The Roaring ë20ís: A Multi-disciplinary
Curriculum
Sections/Links:Ý
Section 1 - Gianne Godfrey ñ History
Section 2 - Larry Stern ñ Math
Section 3 - Sarah Delaney ñ Biology
Section 4 - Helen Tsifourdaris
ñ English
Section 5 - Harry Green ñ Music
Introduction
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ The twenties
reflected the attitude of many Americans in the postwar age, as the decade was
a patchwork of wild ideas and events that reflected the fact that people were
attempting to find a new direction for
1.
Republican
Isolationism
2.
Effects
of World War I
3.
The
emergence of the 1920ís culture: Flappers and the Feminist Movement
4.
Gangsters
and the Rise of Crime
5.
Black
Migration ìMarcus Garvey Movementî
6.
7.
Racism
and the rise of the KKK
8.
Prohibition
Movement
9.
Underground
Drinking
10.
Proliferation
of Sports (especially baseball)
11.
South
to North Migration
12.
Urbanization
13.
Proliferation
of Media
14.
The
Stock Market Crash of 1929
15.
Leninist
Communism reaction to the Stock Market Crash
Rationale for this Unit:Ý
This theme allowed for many connections within the sub-disciplines of
American History, American Literature, Music and even Biology and Algebra.Ý With this cooperatively designed unit,
students will learn about the era of the 1920s in many ways as the rich history
of the 1920s is used as the base for all other disciplines aforementioned.Ý In addition to this, doing a unit on the
1920s allowed for many connections to be made to todayís American culture.
Break-down of Our Hypothetical Student Population
33% Philippino
24% Hispanic
3% African-American
3% Caucasian
1% Other
12% Asian
24% Pacific Islander
Grade Breakdown as Follows: (2400 students
total)
500 Seniors
600 Juniors
700 Sophomore
600 Freshman
Teaching: Predominantly 11th graders (American History,
American Literature, Music, Biology, and Algebra).
Culminating Project:
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Students have
learned about the history and culture of the 1920s in regards to the different
subjects (American History, American Literature, Music, Biology, and
Algebra).Ý Our culminating activity will
be a composite of student presentations of final projects with a fair entitled,
ìA Walk Through the Twentiesî in which students will
have a chance to show off their presentations for each subject at a community
fair.Ý The academic presentations will be
in blocks (Science with Math for the first block and for the second block
English, Social Studies and the academic portion of Music will be held
together.Ý Afterwards, students will have
lunch over musical performances (students will each be in groups for this, so
that each student will have ample time on stage and also to eat lunch while
enjoying the performances of other students).Ý
Following the musical performances (in which the community will be
invited), each discipline will contribute final projects of each student to
create a ìWalk through the Roaring Twentiesî (the community will also be
invited to this event).Ý The walk will be
a museum-like collection of student work from all content areas and will be
sponsored by the PTSA with volunteers running the necessary food and discipline
booths.Ý This conclusion to the thematic
unit will allow the students the opportunity to view one anotherís work and
integrate the knowledge gained therein.Ý
Following the ìWalk through the 1920ís,î there will be a Gangsters and
Flappers Dance with music from both the 1920ís and today.Ý
Here is how the special schedule for Friday will look:
-Block 1: 8:30-10:00a Math and Science presentations
-10:00-10:15: Nutrition Break
-Block
-12:45-1:15: Get Lunch
-1:15-2:30: Musical performance presentations
-2:30-4:30: Booths open to community for ìA Walk Through the 1920sî
-6:00-8:30:Ý Gangster and
Flapper Dance
A Few Asides
Note 1:Ý For the purpose of
this thematic unit, we (teachers of American History, American Literature,
Music, Biology, and Algebra) will have the same students.Ý We decided this because this fact makes
planning the culminating project more practical for our purposes.Ý
Note 2:Ý See each
discipline calendar for more information about individual disciplinary
final projects.
Section One ñ History
Gianne Godfrey
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Throughout
this unit, students will come to better understand those dominant topics that
made up the rich cultural era of the 1920s.Ý
For purposes of this introductory unit, the following topics have been
used for the lessons within the History discipline: Republican Isolationism,
Internationalism, The emergence of the 1920ís culture: Flappers and the
Feminist Movement, Gangsters and the Rise of Crime, Black Migration ìMarcus
Garvey Movementî, The Harlem Renaissance and Jazz, Racism and the rise of the
KKK, TheÝ Prohibition Movement,
Underground Drinking, Proliferation of Sports (Especially Baseball), South to
North Migration, Urbanization, Proliferation of Media, and The Stock Market
Crash of 1929.Ý These topics have been
utilized in this lesson in order to balance the art of teaching students the
most important content while still keeping students interested in topics by
connecting them to their own experiences.
Summary of the History of the 1920ís (Adapted from Allen Bettsí History:
USA)
1.
The
dominant mood of the 1920ís was conservative and individualistic.Ý Yet the liberal spirit of reform, a sense of
responsibility, and a desire to further the
2.
National
political leadership during the 1920ís had a strong business orientation.Ý The administrations of the three Republican
Presidents pursued policies favorable to the business community on the widely
supported assumption that this was the means of achieving the greatest good for
all the people.
3.
The
decade was a period of business consolidation and industrial expansion both at
home and overseas.Ý Some of the expansion
was in such basic industries as steel and hydroelectric power.Ý Some was in exciting new fields-automobiles,
airplanes, radio - industries that were to have profound social consequences
for the American people.Ý Still other
expansion carried into the leisure-time activities of the citizenry through
motion pictures and professional sports.
4.
Few
periods in
5.
The
culture of the 1920ís was something quite unique in the history of the
6.
Amid
the prosperity of the 1920ís, there existed a number of social and economic
problems: prohibition and the attendant growth of crime;
fundamentalist-modernist religion; antipathy toward outsiders, which resulted
in bars to immigration; anti-union activity of major proportions; and a
continuing depression of the farming community.
7.
The
1920ís was a decade a great growth for the media culture, including
8.
The
Great Crash of 1929 was the product of a number of circumstances: the new
creditor role of the Unites States in the world economy; unwise development of
business organizations, notably holding companies and mergers; increasing
inequality in the distribution of the national income; and unwarranted
speculation in securities markets.
9.
The
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Keeping these
themes and events in mind, I have created four weeks of lessons that attempt to
balance content and relevance.
History Content Standards Met With These Lessons
11.5 Students analyze the major political, social,
economic, technological, and cultural developments of the 1920s.
1. Discuss the policies of Presidents Warren Harding,
Calvin Coolidge, and Herbert Hoover.
2. Analyze the international and domestic events, interests, and philosophies
that prompted attacks on civil liberties, including the Palmer Raids, Marcus
Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration
quotas and the responses of organizations such as the American Civil Liberties
Union, the National Association for the Advancement of Colored People, and the
Anti-Defamation League to those attacks.
3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
4. Analyze the passage of the Nineteenth Amendment and the changing role of
women in society.
5. Describe the Harlem Renaissance and new trends in literature, music, and
art, with special attention to the work of writers (e.g., Zora
Neale Hurston, Langston
Hughes).
6. Trace the growth and effects of radio and movies and their role in the
worldwide diffusion of popular culture.
7. Discuss the rise of mass production techniques, the growth of cities, the
impact of new technologies (e.g., the automobile, electricity), and the
resulting prosperity and effect on the American landscape.
