Unit Calendar


Roaring Twenties and Great Depression Unit

I designed this unit in order to introduce students to the complexities of cultural shift that embody the “Roaring” Twenties in American history. I want the students to be able to develop their own inquiry and research skills through analyzing political cartoons, historical sources, and through synthesizing arguments and summaries. The goal is for students to understand that the traditional narrative of the Twenties encompasses the “good,” or as Warren G. Harding put it, a “return to Normalcy.” However, the students should understand that history is never so cut-and-dry. We will discuss the aspects of the Twenties that do indeed make them “Roaring,” but we will also see history from the view of the marginalized and the oppressed. Above all else, students should be able to understand that history, and thus the history of the Twenties, is just like life; a complicated amalgam of both good and bad. In addition, it is important that students understand the gravity of the economic depression of the 1930s, known as the Great Depression. Students should understand the causes of the Great Depression, and should also be familiar with larger understandings, such as how the government handled the situation and how government regulation and policies helped to mitigate the suffering of the American people. Above all else, students should learn a sense of respect and come from a place of empathy when examining the very real tragedies of those who suffered through the economic woes of the time period. Throughout the curriculum, I wanted to emphasize student-driven learning (inductive learning, group accountability, student-research, etc.) over teacher-driven learning (e.g. traditional lectures, direct instruction). I utilized the Understanding by Design model to create a unit that is driven by essential questions and long-term goals for student outcomes (Wiggins & MgTighe, 2011). The essential questions driving the unit are as follows:

  1. What role does the government have in helping those that are poor?
  2. What does it look like to deal with hardship? What does it look like to go without?
  3. How does culture change over time?
  4. How does the past impact the present?
  5. Whose voices are absent from these historical narratives and how do we include them?
  6. What does it look like when we are confronted with change, more specifically, what happens when cultures collide?

        As students engage in activities that call on them to think critically and creatively about the content presented, construct arguments based on evidence, and deconstruct different historical narratives, they should arrive at the following long-term understandings, or what the Understanding by Design (UbD) model calls transfer goals:

Roaring Twenties Unit Curriculum

        This unit is designed to encompass two weeks of instruction. Before the unit begins I will establish and review new and familiar expectations with the students. Since I will now be lead teaching, they will need to understand how the landscape of the classroom will shift as I take on the responsibilities of the course. First, I will cover the shift in learning environment: Students will be notified of how my role will now change in the classroom, since i am now the lead teacher. That means that I will be responsible for teaching all classes, grading all assignments, answering questions and communicating with parents. I will also review expectations with the class (as well as establish new ones). Then, I will make explicit that we are moving out of the WWI era and moving into the Roaring Twenties, which are called the “Twenties” because it’s the period from 1920 to 1929.

We start the unit by having the students formulate a hypothesis for a question on their graphic organizer: “Why do historians call the Twenties ‘Roaring’?”   Before the students engage with the card sort, students learn the meaning and context of what the word “roaring” means using the Frayer model. The Frayer Model is a graphical organizer used for word analysis and vocabulary building. This four-square model prompts students to think about and describe the meaning of a word or concept by 1) defining the term, 2) describing its essential characteristics, 3) providing examples of the idea, and 4) providing a drawing of the meaning of the word (The Teacher Toolkit). After they gain an understanding of the meaning of the word “roaring”, students will use the hypothesis they posited egin to infer the answer by means of a “Mystery lesson” card sort (Silver, Strong, Perini, 2007).

Students begin to infer the changing cultural landscape of the “Roaring” Twenties by examining primary and secondary sources with a group member. Then, students will synthesize their learning into an “11-minute” essay, in which they refer back to the hypothesis they made about why the Roaring Twenties are called the Roaring Twenties. This performance task is a way for students to both demonstrate understanding and extend and strengthen their writing stamina.

