Students view a short silent film clip from the Progressive Era. Then, they acquire information about silent films, vaudeville, and Tin Pan Alley music. Next, they explore how those forms of entertainment played into and magnified cultural attitudes of the time. Finally, students explore American popular culture’s continuing influence on the world.
Students read an introduction to Progressive Era entertainment and culture, then imagine themselves as teenagers in 1918 considering options for fun such as baseball, the circus, and silent movies. They watch a short portion of the silent film Jumbo, the Trained Elephant and respond to a word cloud prompt with words describing what they might think about the movie if they were living in 1918.
Teacher MovesPresent the lesson overview and objectives, then play about 30 seconds of the Jumbo film clip. Use the word cloud responses to prompt discussion about why Jumbo’s circus act and the silent movie would have seemed impressive at the time, highlighting factors such as the novelty of film, limited travel, and access to distant events. Optionally direct interested students to read The 1910s Sports: Overview for comparison with modern sports trends. Organize students into small groups in preparation for the next scene and unlock it when groups are ready.
In small groups, students learn that the early 20th century saw an “entertainment revolution” in vaudeville theater, Tin Pan Alley songs, and silent movies. Groups research these three forms of entertainment, using suggested resources such as Vaudeville, Tin Pan Alley, Digital History: The Rise of Hollywood and the Arrival of Sound, and History of Hollywood, California. They create a report that defines each form, describes typical material and artistic styles, identifies at least two key figures for each, includes images or audio clips, and briefly analyzes how each form helped shape American culture. Students post their report to a shared discussion wall or share a link to a product created with a digital tool (e.g., Prezi, Tiki-Toki, presentation software, or Glogster).
Teacher MovesAdvise groups to divide tasks efficiently (e.g., by entertainment type or report component) and, if time is limited, assign each group a single form of entertainment to research. Monitor research and product creation, ensuring students address all required components and use credible sources. After reports are posted, select one or two exemplary or especially interesting examples to anchor a class discussion about the positive qualities of these entertainment forms and how revolutionary they were in their own time compared with 21st-century media. When group work is complete, explain that remaining scenes will be completed individually and unlock the next scene.
Students examine how early 20th-century popular entertainment was connected to the experiences of minorities and immigrants. They read background text explaining both opportunities and harmful stereotypes in vaudeville and minstrel traditions, including the history and offensiveness of blackface, and how such portrayals influenced attitudes toward racial and ethnic groups. They also read about the film The Birth of a Nation as a technically innovative but deeply racist work that glorified the Ku Klux Klan. Students read What’s offensive about blackface? Imagine you’re from another planet… to deepen their understanding of blackface, and the Background section of Filmsite Movie Review: The Birth of a Nation to learn more about the film’s impact. They then write a paragraph or two on a discussion wall explaining why they think negative portrayals of racial and ethnic characters became so popular and influential in American culture, and respond to at least two classmates with questions or positive comments.
Teacher MovesFrame the scene by emphasizing both the opportunities and harms embedded in Progressive Era entertainment, drawing attention to the long-term influence of stereotypes and blackface. Clarify any confusing historical references and ensure students understand why blackface is considered offensive today. After students post their responses, use their ideas as discussion starters, highlighting explanations such as the limited direct contact many white Americans had with minorities and the outsized influence of mass entertainment on public attitudes. Facilitate respectful dialogue around race, representation, and media, then unlock the next scene when students are ready.
Students read America’s Cultural Role in the World Today to explore how American popular culture, beginning with Progressive Era forms like Tin Pan Alley and early Hollywood, has come to exert global influence. They then search online for an image that illustrates American cultural dominance (from the Progressive Era onward), upload it using the drawing tool, and write an informative caption explaining how the image demonstrates U.S. cultural influence.
Teacher MovesGuide students in connecting historical entertainment forms to contemporary global culture, clarifying the idea of cultural diffusion and dominance. Prompt students to explain why they chose their images and to consider how accurately those images portray American life. Facilitate a brief share-out or gallery walk, encouraging critical reflection on both the reach and the limitations or distortions of American cultural representations. Unlock the next scene when students have completed their work.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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