An Aside concerning Assessment:Ý
Notes:Ý (50% of semester
grade)Ý Students
will keep a notebook including notes for each dayís topic and will be graded
according to content and attention to detail.Ý
Each dayís notes will be graded on a rubric: a 0 (not passing) will
indicate that the student did not turn in any notes for the selected
topic,Ý a 1 (a C) indicates that the
student wrote something in their notebook on the topic (less than half
of a page of writing), a 2 (a B) indicates that the student wrote half a page
of notes, a 3 (an A) indicates that the student wrote a minimum of one page of
notes on the topic for that day, and anything beyond a 3 will indicate that the
student greatly exceeded expectations (1 page of notes) and will receive up to
two extra credit points for doing work above and beyond expectations.Ý These notes will be a compilation of
classroom notes (required), those notes taken from the textbook on the related
topic (homework, which is also required), and outside reflections (which is
optional, but strongly encouraged).Ý If a
student does not write notes on BOTH classroom information and textbook
information, their grade will be not exceed a 3 (and will likely be a 1 or 2
even if work exceeds one page).Ý
Notebooks will be collected at the conclusion of each unit and the
average grade of student notes will be 50% of the semester grade for this
course.Ý
Mid-Terms, Tests and Pop-quizzes:Ý
(40% of grade)Ý
Students will be given 3 pop-quizzes per unit (3 grades equaling
the weight of a test), one test per unit, (all tests in a quarter equaling the
weight of a midterm) and two mid-terms the entire year.Ý The only exception to this rule is the 1920s
unit, which will also include a class presentation, which will have equal weigh
to a unit test, but which will not replace the unit test.Ý In addition to this, students will be asked
to write peer reviews for each of the presentations seen in class.Ý These peer reviews will be turned in each day
there are presentations and each peer review will be weighted as a quiz.
Attendance and Class Participation:Ý (10% of grade)Ý Students will be evaluated according
to class participation, which of course will only be possible with regular
attendance.Ý Full credit will be given to
those in attendance during the entire semester and who participate regularly
(students are allotted 2 excused absences and those following will be
considered unexcused barring extreme circumstances).Ý Half-credit will be given to those who have
few absences (a B for 3 or 4 absences and a C for 5 or 6 absences throughout
the school year).Ý No credit will be
given to those that are absent more than 6 times throughout the school year
barring extreme circumstances.
**Policy on make-up work: All make-up work will be accepted, but
must be turned in at least one week after due date.Ý Make-up work will automatically be docked one
full grade.Ý Exceptions to all rules can
only be made with the instructor and will only be made in extreme
circumstances.
Week 1
Day 1:Ý (1st Key
Day Described in Full)
Topic: Republican Isolationism
Objective:Ý Students will
become more aware of the Republican Isolationist argument that proliferated
during the 1920s following World War I.
Steps Taken to Achieve Objective:Ý
1.Ý 5 minutes:Ý Students will read a short section of a
journal (primary source) purporting the Republican Isolationist argument as
ìbell workî or as the anticipatory set of the lesson.Ý They will be encouraged to underline the most
convincing aspects of the argument.
2.Ý 10 minutes:Ý I will tell students that World War I
affected
3.Ý 25 minutes.Ý Students are quickly moved into a circle and
encouraged to list reasons that one may want to be an isolationist.Ý The instructor will make a comparison to the
anti-war movement against the current War On Terrorism
in order to make the lesson more pertinent to students.Ý The instructor and students will exchange
articulations of the argument, including pertinent examples when
necessary.Ý One student will write
arguments discussed on the board and therefore, will be given 2 extra credit
points what will be applied to the classroom notes portion of grade.
4.Ý 10 minutes:Ý Closure and application to studentsí lives (Hip-Hop
Component).Ý The student helper who
wrote all of the arguments for isolationism will read out all arguments and the
teacher will bring up the fact that the Hip Hop culture talks about this topic
all of the time.Ý Two pertinent songs
will be read if time is permitting.Ý If
time does not permit this, students will be asked to give such examples and the
instructor will list at least two if students do not participate here.Ý
5. ÝLiteracy Component
(Homework):Ý Students will be reminded
to do the reading in the textbook regarding tomorrowís topic and also to finish
their notes (assessment for this activity is described in detail above).Ý The student (or those students) who have been
assigned this topic to do their presentation on will be encouraged to take the
information learned today and to prepare a 5 minute presentation to be apart of
the culminating project for this unit.Ý
Examples will be on display at lunchtime in this classroom.
6.Ý Bridge to Next Lesson: Announcement
that tomorrow students will talk about the flip-side of the argument discussed
today.Ý Students are encouraged to think
about the reasons one might hold the Internationalist position.
Day 2:Ý (2nd Key
Day Described in Full)
Topic: Internationalism (minor position during this time)
Objective:Ý Students will
become more aware of the Internationalist argument that was a minor position
during the 1920s following World War I, yet which grew throughout the decades leading
up to World War II.
Steps Taken to Achieve Objective:Ý
1.Ý 5 minutes:Ý Students will read a short section of a
journal (primary source) purporting the minor Internationalist position as
ìbell workî or as the anticipatory set of the lesson.Ý They will be encouraged to underline the most
convincing aspects of the argument.
2.Ý 10 minutes:Ý I will tell students that World War I
affected
3.Ý 25 minutes.Ý Students are moved into a circle and
encouraged to list reasons to be an Internationalist.Ý The instructor will make a comparison to the
Bush Administrationís Iraqi War On Terrorism in order
to make the lesson more pertinent to students.Ý
Students and the instructor will exchange articulations of each
argument, including pertinent examples when necessary.Ý One student will write arguments discussed on
the board and will be given 2 extra credit points to be applied to the notes
portion of grade.
4.Ý 10 minutes:Ý Closure and application to studentsí lives (Hip-Hop
Component).Ý The student helper who
wrote all of the arguments for isolationism will then read out all of the
arguments discussed at length and the teacher will bring up the fact that the
Hip Hop affluent culture is made possible by
5.Ý Literacy Component
(Homework):Ý Students will be reminded
to do the reading in the textbook regarding tomorrowís topic and also to finish
their notes (assessment for this activity is described in detail above).Ý The student (or those students) who have been
assigned this topic to do their presentation will be encouraged to take the
information learned today and to prepare a 5 minute presentation to be apart of
the culminating project for this unit.Ý
Examples will be on display at lunchtime in this classroom.
6.Ý Bridge to Next Lesson:Ý Announcement that tomorrow students we will
talk about flappers and the Feminist Movement.Ý
Students are encouraged to think about the reasons one became a flapper
and a feminist during the 1920s.
Day 3:Ý (minor day)
Topic: The emergence of the 1920ís culture: Flappers and the
Feminist movement
Objective:Ý Students will
become more aware of the Feminist movement and the flapper culture of the
1920s.
Overview of Lesson:Ý
As an anticipatory set, class will begin with a quiz on the Isolationist
vs. Internationalist position.Ý Students
will work in groups and read various primary sources written during this time
about the Feminist movement and Flapper culture.Ý Each group will then present the material
they learned to the class.Ý The class
will then be brought to be a close by a short class discussion about how this
movement led to the emancipation of women.
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
Bridge to Next Lesson:Ý
Announcement that tomorrow students will talk about gangsters,
fundamentalism and anti-immigration policy in the 1920s.Ý Students are encouraged to think about the
reasons one became a gangster or a fundamentalist during the 1920s.Ý In addition, they are asked to think about why
anti-immigration policy took place in the
Day 4Ý (minor
day)
Topic:Ý Gangsters,
Fundamentalism and anti-immigration
Objective:Ý Students will
become more aware of the Fundamentalist movement and the gangster culture of
the 1920s, which led to anti-immigration policy in the 1920s.
Overview of Lesson: Students will each read a different
article pertaining to the topic at hand and then discuss them in small groups
of three (one having an article about 1920s Gangsters, Fundamentalism, and
anti-immigration policy).Ý One student
will be the discussion facilitator, another will be the recorder, and the last
student in the group will be the reporter.Ý
The instructor will bring the session to a close by briefly having a
class discussion about the major points raised in each group.
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
Bridge to Next Lesson:Ý
Announcement that tomorrow students will talk about The Harlem
Renaissance and the Jazz movement.Ý
Students are encouraged to think about the reasons that the Harlem
Renaissance and the Jazz movement took place during the 1920s.
Day 5 :Ý
3rdÝ Key Day Described
in Full)
Topic:Ý
Objective:Ý Students will
become more aware of the Harlem Renaissance and the Jazz culture of the 1920s.
Steps Taken to Achieve Objective:Ý
1.Ý 5 minutes.Ý Students will read a poem from the Harlem
Renaissance era and will be encouraged to identify key themes in the poem that
they were given.Ý This will be the
anticipatory set of the lesson.Ý The
instructor will check for understanding during this time.