        Next, students explore the issues of the past that still connect to the present by analyzing a political cartoon about the Scopes “Monkey” Trial. The Scopes “Monkey” Trial (1925) was a legal case in which a substitute high school teacher was accused of teaching evolution in a public school, something that was illegal in Tennessee at the time. The political cartoon that we are using to understand the controversy of the time period criticizes the practice of teaching evolution in schools, claiming it would lead to the disbelief of God. This discussion will be a good entry point to introduce the clash between modernism and traditionalism that characterized the 1920s. We will also discuss how this past controversy still relates to arguments against “evolution in schools” that persist into the modern day. Then, students move into the Jigsaw method of instruction (Silver, Strong, Perini, 2007). Students are responsible for research over multiple days on six main topics of the 1920s in America (Social Darwinism, the Changing Role of Women in the 1920s, Prohibition, the “Red” Scare, Nativism, Race Relations, and the Harlem Renaissance). Students get to choose the topic that most interests them, learn about the topic from a comprehensive list of different types of documents (articles, videos, pictures, etc.), then produce an “instructional tool” to teach the information to their fellow teammates. They also work together with their expert groups to generate two to three test questions that will appear on a future assessment. The students will spend two class periods completing this group task. Once that task is complete, students will take an assessment made up of the questions generated during the Jigsaw.

        Then, the students will participate in a historical role-play, where they will play a key historical figure from the 1920s. They will perform more in-class research on their chosen individual, then come up with a short synopsis on who they are and a “boast” for themselves. They also come up with a “toast” for another historical figure, and a “roast” for a historical figure they think isn't all that. They then have a “block” party in which they mingle and discuss each other’s historical figures, either in a respectful (or antagonistic!) manner. Not only is it a lot of fun, it’s a great way to bring these characters to life and to allow students the agency to be able to do independent research on key figures. They also get more practice in synthesizing, summarizing, arguing, and presenting information to fellow students.

Roaring Twenties Pedagogy


        I utilized a variety of pedagogical strategies when designing this unit that appeal to interpersonal, mastery, self-expressive, and understanding learners. Student-centric strategies are also employed, such as Jigsaw, Mystery, and the Block Party. All of the strategies used in this unit (and the strategies that will be used in future units) are research-based and compiled in the reference book The Strategic Teacher (Silver, Strong, Perini), apart from the Block Party, which was recommended to me by my mentor. The Jigsaw strategy is an excellent way to allow students the agency to select the category of the Twenties that most appeals to them, allows them the agency to do their own independent research, and provides accountability by building in a support group to instruct. Students collect and organize ideas through note making, they draw conclusions, make and test inferences, hypotheses and conjectures, they analyze demands of a variety of questions, they write clear and coherent explanations, construct plans to address questions and tasks, and practice cooperative learning. Ultimately, this strategy most appeals to Mastery, Understanding, and Interpersonal learners. The Mystery strategy “revolves around gathering, organizing, and making sense of data in order to formulate solutions to puzzling questions” (Silver, Strong, Perini, p. 107). Students collect and organize ideas through note making, read and interpret visuals, draw conclusions, make and test inferences, hypotheses, and conjectures, and identify similarities and difference. Ultimately, this strategy most appeals to Understanding and Interpersonal learners. Finally, the Block Party, akin to the Jigsaw strategy in allowing room for student-led research, gives students a way to synthesize declarative knowledge in a way that is personal and enjoyable. Students collect and organize ideas through note making, make sense of abstract academic vocabulary, write clear and coherent explanations, reading and writing about two or more documents, and controlling and altering mood and impulsivity. Ultimately, this strategy most appeals to Interpersonal and Self-Expressive learners.

Great Depression Unit Curriculum & Pedagogy

This unit is designed to encompass four weeks of instruction. We will first begin the unit by addressing the cultural shift between the excess and opulence of the 1920s, contrasted with the poverty and suffering of the Great Depression. We will discuss how the risky nature of stock speculation, unregulated markets, overproduction, and “protectionist” tariffs all led to the decline of the economy and the eventual suffering of the American people. We will discuss Herbert Hoover’s continuation of laissez-faire policies and his eventual shift towards larger government involvement (the Hoover Dam, for instance). We will look at the negative aspects of Hoover’s administration (“rugged individualism,” the violent removal of the Bonus Army protest), and we will also discuss some of Hoover’s successes (Hoover Dam, his relief efforts in Belgium before his Presidency). We will discuss the failure of the Hoover administration to provide enough relief for the American people, and the resulting unpopularity of his Presidency, but we will also see Hoover as an individual trying his best, unable to peer into the future to see the prolonged suffering the Great Depression caused America.

