
18th Amendment: https://www.docsteach.org/documents/document/18th-amendment
Volstead Act: https://www.archives.gov/education/lessons/volstead-act
18th and 21st Amendments: https://www.history.com/topics/roaring-twenties/18th-and-21st-amendments-video
Khan Academy (Prohibition): https://www.khanacademy.org/humanities/us-history/rise-to-world-power/1920s-america/a/prohibition
19th Amendment: https://www.archives.gov/historical-docs/19th-amendment
19th Amendment:
https://www.ourdocuments.gov/print_friendly.php?flash=true&page=&doc=63&title=19th+Amendment+to+the+U.S.+Constitution%3A+Women%27s+Right+to+Vote+%281920%29
Khan Academy (19th Amendment): https://www.khanacademy.org/humanities/us-history/rise-to-world-power/1920s-america/a/the-nineteenth-amendment
1920s: http://www.1920-30.com
1920s: https://trumanlibrary.org/educ/betweenthewars/Reinterpreting1920s.pdf
Review Game: https://www.quia.com/rr/874408.html?AP_rand=739349720

Useful Websites:
Annotated Bibliography: https://guides.library.cornell.edu/c.php?g=32342&p=203789
MLA format: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html
Primary and Secondary Sources: https://www.youtube.com/wath?v=pmno-Yfetd8
Library of Congress: https://www.loc.gov/
National Archives: https://www.archives.gov/