2.Ý 20 minutes.Ý Students will go in front of the classroom
and read the poem that they were given and talk about key themes explicit and
implicit in the poem.Ý If a student needs
help, the teacher will offer examples in which the student will respond to.
3.Ý 20 minutes.Ý Students will listen to major artists during
the Harlem Renaissance, taking notes on the artists
names and particular aspect of their work that they are most famous for.
4.Ý 5 minutes.Ý Closure will take place during this time in
which the instructor will remind students of the major things learned during
the day.Ý The instructor will briefly
compare this movement to the Hip Hop movement today, in which very
similar themes are explored.Ý If time
permits, students will be encouraged to give examples of artists today that
touch similar themes that we talked about today.
5.Ý Literacy Component
(Homework):Ý Students will be reminded
to do the reading in the textbook regarding tomorrowís topic and also to finish
their notes (assessment for this activity is described in detail above).Ý The student (or those students) who have been
assigned this topic to do their presentation will be encouraged to take the
information learned today and to prepare a 5 minute presentation to be apart of
the culminating project for this unit.Ý
Examples will be on display at lunchtime in this classroom.
6.Ý Bridge to Next Lesson:Ý Announcement that tomorrow students will talk
about the Marcus Garvey.Ý Students are
encouraged to think about the reasons that the Marcus Garvey movement (Black
Migration) took place during the 1920s.
Week 2
Day 1Ý (minor
day)
Topic:Ý Marcus Garvey
Movement (Black Migration)
Objective:Ý Students will
become more aware of the Marcus Garvey Movement (Black Migration) of the 1920s,
which led to anti-immigration policy in the 1920s.
Overview of Lesson:Ý
Students will watch a brief clip of Marcus Garvey and his Back to
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
Bridge to Next Lesson:Ý
Announcement that tomorrow students will talk about Racism and the rise
of the KKK.Ý Students are encouraged to
think about the reasons that the rise of the KKK took place during the
1920s.Ý The instructor will ask students
to bring in lyrics and music that address the topic of racism and/or the KKK to
tomorrowís class meeting.
Day 2Ý (4th
Key Day Described in Full)
Topic:Ý Racism and the rise
of the KKK
Objective:Ý Students will
become more aware of the racism and the rise of the KKK in the 1920s
Overview of Lesson:Ý
1. 10 minutes.Ý
(Anticipatory Set) Students will watch a brief clip on the KKK during
the 1920s.Ý They will be asked to jot
down in their class notes the rationale given by the Klu
Klux Klan organization for their existence.Ý
2.Ý 30 minutes.Ý The instructor will play music discussing the
KKK and Racism. (Hip Hop Connection).
3.Ý 10 minutes.Ý Class will be brought to be a close with a
brief class discussion about why racism takes place and how one may combat
it.Ý The following open question will be
proposed:Ý Is racism today different than
racism then?Ý If so,
how?
4Ý
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
5Ý
Bridge to Next Lesson:Ý
Announcement that tomorrow students will talk about the Prohibition
movement.Ý Students are encouraged to
think about the reasons that the Prohibition movement took place during the
1920s.
Day 3Ý (minor
day)
Topic:Ý Prohibition
Objective:Ý Students will
become more aware of Prohibition in the 1920s.
Overview of the Lesson:Ý
Fulfilling the anticipatory set, students will have a brief quiz on
Racism and the Rise of the KKK (the material covered in the last lesson).Ý In groups, students will read primary sources
from various groups (especially from women) regarding a defense of the
Prohibition movement.Ý Each group will
highlight specific reasons that the movement took place, citing specific lines
from the texts given to them.Ý Following
this, they will briefly discuss whether such reasons are persuasive.Ý Class will be brought to a close with a
sharing of the most significant points brought up in each group.
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation on will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
Bridge to Next Lesson:Ý
Announcement that tomorrow students will talk about Underground
Drinking.Ý Students are encouraged to
think about the reasons that the Underground Drinking took place during the
1920s.
Day 4 : (minor day)
Topic:Ý Underground
drinking
Objective:Ý Students will
become more aware of the underground drinking that took place in illegal
speakeasies during prohibition.
Overview of Lesson:Ý
Class will begin with a brief quiz on the Prohibition movement and a
debriefing of the quiz.Ý Following a
brief discussion about whether the arguments given for the institution of
Prohibition are persuasive, the instructor will hand out various statistics of
how effective Prohibition was.Ý In pairs,
students will briefly talk about whether or not such statistics made them
change their mind about the topic.Ý For
the remainder of the class period, the class will be broken up into two groups,
those that are Pro-Prohibition and those that are not.Ý Pretending that it is the 1920s, students
will debate the various merits of having Prohibition and the merits of having
it abolished.Ý If the discussion lags,
the instructor will ask students to compare and contrast the Prohibition
movement to the Legalization of Pot movement that is so popular in
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
Bridge to Next Lesson:Ý
Announcement that tomorrow students will talk about the proliferation of
sports during the 1920s.Ý Students are
encouraged to think about the reasons that the proliferation of sports took
place during the 1920s.
Day 5: (minor day)Ý
Topic:Ý The Proliferation
of Sports (especially baseball)
Objective:Ý Students will
become more aware of the proliferation of sports that took place during the
1920s, which led to anti-immigration policy in the 1920s.
Overview of Lesson:Ý
Students will each read an article pertaining to the topic at hand and
then discuss them in small groups.Ý
Following this, the instructor will bring the course to a close by
briefly having a class discussion about the major points raised in each group.
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation on will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
Bridge to Next Lesson:Ý
Announcement that tomorrow students will talk about the South to North
migration that took place in the 1920s.Ý
Students are encouraged to think about the reasons that this South to
North Migration took place.
Week 3
Day 1Ý (minor
day)
Topic:Ý South to North
Migration
Objective:Ý Students will
become more aware of the South to North migration that took place during the
1920s.
Overview of Lesson:Ý
Students will be given a map of the migration process that took place
during the 1920s.Ý In groups, students
will discuss the various reasons that people move today and compare our reasons
today for moving with those reasons a South to North migration took place in
the 1920s explained about in detail in the textbook.Ý The class will come to a close with a brief
class discussion and if time permits, a open question
for discussion:Ý How do you think the
South to North migration in the 1920s changed the
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation on will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
Bridge to Next Lesson:Ý
Students are encouraged to think about the reasons that the
proliferation of media that took place during the 1920s, paying particular
attention to how media became apart of our cultural identity in the
Ý
Day 2: 44h Key Day Described in Full
Topic:Ý Proliferation of
Media and Media becoming apart of cultural identity
Objective:Ý Students will
become more aware of the proliferation of media that took place during the
1920s, paying particular attention to how media became apart of our cultural
identity in the
Steps Taken to Meet Objective:
1.Ý 5 minutes.Ý (Anticipatory Set)Ý Students will bring out their lyrics, music,
and finish writing some of the media that they like (movies, television
programs, etcÖ)
2.Ý 30 minutes.Ý Students will have a chance to talk about
their favorite media (connection to Hip Hop Culture) and some of the
themes they address.Ý One student will be
given 2 extra credit class note points for writing this information in brief on
the board.Ý
3.Ý 15 minutes.Ý One student will list off the various themes
addressed in the forms of media talked about in class.Ý Class will conclude with a discussion of how
this media has affected you.Ý Instructor
will refer to textbook readings and how in the 1920s media proliferated and
changed the
4.Ý Literacy Component
(Homework):Ý Students will be reminded
to do the reading in the textbook regarding tomorrowís topic and also to finish
their notes (assessment for this activity is described in detail above).Ý The student (or those students) who have been
assigned this topic to do their presentation will be encouraged to take the
information learned today and to prepare a 5 minute presentation to be apart of
the culminating project for this unit.Ý
Examples will be on display at lunchtime in this classroom.
5.Ý Bridge to Next Lesson:Ý Announcement that tomorrow students will talk
about Urbanization.Ý Students are
encouraged to think about the reasons that Urbanization took place in the
1920s.