Then, we will make our transition into the Presidency of Franklin D. Roosevelt. We will discuss his landslide election and his campaign promise to bring America a “New Deal.” We will discuss what the “New Deal” is (a series of reforms intended to centralize the government and provide relief to an impoverished America). We will learn the three different types of reform (relief, recovery, and reform) and discuss which reforms are most important to understand (The CCC, AAA, TVA, WPA, SSA, SEC) and which ones have had a lasting effect on America (SSA, SEC, TVA, WPA, etc). I’ll show the students that these reforms have a direct impact on their lives by showing them the public works here in San Antonio that the WPA built (large portions of the Riverwalk, Brackenridge Park, and the Alamo Stadium). We will also discuss the importance of FDR’s abilities to effectively communicate his reasoning and his reforms to the American people through his “fireside” chats. We will address the approaches of FDR and his administration as well as opposing viewpoints to the solutions of the New Deal by either crafting our own “fireside” chats or by crafting a radio broadcast from the opposite direction (against the reforms of the New Deal). Finally, we will sharpen our writing and public speaking skills by pretending to broadcast our chats in front of the class and while being recorded in front of a studio microphone (just like FDR used to do in the White House!)

Unit Title

The Roaring Twenties and The Great Depression



Designed by

Jacob Connerly

Time Frame

January 2018 to February 2018 (Six Weeks)

Stage 1- Desired Results

Establish Goals

What content standards and program- or mission-related goal(s) will this unit address?

Content Standards This Unit Will Address:

Roaring Twenties:

(6)  History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:

(A)  analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and

(B)  analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.

(16)  Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:

(A)  analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies;

(C)  describe the effects of political scandals, including Teapot Dome

(25)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A)  describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature;

(B)  describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance 

Great Depression

(16)  Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:

(A)  analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies;

(B)  identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System;

(C)  analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others;

(D)  compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression; and

(E)  describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens.

19)  Government. The student understands changes over time in the role of government. The student is expected to:

(A)  evaluate the impact of New Deal legislation on the historical roles of state and federal government;

12)  Geography. The student understands the impact of geographic factors on major events. The student is expected to:

(A)  analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina;

What cross-disciplinary goal(s) - for example, 21st century skills, core competencies - will this unit address?

Cross-Disciplinary Goals This Unit Will Address:

  • Clarity of writing (Specificity, focused word choice)
  • Expository writing (using historical examples)
  • Reading excerpts with short answer and MC responses
  • Understanding of “author’s purpose”
  • Building writing stamina


Students will be able to independently use their learning to create a   to share with ALA 4th and 5th graders.

What kinds of long-term independent accomplishments are desired?

  • Critical Thinking:
  • Real-World Problem Solving:
  • Collaboration:
  • Self-Direction:
  • Creativity:



What specifically do you want students to understand?

What inferences should they make?

  •  The Roaring Twenties was a time of great cultural and economic shift in the United States.
  • The Great Depression was a severe worldwide economic depression that took place during the 1930s.
  • Progress does not look the same for everyone at all times (ex: African Americans and immigrants did not see the same kind of progress as middle/upper class white Americans during the Roaring Twenties).
  • When culture begins to shift, there is pushback from people who want to keep it the same.
  • The 1920s was a time when women’s roles began to change due to the 19th Amendment and a rise in modernist values.
  • The Great Depression was the end of laissez-faire economic policies in the United States.
  • Since the Great Depression, the government has been more invested in helping those in need. 
  • Government reforms have helped solve social and economic issues since the Gilded Age.
  • The economy has a direct impact on “everyday” people.
  • Capitalism and communism have consistently been at odds with each other.
  • The “threat” of communism was used to shape the foreign and domestic policy of the United States

Essential Questions

What thought-provoking questions will foster inquiry, meaning-making, and transfer?

What role does the government have in helping the needy?

How do people cope when things are out of their control/not as they planned?

What does it look like to deal with hardship? What does it look like to go without?

