The Roaring 1920’s
A webquest created for 7th grade.

Life_Magazine_Roaring_Twenties.jpg
dance

INTRODUCTION:
What was it like to live during the 1920's in the United States of America?The 1920's was an innovative era that played a crucial role in shaping the history of the United States.
In your groups, you will be a working as a team of writers to publish a magazine highlighting various aspects of the 1920's, such as cultural groups, music, fashion, laws, and disease.
It is up to you journalists to investigate and discover the most electrifying, interesting, sensational, and juicy stories of one of the most exciting era's of our nation,
The Roaring 1920's !

THE TASK:
Your Mission Form into groups based on the pictures previously placed on your desks.
In your groups, make inferences regarding the pictures.
Present your inferences to the class.
Begin research on your given topics using the provided resources.
Using the resources provided and other appropriate websites, gather your information.
Next, create a concept map on Inspiration or any software you feel comfortable with.
Remember, organization is key !
Outline the key events and significant information you find about the roaring 1920’s.
Once your group has an outline, organize and create story reports using the facts on your concept map.
These will be your magazine articles.
Finally, your group is going to make a 3 to 4 minute multimedia presentation about one of your topics
and present it to the class using Photostory or Windows Movie Maker.


Possible topics:
a) Prohibition
b) Ku Klux Klan
c) The Red Scare
d) Flappers
e) The Harlem renaissances,
f) Radio
g) Music-Jazz
h) Fashion trends
i) The stock market crash of 1929
j) Automobiles


Helpful Resources:
http://www.ohiohistorycentral.org/entry.php?rec=546
http://www.1920-30.com/
http://www.kyrene.k12.az.us/schools/brisas/sunda/decade/1920.htm
http://www.digitalhistory.uh.edu/modules/1920s/index.cfm
http://www.angelfire.com/co/pscst/
http://library.thinkquest.org/C005846/The_1920/the1920.htm
http://library.thinkquest.org/C005846/gameroom/crosswordi.htm (games)
http://webtech.kennesaw.edu/jcheek3/roaring_twenties.htm
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=441
http://depts.washington.edu/civilr/kkk_intro.htm



Flappers
Flappers


THE PROCESS
Stop the presses!As a team of journalist, your group will write 2 articles about your chosen topics.
Each story is to have 2-3 appropriate illustrations in relation to the topics.
You young and bright journalist may use Microsoft word, Microsoft Excel, Microsoft Publisher,
or any other software to publish your juicy magazine articles.
All of the articles will be compiled into a final class magazine about the 1920's at the end of the unit.

BE CREATIVE !!
Smile, you're on camera!!Once you've written your articles, it's time to make your research come alive.
Create a 3 to 4 minute multimedia presentation using
Photostory, Microsoft Power Point, or Windows Movie Maker for one of your topics.
Your presentation must include pictures, visual aids, and voice overs.



Jazz
Jazz


Illinois Learning Standards:

STATE GOAL 16: Understand events, trends, individuals and movements shaping the hisptory of the Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation >>> 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.>>> 16.A.3c Identify the differences between historical fact and interpretation

D. Understand Illinois, United States and world social history >>> 16.D.3d (US) Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
B. Understand the roles and interactions of individuals and groups in society.
>>> 18.B.3b
Explain how social institutions con­tribute to the development and transmission of culture.



NETS:
1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students:

a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students:

a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students:

b.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.
process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students:

a.
identify and define authentic problems and significant questions for investigation.
b.
plan and manage activities to develop a solution or complete a project.
c.
collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Students:

a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
demonstrate personal responsibility for lifelong learning.
d.
exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:

a.
understand and use technology systems.
b.
select and use applications effectively and productively.
c.
troubleshoot systems and applications.
d.
transfer current knowledge to learning of new technologies.

prohibition1.jpg
The Prohibition



AssessmentThe following rubric will be used to assess each group on the content of their report and presentation.





Conclusion:Congratulations!You are all now successful journalist!Your hard work and investigation will be published in our very own class magazine titled "The Roaring 20's",
and will be put on display in the library for the entire school to enjoy.