Day 3 (minor day)
Topic:Ý Urbanization
Objective: ÝStudents will
become more aware of the increasing urbanization that characterized the 1920s,
leading to the modern cities that make up the
Overview of Lesson:Ý
Students will watch a clip about Urbanization in the 1920s and highlight
the specific reasons/causes given in the clip for Urbanization.Ý Students will brainstorm with the teacher
about why people move to the city and then how this affects the individual
lives of those who move as well as society in general.Ý In closing, the instructor will highlight
those reasons discussed that were also reasons people moved to the city in the
1920s, adding those that were not discussed and highlighting the similarities
in order to show the commonalities that lie in history.
Literacy Component (Homework):Ý
Students will be reminded to do the reading in the textbook regarding
tomorrowís topic and also to finish their notes (assessment for this activity
is described in detail above).Ý The
student (or those students) who have been assigned this topic to do their
presentation will be encouraged to take the information learned today and to
prepare a 5 minute presentation to be apart of the culminating project for this
unit.Ý Examples will be on display at
lunchtime in this classroom.
Bridge to Next Lesson:Ý
Announcement that tomorrow there will be a lesson on the Stock Market
Crash of 1929.
Day 4:Ý (5th Key
Day Described in Full)
Topic:Ý The Stock Market
Crash of 1929 and Anti-Leninist Communism
Objective:Ý (Anticipatory Set)Ý Students will
become more aware of the Stock Market Crash of 1929 and Leninist Communismís
reaction to our depression.
Steps Taken to Meet Objective:
1.Ý (Anticipatory Set)Ý 10 minutes.Ý Students will watch a short clip contrasting
the decadence of the 1920s to the depression in
2.Ý 20 minutes.Ý The instructor will explain to students how
people borrowed on margin and caused the Stock Market Crash.Ý Case studies will be read to the class by
individual students that highlight the contrast of lifestyles lived before The
Crash and afterwards.Ý The instructor
will remind students that as a result of The Crash, banks have become FDIC
insured so thatÝ people will not go
bankrupt if the bank is unable to pay people the money that they deposited in
that institution.Ý
3. 10 minutes.Ý Students
will discuss with the instructor how the Stock Market Crash could have been
avoided.
4.Ý 10 minutes. Class will
be brought to a close by the instructor highlighting those major points brought
up during the class period.Ý As an aside,
the instructor will note how Russian Communism tried to show a film about the
lives people were living in the
5.Ý Literacy Component
(Homework):Ý Students will be reminded
to do the reading in the textbook regarding tomorrowís topic and also to finish
their notes (assessment for this activity is described in detail above).Ý The student (or those students) who have been
assigned this topic to do their presentation will be encouraged to take the
information learned today and to prepare a 5 minute presentation to be apart of
the culminating project for this unit.Ý
Examples will be on display at lunchtime in this classroom.
6.Ý Bridge to Next Session:Ý Announcement that tomorrow students will take
a unit test on the subjects discussed at length thus far.Ý The test will have a True/False portion, a
fill in the blank portion, and an essay portion.
Day 5
Topic:Ý Unit test
Objective:Ý Students will
successfully complete a ‡ objective/ ‡ reflective essay test on the 1920s unit.
Overview of Test:Ý
Students will answer questions that range from being true/false, fill in the blank, multiple choice, and finally,
essay (in which they will be asked to reflect on one of the lessons given in
class, paying attention to specific details discussed therein).
Literacy Component (Homework):Ý
Students will be reminded to do finish their individual presentations.
Bridge to Next Session:Ý
Announcement that next lesson students will learn how to review their
peers and they will also have time to work on their individual presentations.
Week 4: Projects
Day 1
Topic:Ý Individual Work on
Projects, Checking for Understanding, and Explanation
of What a Peer Review is.
Objective:Ý Students will be on
the right track for their individual student presentations and will learn how
to fill out a peer review.
Overview of Day:Ý
The instructor will start out class by explaining what a peer review is
and how it can be quite helpful to both the reviewer and the individual being
reviewed.Ý An example of a successful
review will be put on an overhead and students will have a chance to ask
questions about what is expected of them for the rest of the week when they
write reviews.Ý The rest of class time
will be devoted to individual free time to work on their presentations and the
instructor checking for understanding.
Literacy Component (Class work/Homework):Ý Students will work on individual
presentations in written and oral form.
Bridge to Next Session:Ý
Announcement will be made that students will be doing Week 1 topic
presentations next session.
Day 2
Topic:Ý Presentations of
Week 1 Topics with Peer Reviews
Objective:Ý Students will
present their Week 1 topical presentations and students will fill out a sheet
highlighting good aspects of presentations, as well as aspects that could have
been improved.
Overview of Lesson:Ý
Those students who have been assigned topics within Week 1 will do a
presentation on their topic and students will verbally and in written form
(literacy component) give peer reviews to each presentation
Literacy Component (Homework):Ý
Students will be reminded to do finish their individual presentations.
Bridge to Next Session:Ý
Announcement will be made that students will be doing Week 2 topic
presentations next session.
Day 3
Topic:Ý Presentations of
Week 2 Topics with Peer Reviews
Objective:Ý Students will
present their Week 2 topical presentations and students will fill out a sheet
highlighting good aspects of presentations, as well as aspects that could have
been improved.
Overview of Lesson:Ý
Those students who have been assigned topics within Week 2 will do a
presentation on their topic and students will verbally and in written form
(literacy component) give peer reviews to each presentation.
Literacy Component (Homework):Ý
Students will be reminded to do finish their individual presentations.
Bridge to Next Session:Ý
Announcement will be made that students will be doing Week 3 topic
presentations next session.
Day 4
Topic:Ý Presentations of
Week 3 Topics with Peer Reviews
Objective:Ý Students will
present their Week 3 topical presentations and students will fill out a sheet
highlighting good aspects of presentations, as well as aspects that could have
been improved.
Overview of Lesson:Ý
Those students who have been assigned topics within Week 3 will do a
presentation on their topic and students will verbally and in written form (literacy
component) give peer reviews to each presentation
Literacy Component (Homework):Ý
Students will be reminded to do finish their individual presentations.
Bridge to Next Session:Ý
Announcement will be made that students will be doing brief presentations
with the history instructor at the English, Social Studies, and Music (academic
component) CORE aspect of the culminating project of the unit after their
presentations in Block 1.Ý Then students
will perform in the musical recital.Ý
Afterwards, each presentation will be displayed on science project
poster boards to contribute to the Social Studies aspect of ìA Walk Through the 1920sî fair.Ý
As if there was a need to remind students, there will be a
gangster/flapper dance following the fair.Ý
The instructor will hand out the schedule for the whole day (a copy can
be found in the Introduction to the entire unit).Ý Congratulations to everyone!
Day 5-CULMINATING PROJECTSÝ (see overview of 1920s unit for the
schedule)
Section Two ñ Mathematics
Larry Stern
Mathematics
The underlying theme to this monthís unit is for students to apply
their knowledge of algebra to the real-world based situations.Ý The class will study algebraic formulas,
linear equations, graphing and slopes, which are all part of the Mathematics
curriculum for Algebra I.Ý This
information will be combined with aspects of the Roaring Twenties as part of
the curriculum.Ý Historical events such
as immigration during the 1920s, the introduction of Elbert Frank Cox, the
first African American to receive his Ph. D. in mathematics, Babe Ruthís
incredible baseball prowess, and the unforgettable Stock Market Crash of
1929.Ý The students will incorporate how
to use their knowledge in algebra to help answer real-life based
situations.Ý Journaling will be included
in some of the days during to help convey their mathematical knowledge into
writing.Ý There will be a unit test at
the end of the third week of the month, encompassing all the material they have
learned up to that point.Ý The last week
of the month will be focused on a group project.Ý The students will create their own stock
portfolio and be able to examine their choices and see if any of their stocks
survived the stock market crash in 1929.Ý
The final assessment of the unit will include a presentation of their
stock portfolio, as well as assessments of the other students in their
group.Ý My goal at the end of the month
is for students to be able to apply their knowledge of algebra to help analyze
real-life scenarios.