How does culture change over time?

How does the past impact the present?

Whose voices are absent from this narrative? Whose voices dominate and control this narrative? How and why?

What does it look like when people are confronted with change? With differences in culture?

Has the government been more invested in helping the needy?

Have government reforms helped solve social and economic issues? Have there been other methods that are more effective?


Students will know...

What facts and basic concepts should students know and be able to recall?

Roaring Twenties

The concept of Social Darwinism:

  • Scopes "Monkey Trial"
  • William Jennings Bryan
  • Clarence Darrow

The Changing Role of Women:

  • Flappers
  • 19th Amendment
  • Women Working


  • Frances Willard
  • 18th and 21st Amendments
  • Speakeasies

The Red Scare:

  • The Sacco & Vanzetti Case
  • The Palmer Raids
  • J Edgar Hoover


  • Klu Klux Klan
  • Charles Davenport
  • Immigration Laws passed in the 20s

Race Relations/Harlem Renaissance:

  • Great Migration
  • Alaine Locke
  • Langston Hughes
  • Back-to-Africa Movement
  • Tin-Pan Alley

1920s Presidents and the Changing Role of Government

  • Isolationism
  • Warren Harding and Return to Normalcy
  • Teapot Dome Scandal
  • Calvin Coolidge
  • Herbert Hoover

Significant Figures of the Period

  • Clarence Darrow
  • Henry Ford
  • Glenn Curtiss
  • Marcus Garvey
  • Charles A. Lindbergh.

Great Depression


  • Tariffs (Hawley-Smoot)
  • Speculation in stock market
  • Bank failures/bank runs
  • Monetary policy of the Federal Reserve System
  • Stock Market crash


  • Widespread unemployment
  • Deportation of Mexican and European people (Mexican Repatriation Act)
  • Hoover: rugged individualism, laissez-faire, Hoovervilles

Franklin D Roosevelt:

  • Fireside chats  
  • New Deal (relief, recovery, reform)
  • Bank holiday
  • FDIC (Federal Deposit Insurance Corporation)
  • Social Security Act
  • SEC (Securities and Exchange Commission)
  • WPA (Works Progress Administration)
  • TVA (Tennessee Valley Authority)
  • AAA (Agricultural Adjustment Act)
  • CCC (Civilian Conservation Corps)
  • Impact of the New Deal

Dust Bowl:

  • Causes  (drought, poor farming techniques)
  • Oakies
  • “Migrant Mother”

Students will be skilled at...

What discrete skills and processes should students be able to use?

  • Making inferences using primary sources (mystery lesson)
  • Deconstructing complex images and political cartoons.
  • Summarizing informational texts
  • Collaborating with peers
  • Synthesizing historical information
  • Using text structures to write historical essays
  • Communicating with peers

Stage 2- Evidence



Are all desired results being appropriately assessed?

Students will be assessed based on the expectations delineated under “Other Evidence”

Regardless of the format of the assessment, the most important factor for assessment is the degree of effort that the student has put forth in their studies, classroom activities, and desire to learn and understand history.


Students will show that they understand by evidence of...

Block Party


Fireside Chat (“Dousing the Fire” of the Fireside Chat)


Students will show they have achieved Stage 1 goals by...

  • Demonstrating adeptness in answering multiple choice assessments
  • Illustrate their comprehension of key historical figures through an “elevator pitch”
  • Synthesize hypotheses and make claims about historical trends
  • Complete daily exit tickets
  • Keep up with and fully answer questions of the day
  • Compose meaningful reflections on the content students are learning

Specific Assessments (Informal and Formal)

Roaring Twenties

Day 1: “Mystery” Graphic Organizer 1

Day 2: Jigsaw Graphic Organizer

Day 3: Jigsaw Graphic Organizer, Roaring Twenties Review

Day 4: Block Party “invitation,” “elevator pitch,” Assessment 1 (made from student-generated test questions).

Great Depression

Day 1: Hoover Decision-Making Graphic Organizer

Day 2: Hoover Pre- and Post-Assessment (post-assessment section)

Day 3: Great Depression Most Important Cause Exit Slip

Day 4: Yee Haw Game Sheet

Day 5: New Deal Exit Slip

Day 6: Fireside Chat Performance Assessment, Unit Multiple-Choice Test

Stage 3- Learning Plan


Learning Events

Progress Monitoring

What’s the goal for (or type of) each learning event?

