The document provides guidance for a lesson on the Roaring Twenties in the United States during the 1920s. It instructs students to complete a grid about unemployment in the Roaring Twenties. It directs students to watch a video about entertainment in the 1920s and take detailed notes. It asks students to gather more details from their textbook and create an advertisement poster summarizing the Roaring Twenties. Finally, it provides discussion questions about attitudes towards jazz music, generational differences after World War 1, and the roles of women in the 1920s.
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This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
Of Mice and Men - Social, Historical and cultural context 1Dr_RyanPhoenix
This is a lesson based upon the Of Mice and Men scheme; focusing on the Social, Historical and cultural context. This is a great introduction lesson to this. This is the first part of the whole sub-context based on the Social,Historical and cultural context presented in Of Mice and Men.
, I The College Board Advanced Placement Examination.docxmercysuttle
,
I
The College Board
Advanced Placement Examination
AMERICAN HISTORY
SECTION I1
(Suggested writing time--40 minutes)
Directions: The following question requires you to construct a coherent essay that integrates your
interpretation of Documents A-I and your knowledge of the period referred to in the question. In
your essay, you should strive to support your assertions both by citing key pieces oi-evidence from
the documents and by drawing on your knowledge of the period.
1. The 1920's were a period of tension between new and changing attitudes on the one hand and
traditional values and nostalgia on the other. What led to the tension between old and new AND
in what ways was the tension manifested?
I Document A
I Source: Sinclair Lewis, Babbitt, 1922
Just as he was a n Elk, a Booster, and a member of the Chamber of Commerce, just as the priests of
the Presbyterian Church determined his every religious belief and the senators who controlled the
Republican Party decided in little smoky rooms in Washington what he should think about disarma-
ment, tariff, and Germany, so did the large national advertisers fix the surface of his life, fix what he
believed to be his individuality. These standard advertised wares-toothpastes, socks, tires, cam-
eras, instantaneous hot-water-heaters-were his symbols and proofs of excellence; at first the signs,
then the substitutes, for joy and passion and wisdom.
Copyright O 1986 by Educational Testing Service, Princeton, NJ. Ail rights reserved.
Document B
Source: "The Bridge" by Joseph Stella, 1922; Collection of the Newark Museum.
Document C
Source: The World's Most Famous Trial: Tennessee Evolution Case, 1925
Mr. Darrow: Do you claim that everything in the Bible should be literally interpreted?
Mr. Bryan: I believe everything in the Bible should be accepted as it is given there; some of the
Bible is given illustratively. For instance: "Ye are the salt of the earth." I would not
insist that man was actually salt, or that he had flesh of salt, but it is used in the sense
of salt as saving God's people. --
Mr. Darrow: But when ydu read that Jonah swallowed the whale-or that the whale swallowed
Jonah--excuse me please-how do you literally interpret that? . . .
Mr. Bryan: One miracle is just as easy to believe as another. . . .
Mr. Darrow: Perfectly easy to believe that Jonah swallowed the whale? . . . I
* m e
Mr. Bryan: Your honor. I think I can shorten this testimony. The only purpose Mr. Darrow has is
to slur at the Bible, but I will answer his question. I will answer it all at once, and I
have no objection in the world, I want the world to know that this man, who does not
believe in God, is trying to use a court in Tennessee-
Mr. Darrow: I object to that. I '
I Mr. Bryan: (Continuing) to slur at it, and while it will require time, I am willing to take it.
Mr. Darrow: I object to your statement. I am examining you on your fool ideas that no inte ...
Of Mice and Men - Social, Historical and cultural context 1Dr_RyanPhoenix
This is a lesson based upon the Of Mice and Men scheme; focusing on the Social, Historical and cultural context. This is a great introduction lesson to this. This is the first part of the whole sub-context based on the Social,Historical and cultural context presented in Of Mice and Men.
, I The College Board Advanced Placement Examination.docxmercysuttle
,
I
The College Board
Advanced Placement Examination
AMERICAN HISTORY
SECTION I1
(Suggested writing time--40 minutes)
Directions: The following question requires you to construct a coherent essay that integrates your
interpretation of Documents A-I and your knowledge of the period referred to in the question. In
your essay, you should strive to support your assertions both by citing key pieces oi-evidence from
the documents and by drawing on your knowledge of the period.
1. The 1920's were a period of tension between new and changing attitudes on the one hand and
traditional values and nostalgia on the other. What led to the tension between old and new AND
in what ways was the tension manifested?
