S1+Lawson,+Michael

=Stage 1 - Identify Desired Results= E1. Historical Knowledge, concepts, themes and patterns. "1920s Prosperity and Problems" Grades: 9-Diploma Students understand major eras, major themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals and institutions in the World. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Social Studies- E History

//What understandings are desired?//
•government policy largely affects how a country functions. •the 1920s was one of the most influential decades of the last century. ||
 * **//Students will understand that://** **(U)** ||
 * •history helps us make decisions about the present and future.

//What essential questions will be considered?//
•How did specific industries (both legal and illegal) drive the prosperity of the 1920s? •Why are presidents so important, how did the presidents of the 1920s influence what took place during the time? ||
 * **Essential Questions:** **(Q)** ||
 * •Why were the 1920s so influential?

//What key knowledge and skills will students acquire as a result of this unit?//

 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •__Influential people and events__: Louis Armstrong, Charlie Chaplin, Inflation, stock market crash of 1929, epicurean mindset, Flappers, Rudolph Valentino, Fashions, Calvin Coolidge, dance competitions.

•__Terminology__: the bee's knees, bimbo, cat's meow, fall guy, goofy, it, necking.

•__Sequence and time line__: end of WWI, epicurean lifestyle, flappers, pole sitting, stock market crash, Roosevelt in office, The New Deal. || •describe similarities between the 1920s and today. •tell a story of individuals of the 1920s. •decide what kinds pf policies are useful. •compare and contrast policy from the 1920s and today. •role-play as influential figures from the time. •recognize what elements are still around from the 1920s. ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**