All Transfer Goals [T]

Most Meaning Goals (Most Understandings, All EQs) [M]

Some TEKS [TE]

Student success at transfer, meaning, and acquisition depends upon...

  • What pre-assessments will you use to check student’s prior knowledge,
    skill levels, and potential misconceptions?
  • Are the three types of goals (transfer, meaning and acquisition) addressed in the learning plan?
  • Does the learning plan reflect principles of learning and best practices?
  • Is there tight alignment with Stages 1 and 2?
  • Is the plan likely to be engaging and effective to all students?
  • I will be continually monitoring student progress through formal (11 minute essay, quick write, assessment,  , questions of the day) as well as informal (turn and talk, think/pair/share, exit slips, research, note taking, elevator pitch) assessments.
  • Potential rough spots and misunderstandings: Students might struggle with writing stamina (quick write, 11 minute essay), accountability (jigsaw), and might be tempted to get off-task judging by their performances on the PBL.
  • Students will receive written and oral feedback in a timely manner.




Roaring Twenties

January 7th (A Day) and 8th (B Day)

Day 1: Roaring Twenties Mystery lesson,

Pre-Assessment: hypothesis #1

Acquisition: primary source analysis

Meaning: hypotheses #2 & 3

Transfer: QW end of unit

Best practices: mystery lesson

Engaging/Effective: collaborative, hands on, primary sources including images and videos

Lesson Plan Materials

  • Question of the Day 1 (informal) will determine student prior knowledge. (pre-assessment)
  • Graphic Organizer 1 (informal) will determine how much sense of the material students are making as they make their way through the Mystery lesson. (ongoing)
  • 11 minute essay? (formal) will both demonstrate students’ writing fortitude, ability, and clarity, while also serving as a check for understanding regarding the material (summative)



January 9th (A Day) and 10th (B Day)

Day 2: Big topics of Roaring Twenties jigsaw

Pre-Assessment: QotD

Acquisition: research, note taking

Meaning: current day & historical connections

Transfer: Quick Write end of unit, exit ticket

Best practices: jigsaw

Engaging/Effective: collaborative, hands on, technology

Lesson Plan Materials

  • Question of the Day 2 (informal) will determine what sense students are making (pre-assessment)
  • Jigsaw Graphic Organizer (formal once the assignment is complete, since this represents the progress they’ve made on the research) (ongoing)
  • Instructional tool (much the same as the GO, formal one complete) (ongoing)
  • Student-generated tests (ormal) (summative)




January 14th (A Day) and 15th (B Day)

Day 3: Complete jigsaw, Roaring Twenties Block Party

Pre-Assessment: QotD

Acquisition: biography reading & short answer questions

Meaning: block party

Transfer: elevator pitch

Best practices: modeling, interpreting historical texts

Engaging/Effective: collaborative, interpersonal, role-playing

Lesson Plan Materials

  • Jigsaw Graphic Organizer (formal once the assignment is complete, since this represents the progress they’ve made on the research)
  • Instructional tool (much the same as the GO, formal once complete) demonstrates student understanding as well as what information the student found critical to teach to peers
  • Student-generated test questions (formal once finalized) further demonstrates student understanding by asking students to synthesize a means to assess information they consider critical to understanding their subtopic. (ongoing, will turn into a summative assessment)




January 16th (A Day) and 17th (B Day)

Day 4: “wrap up (block party)” and assessment (writing assignment; what made the twenties ‘roaring’?)

Pre-Assessment: QotD

Acquisition: Research

Meaning: script

Transfer: 3-2-1

Best practices: modeling, interpreting historical texts

Engaging/Effective: nametags

Lesson Plan Materials

  • Block party “invitation” (formal) pulls double-duty as a graphic organizer for students to conceptualize their own research on their historical figure of choice, synthesize critical information, and relay that information to the class, while also being a way for me to check for understanding.
  • The “boast” is how students will demonstrate the meaning they are making of the research they are performing.
  • Assessment 1 (formal) will be the culmination of the unit and will be comprised of student-generated (and most likely teacher-generated) test questions. This assessment will determine what understandings the students have gained from the course of the unit.



