S+Malbon,+Jason

Office: Room 327 Office Phone: 858-5181 Office Hours:** M-F 3:00-5:00 PM ** E-mail: ** jdmalbon1@myfairpoint.net
 * Teacher: Mr. Malbon



=Summary of Unit= The United States during the 1920's shares great similarities to todays society. Though there a many ways to study the 1920's, we will focus on three key areas. Students will understand major political and social issues of the time by studying two major court cases. Sharing knowledge through myriad class projects and class discussions will bring in depth insight to these issues. Population shifts often go hand in hand with urban/rural antagonisms. Both of these phenomena affect us today and generally came to fruition in the 1920's. Finally, the birth of celebrity as a major escape for americans came to life in the 1920's. Students will have the opportunity to examine all of these areas using Type II technology and numerous group projects. The goal is for students to understand the significance of major events and transfer knowledge to tadays world. =Establish Goals= Maine Learning Results Social Studies E. E1 Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma 1920's Students understand major eras, major enduring themes, and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the world. =Students will understand that= • Famous personalities exemplified the 1920's. • Major court cases Illustrated cultural differences. • Populations shifted from rural to urban settings. =Essential Questions= •How were famous personalities of the era significant? •How were famous court cases of the 1920's significant? •Why did rural/urban population shifts change the United States? =Students will know= •Key factual information Idol worship, political changes from population shifts, Justice system catered to wealthy elite not the disenfranchised, Causes and effects of two major court cases.

•Critical Details Population shifts in the country, immigration, xenophobia, teaching evolution, rural/urban antagonism, American Gothic, A Mitchell Palmer, Red Scare, black migration to northern cities.

•Important events and people Babe Ruth, Jack Dempsey, Suzanne Lenglen, Rudolph Valentino, Grant Wood, Red Scare, Sacco & Vanzetti Case, Scopes Monkey Trial, 1920 Census, Tulsa Riots, Gertrude Stein, Jouis Armstrong, F. Scott Fitzgerald, Clarence Darrow, William Jennings Bryan. =Students will be able to= • Design a presentation about a famous person of the era. • Illustrate through a chart or map, a shift in poulation from rural to urban settings. • Produce a timeline depicting important events in one of the two major court cases. • Analyze important contributions, impact, significance of two chosen personalities. • Assume role of either a plaintiff or defendant in one of the court cases and argue their case. • Be aware of the imact that population shifts had on American society.

**Performance Task Overview** The Smithsonian Museum of Natural History as issued a “call to arms” for any Historian listening. They are budgeting for several new exhibits to be incorporated into new collection that will focus on the question of whether or not history can repeat itself. Each decade of the twentieth century had its significant changes politically, culturally and in whom we chose to idolize. Often, changes happened for the better, but not always. Do major events and trends show any similarities with America today? The museum ultimately wants a collection of exhibits showcasing every decade of the twentieth century. Your team has been given the task of creating an exhibit to be featured in the 1920’s collection. The museum wants not only an exhibit that teaches about that decade, but one that will challenge viewers to ask if we have learned our lessons of history. Can any of those same controversies, mistakes or tragedies happen again? You will compete with many different groups of historians who also want to win, and win badly. You will present an iMovie presentation to a board of directors who will then choose the best presentation. The winners will have their work featured in the museum and enjoyed by millions of visitors a year. Think of the prestige! =Expectations=
 * Be prepared:** Students should be ready to learn each day they come to class. That means all materials such as books, notebooks, pens and pencils will be brought to class daily. Any materials that are unique to a particular lesson will be explained well in advance.
 * Attitude: S**tudents will bring a positive attitude and sense of adventure with them to class. Learning can be fun as long as everyone dedicates themselves to being supportive and open-minded. Negativity toward fellow students, assignments and class activities will not be welcomed. Lets all be equally supportive as all of us will make mistakes, get the wrong answer and have confusion from time to time. That does not matter! What matters is the learning process, where you are compared to where you were.
 * Plagiarism:** Students will have numerous opportunities to pull information from web sites, books, etc. in creating a project. Proper citations are a must since we all want to give due credit for work that is not our own. Claiming someone else's work as your own is unethical and wrong. There will be amply opportunity to check work and make sure all standards are being followed. Inadvertant plagiarism is still plagiarism.
 * Absences:** In the event of absences, the student will contact the teacher directly, via email, or personal blog or journal to determine what is missing or due. Performances that are not satisfactory to the student or the teacher can be discussed and a course of action can and will be determined.
 * Performance:** It is expected that students will put forth their best effort in completing course work. There are times however when an assignment proves to be difficult and a student does not gain mastery in time for the final assessment. School work, projects, quizzes and test that are not satisfactory to the student can be improved with permission from the teacher. On a case by case basis, teacher and student will agree on a course of action and proper guidelines to be followed for that assignment.
 * Work Completion:** Work is expected to be completed on time. If for some reason an assignment cannot be completed, it is the responsibility of the student to inform the teacher so that accomodations can be made. If a student does not think their assignment is done correctly, do as much as possible and bring to class nonetheless. Students will most often be allowed to fix their work.

=Benchmarks= Students can earn up to **700 points** in this class. Points will be scaled to arrive at your final grade. Students are expected to be in class with a positive attitude and ready to learn. Any sincere and positive contribution will be noted. Students will have chances every day to show what they have learned. It is important that students come to class every day. Things do happen however. Excused absenses such as those due to illness will not be detrimental to your grade. Students are asked to make numerous blog entries for a variety of reasons throughout each quarter. This is to check learning, express opinions, and identify further questions. These are checked regularly. These are to self asses and check understanding of project goals. Students will produce a map depicting population shifts, cultural centers, areas with high electoral votes, areas where racial rioting happened, etc. A formal map key will be required with symols to indicate the maps elements. This will provide a picture of the realities of the 1920's A comic Life story depicting either the plaintif or the defendant in a major court case will be made by students. Students are asked to include causes and events that led to the trial, important events of the trial as well as outcome and lasting significance. A sense of humor, creativity, and excitement are all welcomed in this project. A comic book has a lot of action and adventure. Don't be afraid to "wow" your audience. Students will participate in a short play that depicts important events and people involved in a court case. Groups will showcase the plaintiff and defendant in a fun way to bring the events of the case to life. The play should last approximately five to eight minutes. The play will include brief narrations about key causes and the story setting. Students will be asked to produce an iMovie about major events of the 1920's. Details of the project are described above. The final project will feature elements from all lessons including, famous personalities, court cases, and migrations and urban/rural antagonisms. This should be no less than eight minutes long. Highlights of events and significant details are required. Short quizzes will be given regularly and students will know the material ahead of time. There will be no "pop" quizzes. The students will have a say on what should be included in a quiz during class discussions. The two lowest quiz grades will be dropped. =Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * Class Participation and Attendance: 100 Points**
 * iMovie: 75 Points** Students are asked to create a four minute iMovie presentation highlighting at least five famous personalities of the 1920's. Included will be brief background information, major contributions to the world and any lasting significance. Two personalities will be examined along with a modern day counterpart. Teams of two will work together in producing a movie that will be shown to class.
 * Blog Entries: 75 Points**
 * Glogster Map: 75 Points**
 * Comic Life: 75 Points**
 * Play/Story: 75 Points**
 * Performance Task:** **175 Points**
 * Quizzes: 50 Points:**
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).