Goals & Objectives
Students will understand major aspects of the 1920s Prohibition Era.
Students will be able to research the topics that they are assigned, and present on their topics as a group in a well-organized presentation, using visual or audio supplements as necessary. They will collaborate with their group members to present cohesively, and each student will be responsible for completing a research paper on their topic.
Students will be able to research the topics that they are assigned, and present on their topics as a group in a well-organized presentation, using visual or audio supplements as necessary. They will collaborate with their group members to present cohesively, and each student will be responsible for completing a research paper on their topic.
California State Content Standards
11.5.3 Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
Common Core Literacy Standards
CCSS.ELA-LITERACY.WS.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a selfgenrated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-LITERACY.RH.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.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA.LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Conduct short as well as more sustained research projects to answer a question (including a selfgenrated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-LITERACY.RH.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.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA.LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Driving Historical Question
What caused the people of the 1920s to create speakeasies, and participate in the illegal act of drinking alcohol?
Vocabulary (Content Language Development)
Prohibition, Speakeasy, Volstead Act, 18th Amendment, Flapper
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
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Students will begin class by watching a video clip of the speakeasy scene from the 2013 Great Gatsby movie. After watching the video, I will ask students to share what information they picked out from the scene using randomized playing cards with the students’ names on them in order to choose who will respond.
After the discussion, students will sign up for which topic they will research, turning in slips with their top 3 choices in order to decide who will do which topic. Students will also be allowed to write down their preference for 1-2 students they would like in their groups. I will set up the groups to be homogeneous. |
Content Delivery (Method of Instruction)
Students will spend several days working in groups researching what the Prohibition era was like, preparing for a speakeasy on the final day of the week using the Chromebooks to help create presentations with visual elements.
Day 1-Students will pick their groups based on topics they are interested in. The presentations will be split into: Music, Prohibition, Attire, Speakeasies, & Lingo.
Day 2- Students will spend the class time researching their topics in the Library with their group & will begin to make their visual presentations.
Day 3- Students will finalize their presentations & e-mail them to the teacher by the conclusion of the day.
Day 1-Students will pick their groups based on topics they are interested in. The presentations will be split into: Music, Prohibition, Attire, Speakeasies, & Lingo.
Day 2- Students will spend the class time researching their topics in the Library with their group & will begin to make their visual presentations.
Day 3- Students will finalize their presentations & e-mail them to the teacher by the conclusion of the day.
Student Engagement (Critical Thinking & Student Activities)
Day 4- Students will present their topics to the rest of the class, who will follow along with guided notes. Each presentation should be about 5-7 minutes long. All presentations need to be sent to the teacher the night before in order to make the transitions smoother.
Day 5- Students will participate in a Prohibition Party where the teachers will transform the classroom into a speakeasy. The students will need to use a password, sent out in an e-mail, and posted in google classroom, in order to enter the room. Students who dress in attire similar to the 1920s, which they learned from the presentations the prior day, will receive a few extra credit points.
Students, during the party, will have topics to discuss on their tables about the 1920s era from what they learned the prior day. They will be allowed to have notes out as well in order to discuss the topics, and use the lingo that was typical from the 1920s era.
Students will also be informed of their “escape plan” should the speak easy be infiltrated by police-aka the administration.
Day 5- Students will participate in a Prohibition Party where the teachers will transform the classroom into a speakeasy. The students will need to use a password, sent out in an e-mail, and posted in google classroom, in order to enter the room. Students who dress in attire similar to the 1920s, which they learned from the presentations the prior day, will receive a few extra credit points.
Students, during the party, will have topics to discuss on their tables about the 1920s era from what they learned the prior day. They will be allowed to have notes out as well in order to discuss the topics, and use the lingo that was typical from the 1920s era.
Students will also be informed of their “escape plan” should the speak easy be infiltrated by police-aka the administration.
Lesson Closure
Students will participate in a class discussion at the conclusion of the speakeasy, chosen through use of randomized playing cards to share what they have learned. After a few minutes of a discussion, students will write a 3-2-1 chart denoting 3 things that they learned over the course of the week, 2 things that they have questions about, and one thing that they want me to know. They will turn this in before leaving the room.
Assessments (Formative & Summative)
Formative: The presentations students will be involved in will have a scoring guide which the teacher will fill out during the presentation. Students will receive the expectations prior to beginning the research.
Guided notes will also be used to help with formative assessments, which will be used while the students are in the Prohibition Party on Day 5.
Summative: Each student will be responsible for turning in a 1-2 page double spaced paper about their research topic, including a bibliography of their research.
Guided notes will also be used to help with formative assessments, which will be used while the students are in the Prohibition Party on Day 5.
Summative: Each student will be responsible for turning in a 1-2 page double spaced paper about their research topic, including a bibliography of their research.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL- Students will be paired in homogeneous groups with 1-2 students of similar language abilities when available. With computer access, students will be able to look up any terms that they are unsure of, and use translation software on the computers. The guided notes will help students to follow along with the other presentations to take out the most important information. The Lingo cards for the Prohibition Party will have sentence frames to help students to have more meaningful discussions. There will be a structure & rubric available for what is expected in the research paper as well. I will also ask these students to write what they plan to say in the presentation and turn it into me prior to the presentation day so I am able to make comments to help with the clarity of their presentation.
SR- Students will be paired in homogeneous group with students of varying abilities. I will make sure to be available for questions for all students. The guided notes will help the students to follow along & pick out key information for the presentations that other students give. These students will also be provided with a graphic organizer to help them organize their research paper.
SSN- Students with special needs will also be placed in the homogeneous groups with 1-2 students that they feel more comfortable with in order to encourage their participation with the rest of the group. The SSN students will be given an extra day if they need it on their research paper at my discretion. The students will use the guided notes to assist them in picking out key information in the presentation, and also have the graphic organizer for their research papers.
SR- Students will be paired in homogeneous group with students of varying abilities. I will make sure to be available for questions for all students. The guided notes will help the students to follow along & pick out key information for the presentations that other students give. These students will also be provided with a graphic organizer to help them organize their research paper.
SSN- Students with special needs will also be placed in the homogeneous groups with 1-2 students that they feel more comfortable with in order to encourage their participation with the rest of the group. The SSN students will be given an extra day if they need it on their research paper at my discretion. The students will use the guided notes to assist them in picking out key information in the presentation, and also have the graphic organizer for their research papers.
Resources (Books, Websites, Handouts, Materials)
Chromebooks/Access to computers
Library for research
Guided notes
Screen to present on
Materials for the Prohibition Party
Decorations for the room
“Forbidden” Drink (to represent alcohol-Soda/juice)
1920s music
1920s Attire
“Lingo cards” to encourage speaking with 1920s lingo
Library for research
Guided notes
Screen to present on
Materials for the Prohibition Party
Decorations for the room
“Forbidden” Drink (to represent alcohol-Soda/juice)
1920s music
1920s Attire
“Lingo cards” to encourage speaking with 1920s lingo