Great Depression

Day 1: Intro and causes

Pre-Assessment: prior-knowledge survey

Acquisition: Mr. Betts, foldable, DI, stock market game and historical parallels

Meaning: Exit slip

Transfer: Stock market game

Best practices: Turn and Talk, cooperative learning

Engaging/Effective: stock market game

Lesson Plan

  • Progress will be monitored through the exit slip collected at the end of the lesson.
  • The stock market game sheet will also be used as a way to determine whether or not students were participating in class (informal assessment, “check mark” assignment”)



Day 2: GD under Hoover

Pre-Assessment: Pre-assessment on unit prior knowledge

Acquisition: comparing student decisions to Hoover’s decisions

Meaning: Understanding: What role does the government have in helping the needy?

Transfer: Role of government in relief

Best practices: Decision-Making strategy

Engaging/Effective: Decision-Making strategy

Lesson Plan

  • I will collect a “benchmark” by administering the pre-assessment
  • Students will be making decisions and thinking critically about government intervention through the decision-making strategy. I will circulate and check for understanding by using the graphic organizer as an indicator.
  • Finally, the exit slip will be used to assess student understanding.



Day 3: Dust Bowl (Dorothea Lange reading), New Deal,

Pre-Assessment: Question of the Day

Acquisition: DI, text and text rendering

Meaning: Dorothea Lange reading

Transfer: Learning objective - understanding the human and environmental impact of the “Dust Bowl.”

Best practices: SRI protocol

Engaging/Effective: Dust Bowl imagery, Dorothea Lange reading

Lesson Plan

  • The Question of the Day will be used to gauge prior knowledge, student interest, and help students to build their interpretation skills.
  • The text rendering will provide opportunities to assess student reading skills
  • The exit slip will be used as a way to assess student retention for the day.



Day 4: Court packing (QOD), Dust Bowl, new deal programs (card sort),

Pre-Assessment: QotD

Acquisition: Card sort, DI, foldable, Mr. Betts

Meaning: Foldable, card sort, post-assessment

Transfer:  Post-assessment

Best practices: Image think-aloud,


Lesson Plan

  • The pre-assessment is the Question of the Day (students will analyze a political cartoon, make inferences, and demonstrate any prior knowledge)
  • The ongoing assessment will be conducted through the card sort (informal checks for understanding as I circulate and assist students)
  • The check for understanding at the end of the lesson is the post-assessment (will assess student retention and will be used to plan for the last day, will inform the review before tomorrow’s performance assessment).




Day 5: Review & Assessment?

Pre-Assessment: QotD

Acquisition: fireside chat

Meaning: fireside chat

Transfer: fireside chat

Best practices: fireside chat, technology, student choice, differentiation

Engaging/Effective: fireside chat

Lesson Plan

  • The Question of the Day will be used to assess student retention of some of the Understandings of the unit (whether or not government reforms help individuals, what role the government has in helping during a time of crisis, what different styles of government involvement look like and how they affect actual people).
  • Informal checks for understanding will be conducted through cold-calling during the Four Corners activity.
  • The performance assessment will be the culmination of this unit.

Differentiation Matrices

Roaring Twenties



  • Lesson 3 differentiates for readiness by assuming that students have not completed the research required from the day before, builds in additional time for students to complete their research and instructional tools.
  • Lesson 4 differentiates for readiness by allowing students to take art in a Google Survey beforehand (and secure their choice before other students as a reward) and allows those students who might have forgotten to do so by allowing them to choose while in-class
  • Lesson 3 differentiates for student interest by allowing students to choose the topic they would most like to research and instruct others one.
  • Lesson 4 differentiates for student interest by allowing students to select the historical character they would most like to research and “become”.

Resources / Materials:

  • Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. The strategic teacher : selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development, 2007.

Mission Bay High School UbD Unit Planner is from Wiggins, Grant and McTighe, Jay. Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: Association for Supervision and Curriculum Development. 2011.