Day 1
Objective: To plot points
using the coordinate system
Topic: Graphing Ordered
Pairs
Literacy: Establishing
algebra-geometry relationships of the coordinate plane
Day 2
Objective: To identify the
quadrant associated with a point
Topic: Defining the Four
Quadrants
Literacy: Introduce new
mathematical terminology in respect to graphing
Day 3
Objective: To determine
whether an ordered pair is a solution of an equation and to establish the
relationship the solutions and the graphs of an equation
Topic: Graphing
Equations
Literacy: Understanding
the relationship between a linear equation and its respective graph
Day 4
Objective: To explain the
representation of graphing and to solidify the concept of the x- and y-axes
Topic: Graphing
Equations in two variables
Literacy: The students
will journal what they have learned this week in relation between linear
equations and graphing
Day 5
Objective: To explain the
stock market.Ý How it works?Ý Why it is important for the economy?Ý Why it is important to invest for your
future?
Topic: Introduction to
the stock market
Literacy: The introduction
of the financial market and explanation of new terminologies.
Day 6
Objective: To graph linear
equations in two variables.
Topic: Straight-line
graphs and identifying x- and y-intercepts
Literacy: Students will
understand the difference graphically between a linear and a nonlinear
equation.Ý Introduction
of how to use a graphing calculator.
Day 7
Objective: To find the
slope of a line given two points on a line.
Topic: Slopes
Literacy: Students will
learn new terminology of rise and run.Ý
Students will also learn the rate of change, m, and the importance of
knowing the rate of change in our daily lives.
Day 8
Objective: To conclude the
introduction of slopes and evaluate their level of understanding.
Topic: Continue slopes
from previous day, including slopes for horizontal and vertical lines.
Literacy: Students will
journal what they have learned about slopes and give an example of the
importance knowing the rate of change in their lives.
Day 9
Objective: To introduce the
slope-intercept equation of a line and how that translates graphicallyÝÝ
Topic: Slope-Intercept
Equation of a Line
Literacy: Showing that the
slope-intercept form makes the slope and y-intercept form y = mx +b, which is useful for graphing the equation.
Day 10
Objective: To recall the
mathematical and economic impact of the Stock Market Crash of 1929.Ý An overview of the classí culminating project
and we will combine students into group of three, each with a different role.Ý Topic:
The Stock Market Crash of 1929
Literacy: Students will
journal their impressions of the Stock Market Crash and demonstrate an
understanding of the basics of the stock market.
Day 11
Objective: To write an
equation of a line using the slope-intercept equation and deriving the
point-slope equation from the slope-intercept formula.
Topic: Finding an
equation of a line and the point-slope equation.
Literacy: Understanding
the relationship between the point-slope equation and the slope-intercept
equation and applying this to real world examples.
Day 12
Objective: To model
real-life relationships algebraically and use models to make estimates and
predictions
Topic: Translating word
problems to data.
Literacy: Students will
expand their knowledge of math from only textbook material to actual real life
situation.Ý This will help them think
analytically in their own lives.
Day 13
Objective: To solve word
problems using algebraic formulas and assist in simplifying situations.
Topic: Continue
translating word problems to data.
Literacy: Students will
journal regarding the material they have studied the previous two and a half
weeks.Ý Students should express which
topics they feel they need more understanding on.
Day 14
Objective: Using the
previous dayís journal entries, ascertain the studentsí level of comprehension
of the material
Topic: Review for exam
Literacy: Providing a safe
environment for students to express their strengths and weaknesses on the
material.
Day 15
Objective: To assess the
studentsí grasp of the fore mentioned material
Topic: Test students on
graphing linear equations.
Literacy: After students
complete exam, they should begin working in their perspective groups deciding
on the layout for their project, again emphasizing working with others and
communicating their thoughts.
Day 16
Objective: Students will be
given $1,000 in their group to compile a stock portfolio from public companies
during the 1920s.
Topic: Compiling
information for their class presentation
Literacy: Teaching the importance
of teamwork and the importance of sharing responsibilities in a group
dynamic.Ý Students will also learn how to
read stocks market quotes from the newspaper.
Day 17
Objective: To graph
information from the stock market that they have researched and to show the
rate of change and how knowing the slope of a line is relevant to a portfolio.
Topic: Applying Algebra
to the Stock Market
Literacy: Students will
apply what the have learn algebraically to the stock market.Ý This will help them to understand the
importance of math and how it relates to other aspects of their lives.
Day 18
Objective: Student will
complete their project on the stock market crash of 1929.ÝÝ
Topic: Complete
culminating activity
Literacy: Students will
journal what they have learned through this process.Ý This is a chance for them to offer critique
the program and offer suggestions to improve the project for future classes.
Day 19
Objective: To assess
studentís comprehension of the project and to examine their organization of the
materials given to work with.
Topic: Culminating
Activity Presentations of the Stock Market
Literacy: Students will
give a written critique on the other students in their respective groups.Ý This will help teach them to analyze and
properly evaluate another peerís work.ÝÝ
Day 20
Objective: To conclude the
work on the thematic unit for the month and to reflect on what the studentís
have gained through the process.
Topic: Conclusion of the
Culminating Activity Presentations of the Stock Market
Literacy: Students will
have practice public speaking and to organize orally what they have been
working on over the past month.
Week 1:
Day Three:
Graphing Linear Equations
Ý
Objective: To illustrate the use of graphs and to improve the
understanding of the x- and y-axes.Ý This
will assist in comprehending how the system works by seeing patterns in graphs.
Materials: Two pieces of rope (one 8 meters and one 12 meters, marked
by colored tape), five sets of colored index cards numbered from -4 to 4,
poster size coordinate axes, colored sticky dots, grid sheets.Ý Students will need pencils, grid paper, and
something hard like a book or clipboard to write on.
Notes: The students have already completed some work with graphing
prior to this lesson.Ý They will have had
some experience with the xy-coordinate system.Ý If done properly, this will be a memorable
lesson for the students and graphing in the future should be made much easier.
Steps:
…
Anticipatory
Step: Hand out the colored index cards.Ý
Do not explain what they are for.Ý
Each color will have a total of nine cards, numbered from -4 to 4.Ý Since there will be five different linear
equations, some students will have more than one index card.Ý That is OK, just make sure everyone has a
least one card. (5 minutes)
…
Step
1: Make sure you go over class rules and rules of conduct while you
are outside.Ý Also, go over a briefing of
what you are going to do once you are outside.Ý
The outdoor graphing and indoor follow-up activity will be more
effective this way. (5 minutes)
…
Step
2: Once outside, set up the rope as coordinate axes.Ý The longer rope is the y-axis and the shorter
one is for the x-axis.Ý Make sure that
the middles of each rope meet.Ý There are
five colors: blue, green, yellow, orange, and red.Ý Have the students with the blue index cards
stand on the x-axis at their coordinate.Ý
They will form a line, facing forward (so that they are facing positive
on the y-axis with their backs to the other students.)
…
Step
3: Start with the linear equation y = 2x +1 (the blue equation), and
give the following directions: Be sure you are standing on the point that
corresponds to the number on your index card.Ý
This number will represent their input number, x.Ý Tell the students to multiply their number by
2 and add 1.Ý This will be their output
number, y.Ý Calculate what your output
number is.Ý When I say, ìGo,î walk that
number of spaces forward or backward, depending on your output number.Ý A space is a notch on the rope, signified by
the colored tape.Ý Ready? Go!
…
Step
4: Students will then move to their appropriate spot.Ý Mistakes will most likely be made.Ý In most cases, corrections will be made by
the students themselves.Ý If everyone is
in a line and they are not, then they will need to correct themselves.Ý Otherwise, the other students will assist in
the correction.Ý Have the students record
their color and their x and y coordinates (input and output numbers).Ý Observers will also record this graph on
their own.Ý This is an important learning
task.
…
Step
5: Repeat Steps 2-4 with the other colors.Ý The green equation is y = -2x.Ý The yellow equation is y = x +4.Ý The orange equation is y = -x +4.Ý The red equation is y = x squared ñ 4.Ý Before the yellow group leaves, ask them to
remember their final position because you will have them return to it
shortly.Ý After graphing the orange
equation, have the yellows return to their position.Ý Ask the observers what they notice?Ý The point of intersection when x = 0 will be
clear since two students will try to occupy the same position.
