Here is my slideshow for ED Tech

1. Literature and Culture in
the 1920’s
Sarah Young

2. Contents
• Intro: Interdisciplinary Learning
• In the Classroom
• Products of History
• Lesson Procedures

3. Interdisciplinary Learning
• Integrating disciplines
-Making connections between subjects
-Mirrors the way that we think

4. Interdisciplinary Learning
• Integrating disciplines
-Making connections between subjects
-Mirrors the way that we think

5. Interdisciplinary Learning
• Develops ability to create relationships
between subjects
• Engages different learning style (auditory,
visual, and kinesthetic)

6. Interdisciplinary Learning
• This is not always easily to accomplish; if
the topic is not engaging, students might
miss any subjects presented.
• It is important to be cohesive and well-
balanced.
• Recognize individual strengths.

7. History through Literature
• "History is the construction and
deconstruction of explanatory narratives
about the past, derived from evidence and
in answers to questions"
-Grant Bage, Narrative Matters
• Can be taught through literature by
examining narrative.

8. In the Classroom
Social Studies through political cartoons
• Sixth graders were asked to study political cartoons
and discuss using their knowledge of September 11,
2001.
• Cartoons also used rhetoric (alliteration, puns,
hyperbole)
• Students were engaged while also making
connections to the event.

9. Products of History: Genre Pieces
• Songs
"Bye Bye Blackbird" by Gene Austin
"Puttin' on the Ritz" by Fred Astaire
• Art
Jeune Fille Vert by Tamara Lampicka
The Persistence of Memory by Salvador Dali
• Poems
"If We Must Die" by Claude McKay
"Yet do I Marvel" by Countee Cullen

10. Products of History: Genre Pieces
• Short Story
"The Original Follies Girl" by Zelda Fitzgerald
• Plays
Porcelain and Pink by F. Scott Fitzgerald
The Last Flapper by William Luce
• Novel
The Great Gatsby by F. Scott Fitzgerald

11. Lesson One: Introducing the 1920’s
• Introduce unit and PERSIA method
Examines history through Political, Economic,
Religious, Social, Intellectual, and Artistic aspects.
• Class PERSIA
Divide class into six groups that will examine one
area based on assigned articles.
Have groups take notes that they will later share
with the class.

12. Lesson One (continued)
• Bring class back together
Share results
• Transition: Listen to Puttin’ on the Ritz
Discuss lyrics and how they reflect the time.
• Homework: Begin reading The Great
Gatsby (1-3)

13. Lesson Six: Analyzing The Last Flapper
• Students will have read first act of play.
• Listen to and discuss Gene Austin’s “Bye Bye Blackbird”
• Transition: Discuss the play in small groups
1. How would you stage the play?
2. How does the play imitate Zelda’s writing?
3. How is Zelda’s perspective shown in her flashbacks and
how has it changed?
4. Illustrate Zelda based on the way she describes herself.
5. Examine engagement scene: how does her character
change?

14. Lesson Six (Continued)
• Students will have read first act of play.
• Listen to and discuss Gene Austin’s “Bye Bye Blackbird”
• Transition: Discuss the play in small groups
1. How would you stage the play?
2. How does the play imitate Zelda’s writing?
3. How is Zelda’s perspective shown in her flashbacks and
how has it changed?
4. Illustrate Zelda based on the way she describes herself.
5. Examine engagement scene: how does her character
change?

15. Lesson Six (continued)
Discuss results with class
Discuss how the genre of play differs from
the novel.
What does it include? What does it leave out?

16. Questions?

17. Thank You!