Roaring Twenties Magazine Project
Author: Mary Smallwood, Lauri Jaquith
School District:
Madrid-Waddington
Intended Audience:
Content Area: Social Studies
Course Title: U.S. History 1865-Present
Grade Level: 8
Technology Integration:
Technology Hardware: Promethean Board
Technology Software: ActivStudio 4
Internet Resources: Interdisciplinary Project: American Literature and US HIstory
Creating a Magazine for the Roaring 20’s
1920s Economy: A Statistical Portrait
Video : unitedstreaming.com
powermediaplus.com
Magazine Cover Art: magazine covers from the 1920’s
Other Content Areas for STEM Integration:
Content Area:
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Include the full wording of the standard(s) and specific performance indicator(s).
Social Studies Standard 1 -History of the United States and New York - Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Key Idea 1:Performance Indicator - Intermediate - Students will explore the meaning of American Culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans.
Key Idea 3:Performance Indicator - Intermediate - Students will complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups in New York State and the United States at different times and different locations.
Students will gather and organize information about the important achievements and contributions of individuals and groups living in New York and the United States.
Students will describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York and United States Constitutions, the Bill of Rights, and other important historic documents.
Students will classify major developments into catagories such as social, political, economic, geographic, technological, scientific, cultural, or religious.
Social Studies Standard 4 - Economics -
Key Idea 1:Performance Indicator - Intermediate - Students will explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.
Students will define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems.
Students will understand how people in the United States and throughout the world are both producers and consumers of goods and services.
Social Studies Standard 5 - Civics, Citizenship, and Government
Key Idea 3: Performance Indicator - Intermediate - Students will discuss the role of an informed citizen in today’s changing world.
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
Create a magazine which addresses, incorporates, and showcases the different social, economic, political, and scientific changes that took place during the 1920’s.
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
What were the economic, political, scientific, and social changes of the 1920’s?
Learning Objectives:
By the end of this learning experience students will be able to:
Understand and have gained a basic knowledge of the different economic, social, political, and scientific changes of the 1920’s; and their impact on American culture then and now.
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s): American Nation; publisher- Prentice-Hall
Reference Book(s):
Handout(s): *booklet attached
Other: Promethean Board; Access to Internet for research
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
Homework Packets given out: students worked on them independently
Magazine Project explained to students- paper with schedule of due dates handed out
Video clips from United Streaming used to enhance and reinforce learning
Students used Computer Lab to do research, write articles and make magazine pages
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
Homework Packet - some pages modified for individual (weaker) students
Weaker students were put in groups with stronger students
Assignments within groups were structured to allow stronger students to do more challenging tasks (ie. economics/banking article), and weaker students to do less challenging tasks (ie.table of contents).
Time used for Planning:
Time spent without students to prepare.
Internet Research on Magazine Projects and supplemental information (1920’s economics, scientific discoveries, political developments, social changes)
Developing Handouts/Worksheets for Homework Packet
Putting Homework Packet on Promethean Board
Developing Grading Rubric
Scanning Magazine Projects/ Putting them on website
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
Day 1: Homework packets handed out. Students work independently on packets.
Day 2: Magazine Project explained. Examples from previous years shown; discussed magazine formats in general
Day 3: Passed out necessary papers for project (due dates, topic ideas, rubrics); discussed computer skills students had and those areas they were weak in
Day 4: Chose groups; had general introduction to the era of the 1920’s; discussed any problems/questions with assignments in the handouts
Day 5: Section 1 of homework packets due; computer lab for rest of class to begin reasearch
Day 6: First Draft of “Ad” due; computer lab for rest of class
Day 7: Section 2 of homework packet due; computer lab for rest of class
Day 8: First Draft of “Choice” due; computer lab for rest of class
Day 9: In-class discussion of economic conditions of the time
Day 10: Section 3 of homework packet due; Final “Ad” due; some class time used to view video segments on United Streaming
Day 11: Final “Choice” due; computer lab for rest of class
Day 12: First draft of Economy article due; computer lab for rest of class
Day 13: Section 4 of homework packet due; first draft of article due; computer lab for rest of class time
Day 14: Class time for discussion of how project is progressing
Day 15: Second draft of article due; computer lab
Day 16: Final draft of Economy article due; regular class time to start next chapter on the Great Depression
Day 17: Table of Contents due; regular class
Day 18: Final draft of article due; regular class
Day 19: Cover due; regular class
Day 20: Final Presentations to class
Assessment Tools:
List all forms of assessment for the learning experience.
Grading Rubric - see attachment
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
Next year I would have students , in their groups, create a fake publishing company for their magazine. Each student would be an editor in charge of a certain field, like women’s issues, politics, economy, arts & literature. (These are all areas that never get chosen to be written about.) In addition, I would have one student be the layout editor. That student would be the one who had special learning needs. (Layout editor would be responsible for the table of contents.) Each student would have to write one article or letter to the editor about their area of “expertise”. They could then choose another article as they did this year.
I would also have them fill out a form which listed who was doing what in their groups and what they were individually doing, so I would know beforehand. This would give me information to help them with ideas and resources.
Next year, before I send them to the computer lab for the first time, I would NOT give them an assignment. I would tell them only to browse. This might not work, but I would try it because this year they did have an assignment (an ad), and they focused in on MAKING the ad and did not pay attention to the content. I want them to understand why the ad is important and to browse fro different kinds of ads which would be applicable. Making the actual ad is very easy.
What worked well this year was the idea of having them do the packets beforehand so they would have some information to draw on. They also had to do assessments. If the packets were not done with passing grades, they were not allowed to go to the computer lab to do further research.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning performance of the student at that level. Select the quadrant that is most appropriate regarding this learning experience.
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.
