The times they are a changing....
The era between the wars ~ the 1920s and 1930s. Two decades that saw massive and quick changes involving the social, political and economic lives of people all over the world.
This lesson involves a group project. With your partners, you are to research a topic of interest and present it to the class in some sort of active module. Just what does that mean: You can do a skit, a puppet show, cook something, role play, teach a dance, sing, play music, make a movie, make a model, create a game for all to play, sew a new fashion, create a collage, make a 3-d replica, play bingo, ...something that involves creativity, imagination, and your classmates. Your final presentation must tell us about your topic and then involve us in the learning process.
PRESENTATIONS MUST BE DONE USING SOME TOOL OTHER THAN POWERPOINT... SUGGESTIONS: emaze, Weebly, Wix, ANIMOTO, YOUTUBE, GLOGSTER, PREZI, Wordle.... You decide and get it approved in advance.
Topics to choose from: (these are broad areas to think about. Pick an area and narrow it down.)
Music & Dance (Jazz/Blues, Flappers) Fashion Crime and Violence Rise of Hitler
Food/Innovations Sports Zionism
Literature/Poetry/Entertainment (Movies, Theater, Arts, Surrealism, Existentialism)
Architecture Racial Segregation/Tension/KKK/Lynchings
Business(Stock Market Crash) Medicine (Marie Curie, Max Planck, Influenza Pandemic 1918)
Politics(Terrorism, Rise of NAZI Party) Disasters (Dust Bowl, droughts)
Other (needs approval first) Famine (Ukraine/Russia 1921, Russia 1932, China 1928-30)
The world is yours....the project should NOT be U.S. centric, but should include aspects of global change/history; in other words, not only Food/Innovation in the U.S., but also in France, Germany, China etc....
Step 1: Select an area of interest
Step 2: Do your research
Step 3: Develop your project/presentation
Step 4: Present
ESSENTIAL QUESTION: How did your topic impact the world?
You have several days to pull this off. Work with your group, divide and conquer the tasks. There are no extensions ~ Time is valuable. Make SURE your topic is approved before you begin.
Your final presentation must include all members of your group, involve the class, be informative and entertaining, and be 30-45 minutes in length. (I would suggest 10-15 minutes of information, then the interactive activity.) It must teach us the general facts and answer the essential question.
______________________
CCSS: Reading
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Anlayze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
8. Assess the extent to which the reasoning and evidence in a text support the author's claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS: Writing
6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to
link to other information and to display information flexibly and dynamically.
2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.
8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
This lesson involves a group project. With your partners, you are to research a topic of interest and present it to the class in some sort of active module. Just what does that mean: You can do a skit, a puppet show, cook something, role play, teach a dance, sing, play music, make a movie, make a model, create a game for all to play, sew a new fashion, create a collage, make a 3-d replica, play bingo, ...something that involves creativity, imagination, and your classmates. Your final presentation must tell us about your topic and then involve us in the learning process.
PRESENTATIONS MUST BE DONE USING SOME TOOL OTHER THAN POWERPOINT... SUGGESTIONS: emaze, Weebly, Wix, ANIMOTO, YOUTUBE, GLOGSTER, PREZI, Wordle.... You decide and get it approved in advance.
Topics to choose from: (these are broad areas to think about. Pick an area and narrow it down.)
Music & Dance (Jazz/Blues, Flappers) Fashion Crime and Violence Rise of Hitler
Food/Innovations Sports Zionism
Literature/Poetry/Entertainment (Movies, Theater, Arts, Surrealism, Existentialism)
Architecture Racial Segregation/Tension/KKK/Lynchings
Business(Stock Market Crash) Medicine (Marie Curie, Max Planck, Influenza Pandemic 1918)
Politics(Terrorism, Rise of NAZI Party) Disasters (Dust Bowl, droughts)
Other (needs approval first) Famine (Ukraine/Russia 1921, Russia 1932, China 1928-30)
The world is yours....the project should NOT be U.S. centric, but should include aspects of global change/history; in other words, not only Food/Innovation in the U.S., but also in France, Germany, China etc....
Step 1: Select an area of interest
Step 2: Do your research
Step 3: Develop your project/presentation
Step 4: Present
ESSENTIAL QUESTION: How did your topic impact the world?
You have several days to pull this off. Work with your group, divide and conquer the tasks. There are no extensions ~ Time is valuable. Make SURE your topic is approved before you begin.
Your final presentation must include all members of your group, involve the class, be informative and entertaining, and be 30-45 minutes in length. (I would suggest 10-15 minutes of information, then the interactive activity.) It must teach us the general facts and answer the essential question.
______________________
CCSS: Reading
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Anlayze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
8. Assess the extent to which the reasoning and evidence in a text support the author's claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS: Writing
6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to
link to other information and to display information flexibly and dynamically.
2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.
8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.