I Document A
I Source: Sinclair Lewis, Babbitt, 1922
Just as he was a n Elk, a Booster, and a member of the Chamber of Commerce, just as the priests of
the Presbyterian Church determined his every religious belief and the senators who controlled the
Republican Party decided in little smoky rooms in Washington what he should think about disarma-
ment, tariff, and Germany, so did the large national advertisers fix the surface of his life, fix what he
believed to be his individuality. These standard advertised wares-toothpastes, socks, tires, cam-
eras, instantaneous hot-water-heaters-were his symbols and proofs of excellence; at first the signs,
then the substitutes, for joy and passion and wisdom.
Copyright O 1986 by Educational Testing Service, Princeton, NJ. Ail rights reserved.
Document B
Source: "The Bridge" by Joseph Stella, 1922; Collection of the Newark Museum.
Document C
Source: The World's Most Famous Trial: Tennessee Evolution Case, 1925
Mr. Darrow: Do you claim that everything in the Bible should be literally interpreted?
Mr. Bryan: I believe everything in the Bible should be accepted as it is given there; some of the
Bible is given illustratively. For instance: "Ye are the salt of the earth." I would not
insist that man was actually salt, or that he had flesh of salt, but it is used in the sense
of salt as saving God's people. --
Mr. Darrow: But when ydu read that Jonah swallowed the whale-or that the whale swallowed
Jonah--excuse me please-how do you literally interpret that? . . .
Mr. Bryan: One miracle is just as easy to believe as another. . . .
Mr. Darrow: Perfectly easy to believe that Jonah swallowed the whale? . . . I
* m e
Mr. Bryan: Your honor. I think I can shorten this testimony. The only purpose Mr. Darrow has is
to slur at the Bible, but I will answer his question. I will answer it all at once, and I
have no objection in the world, I want the world to know that this man, who does not
believe in God, is trying to use a court in Tennessee-
Mr. Darrow: I object to that. I '
I Mr. Bryan: (Continuing) to slur at it, and while it will require time, I am willing to take it.
Mr. Darrow: I object to your statement. I am examining you on your fool ideas that no inte ...
2. TO WHAT EXTENT WERE AMERICANS
PROSPEROUS IN THE 1920S?
• Introduction:
Explain what the boom was in the 1920s and some of the changes that
occurred in 1920s USA
Paragraph one:
Explain the changes that occurred for the good – including the people
who benefitted from the boom – explain how they benefitted
Paragraph 2:
Explain the negatives of the 1920s – including those that did not benefit-
explain why they did not benefit
Paragraph 3:
Conclude as to how prosperous was USA in the 1920s – refer back to the
original question
3. TASK:
• You need to complete your ‘Roaring Twenties’ Grid
up to and including the section labelled
‘unemployment’
• We have covered this information so it is in your
books but it can also be found on pages 341-351 of
the textbook.
4. WHAT WAS THE ‘ROARING TWENTIES’
LIKE?
http://www.youtube.com/watch?v=PTmszW-8NEo
Watch the following video and you need to make as many
notes as possible on what kinds of Entertainment was around
during the 1920s?
Try and get as much detail as possible as you will be feeding
back to the group
Now try and gather even more detail on the topics by reading page
352-3 of the textbook
5. COMMERCIAL TIME!!!!!
• Create a poster on a full page of your exercise
book that summarises/advertises the ‘Roaring
Twenties’
6. HOW DO YOU THINK WROTE THIS
SOURCE?
• ‘Jazzemploys primitive rhythms which excite the
baser human instincts. Jazz music causes
drunkenness. Reason and reflection are lost and the
actions of the persons are directed by the stronger
animal passions.’
• Would you expect this source to be from someone in
their 20s or someone in their 50s?
• Explain why you think this
7. WHAT IS THIS SOURCE SAYING?
• ‘There was never a time in American History when youth had
such a special sense of importance as in the years after the
First World War. There was a gulf between the generations
like a geological fault. Young men who had fought in the
trenches felt they knew a reality their elders could never
imagine. Young girls no longer consciously modelled
themselves on their mothers, whose experience seemed
unusable in the 1920s.’
8. WOMEN IN THE 1920’S
• You need to research what women were like
before WWI as well as in the 1920s
• You then have to create a two-person diagram: 1
of a typical/respectful woman before WWI and next
to her you need to create a diagram of a ‘flapper’
in the 1920s.
• Remember a diagram has labels!!
Vs
9. WERE ‘FLAPPERS’ THE TYPICAL 1920S
WOMEN?
• Create a mind map which details what the typical
American woman was like in the 1920s
• Put in the middle of your mind map ‘The typical
1920s woman’
• Use both pages 354-5 to find out whether the image
of the Flapper is the correct image of women in
1920s USA?