…
Step
6: Back in class, have the students use colored sticky dots to plot
their positions from outside on the large coordinate axes posted around the
room.Ý The students will replicate their
outside coordinates onto the paper, forming the same results as the human
graphs.Ý
Follow-Up
Activity:
Elbert Frank Cox was the first African American to earn a Ph.D. in Mathematics (Cornell
University, 1925), just 39 years after Cornell gave its first Ph.D. in
Mathematics (1886).Ý There are many sites
on the internet dedicated to the life of this man.Ý Read one web site and write a short biography
about his life.Ý Also, there has always
been a strong connection between mathematics and music.Ý How does math influence music?Ý Give me some examples of how you see math
influence popular music today.Ý Utilize
the Hip-Hop Circuit Website to assist in your observations.Ý This should be a one-page double-spaced
document.Ý This assignment is due on
Monday.Ý
Literacy Aspect:Ý
The
above written assignment will help students to do research on the web as well
as practice their writing skills.Ý
Although many students have had some experience with the xy-coordinate system in previous classes, this lesson will
improve their understanding of graphing, the difference between the x- and
y-axes and help to visualize the graphic notation of a linear equation.Ý
Assessment:
The studentsí knowledge of graphing will be further assessed in
further days since the following lessons incorporate what was practiced today.
Week 2:
Day Two: Slopes
Objective:
At the end of the lesson I want the students to understand the
concept of slope and what its purpose is and to be able to calculate it.Ý The students have already learned graphing
linear equations.Ý This lesson utilizes
this information and builds on it.Ý
Materials:
I will need an overhead projector with transparencies and markers
and data from the internet.Ý Students
will need to have graph paper, calculators, a straight edge, and pencils for
the lesson.Ý
Notes:
Slope is an important concept.Ý
It describes the orientation of a line numerically.Ý It helps strengthen our understanding of
lines and equations.Ý It also helps us to
graph lines faster.Ý The word slope may
have been derived from the French word monter, which means to mount, to climb, or to slope up.Ý Prior to working with slopes, students should
have a background in graphing.Ý They need
to be familiar with the x- and y-intercepts, graphing ordered pairs, and
graphing linear equations.Ý Students will
also have worked with writing linear equations from word problems.
Steps:
…
Anticipatory
Step: I will begin the lesson by talking about the word ìslope.îÝ Have any of the students heard that word
before.Ý In what context have they heard
it?Ý I might expect to hear examples such
as a ski slope, slopes of the road or staircases.Ý In mathematics, slope is the measurement of
the rate of change.Ý This will help
students picture in their head what a slope is before going directly into the
lesson. (5 minutes)
…
Step
1: The first part of the lesson is to 
go into my real-life based problem.Ý It is important to use real life based
problems as much as possible to help introduce a new topic, rather than just
giving them a formula to memorize.Ý We
are trying to define slope, or the rate of change.Ý During the 1920s, legal immigration was a
major issue within the
…
Step
2: I will then put up my real life based problem on the overhead
projector.Ý There will be two columns of
immigrant information, one from the decade of the 1920s and one from the last
decade.Ý Immigration numbers will be
split by continent:
…
Step
3: We are going to split the students into groups of four.Ý Each table will have a copy of the problem,
graph paper and markers.Ý The graph paper
will already be labeled with populations on the y-axis and the two different
decades on the x-axis.Ý Each student in
the group will graph one of the four continents and connect the points to form
a line.Ý On the overhead, I will give
them the points to plot.Ý Once the graphs
are completed, I will put a copy on the overhead to compare my graph to the
students.Ý I will walk around to check
for accuracy. (10 minutes)
…
Step
4: Now the goal of the lesson is learning about slopes.Ý I will remind students about what we talked
about regarding slopes at the very beginning of the period.Ý Can they tell me instinctively which
continent has the greatest slope?Ý Which
has the smallest?Ý (
…
Step
5: To check for understanding, the students in groups will calculate
the slopes of the four lines.Ý How is the
slope different?Ý What does this
mean?Ý (15 minutes)
Ý
Follow-Up
Activity:
This lesson will be continued the following day.Ý To personalize this activity, I want the
students to go home and talk to their parents/guardian to find out their
heritage.Ý Also, students will be
required to go to the HipHopDirectory.com website and find a hip hop artist
from another country/continent outside of
Literacy Aspect:
What is the slope of a line expressed verbally?Ý What is the slope of a line expressed
mathematically?Ý Can the slope be 0?Ý What will the line look like if the slope is
0?Ý Does the slope depend on which points
we choose on a line?Ý Can we tell if the
slope is positive or negative based on what the linear equation looks like
graphically?
Assessment:
I want the students get the notion of what the slope of a line
is.Ý Mathematically, we will work with
this in greater detail.Ý I donít expect
all the students to have the concept totally down at this point.Ý This was only just touched upon briefly in
this lesson and will be gone over in greater detail in the following lessons.Ý I want them to be able to convert linear
equations into graphs and get the concept of what the slope is.Ý The assessment will be achieved through more
practice the following day.
Week 2:
Day Three: Slopes
and to evaluate their level of understanding
Ý
Objective:
We are continuing our work with slopes and expanding our
comprehension of the material.Ý After
this lesson, the students will be working on the slope intercept equation of a
line and then using this to make estimates and predictions for real life
situations.Ý This lesson will not only
help students understand the concept of slope, but it will also help to
illustrate how we are a country of immigrants from all over the world and assist
them in understanding more about their own personal history.
Materials:
I will need an overhead projector with transparencies and markers
and data from the internet.Ý Students
will need to have graph paper, calculators, a straight edge, and pencils for
the lesson.Ý I also will need large sheets
of graph paper with markers for students to plot their graph points and tape or
push pins to hold up the graph paper.Ý
Notes:
Students had homework to pick an international hip hop artist and
to find out their personal family heritage.Ý
Since some students might not have gotten this information, I have
prepared random countries and artists from them to choose.Ý This way will have a large variety of data to
look at.Ý
Steps:
…
Anticipatory
Step: On the overhead, I will have a sponge activity on slopes that the
students should be working on.Ý I will
have two sets of coordinates for them to calculate the slope of while I am
taking attendance.Ý At this point, I will
also make sure everyone has the information about themselves and an
international hip hop artist.Ý If not,
they can choose one randomly from a box of names and countries that I have
prepared. (10 minutes)
…
Step
1: We will need to review the definition of slopes and the formula
for calculating the slope, m.Ý I will
have students come up and show the work that they did on the sponge
activity.Ý It is also very important to
have the students explain what they did.Ý
One student can describe it differently than another or use a different
method to calculate the slope.Ý This will
help the students comprehend the material better and refresh what we went over
the previous day. (10 minutes)
…
Step
2: The students will then be put into groups of four.Ý In each group, I will have the information
from the immigration website that I used the previous day.Ý It is broken down by decade, continents and
some countries.Ý The website again is: http://www.immigration.gov/graphics/shared/aboutus/statistics/Yearbook2002.pdf.Ý Students will then start graphing their
personal information.Ý They will graph
all point from the 1920s to the present.Ý
From this exercise, the students can see if the rate of change or slope
from decade to decade.Ý (15 minutes)
…
Step
3: After the graph are completed, we can display the graph from the
different countries/continents.Ý What do
we see from the graphs?Ý Is the slope
increasing?Ý Decreasing?Ý What does that mean in real terms?Ý What if the slope is unchanged (hence
m=0).Ý How is that represented graphically?Ý (10 minutes)
Ý
…
Step
4: Some of the students may have experienced no immigration
change.Ý This will go into the
explanation of the slope for horizontal and vertical lines and what these
slopes represent.Ý When the slope is 0,
this is a horizontal line, hence no change in the rate of immigration.Ý Slope of a vertical line is undefined since
you are dividing by 0 to acquire the slope.Ý
(10 minutes)
Follow-Up
Activity:
For homework, the students will use the information about the hip
hop artist to practice on slopes more. Also, I want to the students to describe
the impact of immigration on the
Literacy Aspect:
This lesson has served more than one purpose.Ý They have been introduced to the concept of
slope, but also made more aware about immigration in this country.Ý I want the students to think about the impact
that immigration has made on our nation and in their own lives.Ý The writing activity will help them to
explore this notion.
