Introduction
In my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since.
“Whenever you feel like criticizing any one,” he told me, “just remember that all the people in this world haven’t had the advantages that you’ve had.”
-F. Scott Fitzgerald “The Great Gatsby”
The 1920s were some of America’s most vulnerable years in American history. During this time, a great deal of advice was needed to help guide American culture in a path that would be beneficial for the majority of the American population. The Flapper Fever and the Jazz Age evolved throughout this time period which proved to be influential to American society today. Can you guess some of today’s literary “habits” that were influenced by the 20s? (Hint: Use the link)
In this class activity, students are to work in 10 groups of about 2 members and will choose one of the ten themes/categories of the American 1920s and complete a series of assignments. These will increase the students’ understanding of life during the 1920s.
Links:
Slang of the 1920s http://local.aaca.org/bntc/slang/slang.htm
The twenties were the first decade to emphasize youth culture over the older generations, and the flapper sub-culture had a tremendous influence on main stream America; many new words and phrases were coined by these liberated women. Many of these are still used today!
Task
There are 10 categories. 1-9 pertain to the 1920s in America and number 10 will overlook some areas in the world:
- Arts/music
- Fashion
- Literature
- Environment
- Politics
- Economy
- Women
- Science and technology
- Employment
- World
YOUR Task: In your group you will learn about one of the 10 categories during the 1920s by completing a poster, presenting it to the class, and finally 10 sentences, summarizing what you have learned during every presentation, including your own.
GOAL: Learn some of the most important facts in the different categories found in the roaring 20s.
Extra Credit: Make a list of 10 ways the 1920's are similar to today. :)
Links:
The Roaring Twenties http://1920sapushproject.weebly.com/index.html
Big Question: How and why do things change?
Return of the 1920s https://www.theatlantic.com/politics/archive/2015/12/the-return-of-the-1920s/422163/
Why are the 2010s reminding us so much to the 1920s?? Check out this link to find out. History repeats itself after all! (This will also help with the Extra Credit)
Process
- You will divide yourselves into 10 groups of two or three.
- Decide which category (listed in the Task Section) you will research. (Make sure no other groups choose your topic.)
- You will have to complete three tasks: A poster, its presentation, and 10 sentences on a lined sheet of paper.
- Poster: Must include title of the category, names of students in the group, 4 pictures with captions, and 10 historical events pertaining to your topic. You may use a timeline, props, and other artistic elements on your poster board – preferably a tri-fold. (There will be time in class to work on the poster board – the participation grade is evaluated during this time) Remember to use at least two colors in your poster to create a mood and energy pertaining to the topic, and remove unnecessary elements that will stray away from your point of focus. Say more with less.
- Presentation: The date of the presentation will be announced. Each group will have to present their topic to the class (note: instead of poster, I said topic because the presentation is about the topic, not about the poster – i.e. no reading word by word off the poster board) in 4-5 minutes. Props (not attached to the poster board) are not acceptable.
- 10-sentence sheet: During every group’s presentation (including your own), write down one main key point about the topic in the 1920s. Simple.
Links:
Guns, Gams, and Glamour in 1920s Chicago http://www.csmonitor.com/Books/chapter-and-verse/2010/0903/Murderesses-Row-guns-gams-and-glamour-in-1920s-Chicago
In this article, Douglas Perry, author of "The Girls of Murder City," talks about the true cases that inspired the musical "Chicago." During your research you might have some of the questions asked in this interview.
New York - The Connected City http://amhistory.si.edu/onthemove/exhibition/exhibition_6_2.html
This website from the National Museum of American History brings to light several topics during 1920s New York City through illustrations and background information. This will be useful to all groups, even though it simply focuses on New York City.
A Photographic Tour of NY in the 1920s all-that-is-interesting.com/new-york-1920s
This website provides plentiful illustrations of the multi-faceted roaring twenties. Historical events have carefully been woven into these pictures.
