Students engage with key vocabulary related to the boom in the United States between World War I and the Great Depression. The experience can be used as an introduction or a review at the end of the unit.
Students engage with key vocabulary related to the boom in the United States between World War I and the Great Depression. The experience can be used as an introduction or a review at the end of the unit.
Students read an introduction to the unit on developments in the United States between World War I and the Great Depression and view an image of Ford’s Model T to ground the time period. They respond to two polls indicating which vocabulary words (such as consumerism, jazz, lynch, migration, modernity, normalcy, prosperity, racism, red, and tradition) they are familiar and unfamiliar with. Students then post to a collaborative wall explaining why the 1920s might be called the “Roaring Twenties,” using the vocabulary list and their own ideas or imagination.
Teacher MovesPresent the lesson overview and objective, highlighting that students will build vocabulary for the upcoming unit or review terms from a completed unit. Review poll results to gauge students’ prior knowledge and briefly clarify any especially unfamiliar words. Encourage students to make predictions about the meaning of “Roaring Twenties,” noting that they can draw inferences from the adjective “roaring,” and prepare the class to move on when most students have contributed.
Students view an image and brief text about monarch butterfly migration to connect vocabulary to real-world examples. They answer multiple-choice questions to determine the best definition of migration, identify a synonym for lynch, and select the word that means “the state of being typical or expected.” Students then contribute to a shared table by giving an example of racism.
Teacher MovesGuide students through the vocabulary questions, monitoring responses to ensure understanding of migration, lynch, normalcy, and related concepts. Clarify any misconceptions about these terms, especially sensitive ones like lynch and racism, and support students in providing thoughtful, appropriate examples of racism. When students have completed the tasks, transition the class to the next scene.
Students view an image and caption of Josephine Baker dancing the Charleston to illustrate cultural change and leisure in the Roaring Twenties. They complete a drag-and-drop activity matching the words jazz, modernity, and prosperity to their definitions, then create or upload a drawing that illustrates the concept of consumerism.
Teacher MovesUse the image and caption to briefly discuss how the Roaring Twenties introduced new forms of entertainment and modern lifestyles. Check students’ drag-and-drop responses to confirm accurate understanding of jazz, modernity, and prosperity, providing quick feedback as needed. Encourage students to think critically about consumerism as they create their drawings, prompting them to include details that show increased buying and material goods during the period.
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