Ý
Assessment:
As the students are working in groups, I will be walking around
making sure that all students are participating.Ý I will ask questions to all students, not
just the ones who are speaking when I am coming around.Ý If students are not able to explain properly,
I will have someone else in the group try to explain it differently to them and
then have that student calculate the slope of another problem.Ý I will utilize the questions from the
strategy section to see how well the concept has been received.Ý Based on how well the students understand the
concept of slope, I will know how much time to devote to the review of what we
did today before continuing onto the next concept.Ý The next lesson plan will build on slope and
we will be working on the slope intercept equation of a line and then using
this to make estimates and predictions of real life situations.
Week 3:
Day Two: Modeling
real-life relationships algebraically
Objective:
To model real-life relationships algebraically and use these
models to make estimates and predictions
Materials: Overhead projector, transparencies, graph paper, handouts
Notes: The mathematical relationship between two variables is of
interest in many real-world situations.Ý
The relationship between two variables can often be expressed as a
linear equation, which is called a model of the situation.Ý The model can be used to make estimates or
predictions about the quantities represented by variables.
Steps:
…
Anticipatory
Step: Practice using mental math.Ý
Students have problems doing mathematics in their head.Ý Students have mostly learned math by pen and
paper method doing very little calculation in their heads.Ý By practicing mental math, students will be
able to think more mathematically.Ý
Starting with multiplication of a two-digit number by a one-digit number
and then increasing to multiplication of two-digit numbers.Ý This is a good skill to possess and will be
practiced throughout the year.Ý Students
will describe how they came to their results since there and many different
ways to multiply the two numbers.Ý (5
minutes)
…
Step
1: Review homework from previous lesson (10 minutes)
…
Step
2: First part of the lesson is to review the concept of slope.
Students will have handout to practice writing linear equations given different
types of information.Ý Example 1: Write
the equation of a line with slope -2 and y-intercept 6.Ý Example 2: Write the slope-intercept form of
the equation for the line with slope 7 containing the point (3, 8).Ý Example 3: Write the slope-intercept form of
the equation for the line containing the points (9, 2) and (3, 5). (5 minutes)
…
Step
3: In real-life situations the data points will often not be
linear.Ý It is said that a linear
relation exists, however, if the points tend to cluster about a straight
line.Ý We call this the line of best fit.Ý Below is an example of a problem that
exemplifies this.Ý We will work together
in class on to calculate the slope.
The chart below shows the number of
daily newspapers published in the
…
Step
4: Now it can be shown what the slope represents in real-world
situations.Ý The students will now work
in groups of two students to work with more real-life based problems.Ý Since we are using the Roaring Twenties as
our thematic unit, I downloaded some baseball statistics about Babe Ruth, www.baberuth.com/html/about/stats.html.Ý Given Babe Ruthís batting averages from 1920-1929,
I want the students to graph his batting average and then determine in what
year did his batting average improve the most.Ý
What year did his batting average decrease the most?Ý Can you estimate a ìline of best fitî from
this data?Ý (20 minutes)
Follow-Up
Activity:
Continuing with Babe Ruth activity, I want the students to
determine if there was a correlation between Babe Ruthís batting average and
the overall team record for the Yankees that year.Ý This can be shown in many different
ways.Ý I will let the students determine
which method they want to use and let the students compare the different
methodologies when we review the following day.Ý
Music and sports also are very connected.Ý I want the students to either find a song
that is affiliated with a sport that they enjoy watching or playing.Ý The sport can be mentioned in the lyrics and
displayed in a music video.Ý There are
many song lyrics listed on the Hip-Hop Circuit Website that they can
utilize.ÝÝÝ
Literacy Aspect:
This lesson is very important because it converts real-life
situations into workable algebraic formulas.Ý
Also the conversion from a word problem to graphs allows them to see
this visually as well.
Assessment:
No assessment at this time.
Week 4:
Day One: Students
will be choose a stock portfolio from public companies from the 1920s
Objective:
Students will be given $1,000 of 1920s money to choose a stock
portfolio.Ý They will have to make
presentation at the end of the week based on their portfolio.
Ý
Materials:
Sheet listing 20 companies, student track sheet, student
assignment sheet, graph paper, straight edgeÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ
Notes: We have already discussed previously in class about the
stock market and how the market works.Ý
Students will now be able to put this theory to work.
Steps:
…
Anticipatory
Step: I will play the birthday game with the students.Ý I say to them that there are at least two
students in the classroom with the same birthday.Ý I do not have their birthday information
already so this is just a presumption.Ý
With 365 days in the year, what is the likelihood that there will be a
match with approximately 30 students in my classroom?Ý I go around the room and write down
everyoneís birthday and there should be a match.Ý Statistically speaking, there is a 90% chance
of a match with a group of 25 students or more.Ý
The students will learn the mathematics later when they study
probability but I was taking a learned risk.Ý
I might have lost, but the odds were in my favor.Ý If you know how to research stocks and
diversify your portfolio, you should also be successful in the stock
market.Ý Investing in the stock market is
never a sure bet but you can minimize your risk and increase your potential if
you are knowledgeable.Ý (5Ý minutes)
…
Step
1: Students will get into their respective groups of three.Ý Each group will receive a sheet listing 20
public companies from the 1920s.Ý I will
have changed the name of a company if it is still in business and known
today.Ý Next to each company will be the
offering price and several paragraphs regarding what type of business they are
in, what the companiesí goals are, and their main market.Ý Each group will be given $1,000 of 1920s
currency to build a portfolio of three stocks.Ý
The start date for their portfolio will be
…
Step
2: Once the students have determined what their portfolio is going
to look like, the need to make four graphs.Ý
One graph for each company at the current price and the date and the
fourth graph will encompass the total portfolio worth.Ý (15 minutes)
…
Step
3: Once the graphs are completed, each group will briefly say why
they have chosen their respective portfolios.Ý
Why did they choose those three companies?Ý How did they decide to split the $1,000
between the three companies?Ý Was this a
total group decision or was there some disagreement among the division of
assets in the group? (15 minutes)
…
Step
4: They will have a chance to reevaluate their portfolio.Ý Each group will receive a handout with the
same 20 companies.Ý However, we have now moved
forward in time to
Follow-Up
Activity: Ý
Each group will need to discuss their portfolios.Ý Do they want to keep them the same as they
currently have?Ý Do they want to change
to another stock?Ý They have the ability
to completely alter their portfolios, given their current value.Ý I also want students to find a company in the
hip-hop industry that is publicly traded.Ý
They should reference the Hip-Hop Circuit Website for different
companies.Ý It can vary from a record
label, to clothing, to a publishing company.Ý
They can choose any one company and we will track it throughout the
year.Ý I recommend that they have some
knowledge about the companyís finances but it is not required.
Literacy Aspect:
The students are being exposed to many new types of
information.Ý They will be evaluating
their choices based on research.Ý They
are comparing companies between each other.Ý
They are going to have to illustrate why they chose these
companies.Ý Since I will be choosing the
groups, they will need to learn to work as a team.Ý Even though the money is not real, there will
be desire to succeed and each group will know how they have performed compared
with their peers in the class.
Assessment:
The assessment will be completed at the end of the project.Ý They will need to make a presentation at the
end of the week, discussing their portfolio choices.Ý They will have to exhibit knowledge of
algebraic formulas and graphs as well, as part of their presentation.Ý They must work together as a team and that
will be incorporated into the grading rubric.Ý
Lastly, each student will have to assess the other students in their
group.Ý Students tend to grade each other
higher than they actually deserve.Ý Since
I want to encourage realistic critiques, a students
own grade will be dependent on how well they evaluated each other in their
group.