Culture of the 1920s http://cultureof1920s.weebly.com/musicliteraturearts.html
Topics in this website include: Music, Literature, and Arts.
The 1920s Wardrobe http://vintagedancer.com/1920s/when-to-wear-what-in-the-1920s/
Female and Male fashion during the 1920s.
Cars and Environment http://www.autolife.umd.umich.edu/Environment/E_Overview/E_Overview2.htm
The Environmental Cost of the Automobile Production Process
Environmental History Timeline http://environmentalhistory.org/20th-century/roaring-1920s/
This timeline provides a list of precise events that happened during the 1920s.
Politics http://www.1920-30.com/politics/
The period between the 2 world wars was characterized by world-wide tensions and saw the rise of mass political movements such as communism, fascism, and national socialism. This website also provides links to other categories of the 1920s.
Consumer Economy http://www.ushistory.org/us/46f.asp
Housework, Buying on Credit, and Advertising.
Changing Role of Women during the 1920s http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/usa/1920srev2.shtml
Women are now leading men in the workforce. Does this sound like a hint to the extra credit question??
Religion and Science in the 1920s http://americainclass.org/sources/becomingmodern/divisions/text5/text5.htm
Commentaries and Felix, the cat, join us in controversial topics of the 1920s.
1920s Technology and Science http://www.clevelandhs.org/ourpages/webdesign4/dane/science.html
This simplistic website goes over the new automobile, the radio, and trendy immunizations.
Working and Voting Women in the 1920s https://www.americanhistoryusa.com/working-voting-women-1920s/
The history of women and the workforce are combined in this website.
1920s and the Start of the Great Depression https://www.dol.gov/general/aboutdol/history/dolchp02
Why did the Great Depression begin? Economical issues are examined in this website, provided by the United States Department of Labor.
What happened in the 1920s? http://www.thepeoplehistory.com/1920s.html
The events listed in this website are provided with a small paragraph on the specific year page providing additional information. This will tie into 1920s and the World.
1920-1929 World History https://www.infoplease.com/history-and-government/1900-1999-ad-world-history/1920-1929-world-history
This website provides some dates that occurred during the 1920s in the world.
Evaluation
| 10 pts (Beginning) | 20 pts (Developing) | 30 pts (Very Good) | 40 pts (Exemplary) | Score out of 40 | |||||
|---|---|---|---|---|---|---|---|---|---|
| Presentation | Individual does not participate at all, or rarely ever participates in group activity and does not help during the making of the poster board. | Individual participates, but only when called on. Also, the student might somewhat help in what the board might look like but does not help with about half of the poster board. | Individual participates most of the time and in most of the decision making. The poster board is split up somewhat equally between the members and the individual receiving this amount of points completes at least one third of the poster board. | Individual actively participates with group and in relevant group discussions. The poster board is split up equally by each group member (should be 2 students). | x/40 | ||||
| Poster Board |
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x/40 | ||||
| Presentation |
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x/40 | ||||
| 10-Sentence Commentary Sheet | Student completes 4-6 sentences and/or the writing is not comprehensible and the main point is not mentioned in at least 6 sentences. | Student completes 7-9 sentences and/or the writing is not comprehensible and the main point is not mentioned in at least 8 sentences. | Student completes all 10 sentences. The writing is clear and mostly eloquent, but the main point is not very clear. | Student completes all required sentences with clear, eloquent writing, descriptive phrasing, specifying the main point. | x/40 | ||||
| Total Score | x/160 |
Points will not be solely evaluated by tens, but a rough point value is given for every column. Each student will receive an individual grade for participation, presentation of the poster, and the 10-sentence paper. Every member of one group will receive the same score for the poster.
Conclusion
You have successfully (or not so successfully) completed this class activity. Through the previous steps, you have improved some essential skills such as how to find and select information from a variety of sources, how to arrange information to present easily, and how to make the presentation be more attractive and effective. You will also have more useful information about life in any aspects of the roaring twenties and some pertaining historical dates.