Section 3 ñ Biology
Sarah Delaney
Summary of
Biology Unit
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Regardless of
the time period, science is always an integrated part of life.Ý This thematic unit is an exploration of the
Roaring 20s and the rich culture of that time.Ý
The biology aspect of the thematic unit will include the nervous system,
the endocrine system and substance abuse.Ý
In addition, the unit will have disease briefings, which discuss
diseases that have impacted our society during the last 90 years.Ý Some of the diseases, like Diabetes II, had
great scientific breakthroughs during the 1920s and others, like Parkinsonís
disease, were a great mystery.Ý Students
will also learn about science related events that happened during the
1920s.Ý Lastly, students will draw
parallels between Prohibition and events occurring in our world today.Ý This unit will demonstrate that all
disciplines are intertwined to make up the society we live in.
Calendar
Day 1
T:Ý
The nervous system ñ Intro
O:Ý Students will gain a
greater understanding of the structure and functions of neurons.Ý Students will demonstrate learning by being
able to construct a giant model of a neuron.Ý
Using the model, students will also be able to dramatize a nerve
impulse.ÝÝ
L:Ý Students will do a quick write at the start
of class.Ý ìCompare and contrast a brain
and a computer.î
Day 2
T:Ý The
nervous system ñ the central nervous system.
The central nervous system is an important feature of humans as
higher organisms.Ý The cerebrum and the
different structures of the brain will be introduced.
O:Ý Students will be able to
list the structures that make up the CNS. Students will be able to give an
example of a function of the cerebrum.Ý
Students will begin to be able to match bodily functions with the area
of the brain controlling them.Ý
L:Ý Disease Briefing:Ý Multiple Sclerosis.Ý Students will read a case study of a person
with MS and then as a class create an information sheet: symptoms, effect on
body, biological cause, treatments, and future research.
Day 3
T:Ý The
nervous system ñ CNS and the peripheral nervous system (PNS)
The PNS is a feature of the nervous system that receives little
attention, yet is very important for the functioning of our bodies.Ý Students will be presented with the different
parts of the PNS.
O:Ý Students will explore
the function of the spinal cord.Ý
Students will be able to distinguish the functions and parts of the
PNS.Ý
L:Ý Students will spend 5 minutes writing down
all the activities they believe their bodies are doing at the present
time.Ý Then student will try to match
these functions to either CNS or PNS and if the PNS, somatic or autonomic and
if autonomic, sympathetic or parasympathetic.
***Day 4***
(lesson plan)
T:Ý
The senses ñ skin senses, hearing and balance
O:Ý Students will be able to
explain using words or diagrams how the skin senses, hearing and balance
work.Ý Students will be able to describe
the link between the senses and the nervous system.Ý Students will make connections between
hearing and balance and how alcohol affects balance.
L:Ý Disease Briefing:Ý Parkinsonís.Ý
Students will read an article about Parkinsonís disease.Ý As a class we will create an information
sheet with the following information: symptoms, effect on body, biological
cause, treatments and future studies.
***Day 5***
T:Ý
The senses ñ smell, taste and vision.Ý Conclusion of the Nervous
System.
O:Ý Students will be able to
predict why taste decreases when they are sick.Ý
Students will be able to summarize how the eye functions.Ý Students will illustrate how glasses and
contacts improve vision.
L:Ý Science in the News of the 20s: US
Immigration Act of 1924.Ý Students will
read a part of an article about the act.Ý
Student will discuss what they have read, drawing on their genetic
knowledge.
Day 6
T:Ý Chemical Regulators- A delicate balance
Students will be introduced to the endocrine system, which uses
hormones to communicate.
O:Ý Students will be able to
compare and contrast the nervous system and endocrine (chemical) system and
discuss how each controls bodily functions.Ý
L: Warm up
Activity:Ý Students will listen to a
piece of music and summarize using their knowledge from the past week, what
their nervous system is doing so that they can hear the music.
Day 7
T:Ý Chemical Regulators ñ A delicate balance
A summary of the bodyís hormones will be addressed, with brief
descriptions of their functions.Ý The
interaction between target cells and receptors will be covered.
O:Ý Students will give
examples of body hormones and how they affect the body.Ý Students will demonstrate learning by
illustrating how the endocrine system targets only certain cells by using
receptors.Ý Students will confirm their
knowledge by using the interactive learning module on hypothyroidism at
www.biologyinmotion.com.
L:Ý Disease Briefing:Ý Hypothyroidism.Ý Students will read an article about a person
with Hypothyroidism.Ý As a class we will
create an information sheet with the following information: symptoms, effect on
body, biological cause, treatments and future studies.
Day 8
T:Ý Chemical Regulators ñ Endocrine Glands at
Work
Students will be given many examples of how the endocrine glands
work.Ý
O:Ý Students will show that
they have learned by describing the hypothalamus-pituitary connection and its
importance.Ý
L:Ý Students will write down in great detail how
a thermostat works to keep a houseís temperature constant.
***Day 9***
T:Ý Chemical Regulators ñ Disorders
O:Ý Students will display
learning by explaining the severity of Diabetes II and by providing advice
regarding how to prevent Diabetes II.Ý
L: Disease Briefing:Ý Diabetes II.Ý
Students will read an article about Diabetes II.Ý As a class we will create an information
sheet with the following information: symptoms, effect on body, biological
cause, treatments and future studies.
Day 10
T:Ý Chemical Regulators ñ Negative Feedback
The endocrine system uses negative feedback to keep the body in
balance; students will be introduced to this important form of regulation
O:Ý Students will be able to
explain verbally or visually how negative feedback works to keep our bodyís
homeostasis.Ý Students will be able to
predict the consequences of a disease which disrupts the negative feedback
control.Ý
L: Science in the News
1926 -Students
will read about Dr. Muller who discovered that X-rays induced genetic mutation
in fruit flies 1,500 times faster than the normal rate.Ý
1928 ñ Students
will read about Alexander Flemming who discovered
Penicillin.Ý They will also look at the
severity of not introducing it for use until 1953.
***Day 11***
T:Ý Chemical Regulators ñ Disorders and new
developments
O:Ý Students will
hypothesize regarding the possible cause of both gigantism and dwarfism.Ý They will then show their understanding by
suggesting possible ways of preventing these diseases.Ý Students will research and explain new developments
in endocrinology.
L:Ý Disease Briefing ñ Achondroplasia.Ý After the informative lecture and readings on
Achondroplasia, as a class the students will make an
information sheet with the following information:Ý symptoms, effect on body, biological cause,
treatments and future developments.
Day 12
T:Ý Substance Abuse ñ Drugs and AbuseÝ
The class will be shown ìBrain Transplantî a short video by Nova
about several people who used a homemade form of heroine, which was incorrectly
made resulting in a very harmful chemical.Ý
The chemical permanently destroyed the part of their brain that is
damaged in Parkinsonís patients.Ý The
result was that the patients were frozen without the ability to move or
talk.Ý
O:Ý Students will discuss
the video including any questions they may have.Ý Students will demonstrate understanding by
making an annotated list of their drug knowledge.Ý Students will be able to dispel drug myths
that I will present to them.
L:Ý Students will make an organized list of their
previous drug knowledge.Ý Then using
their new knowledge students will create an annotated list of reliable drug
information.Ý
***Day 13***
T:Ý Substance Abuse ñ Marijuana as Medicine?
O:Ý Students will search for
parallels between Prohibition in the 1920s and marijuana use/prevention
today.Ý Students will discuss their
knowledge of marijuana laws, side effects and medical uses.Ý Students will build upon and correct their
previous knowledge using internet research and discussion.
L:Ý Science in the News:Ý Students will research the following topics:
the war on drugs (focusing on marijuana), the prevention of medical marijuana
use, and organizations that provide marijuana despite the laws.Ý Students will read through the CNN
interactive site, http://www.cnn.com/HEALTH/9702/weed.wars/index.html
and answer questions given by the teacher.Ý
The students will then be given a few paragraphs about the prohibition
and will be asked to compare and contrast prohibition to what is happening
today with marijuana.Ý
Day 14
T:Ý Substance Abuse ñ Alcohol
Students will be introduced to the real facts of alcohol use and
overuse. Students will read a scientific article, discuss their knowledge and
learn the facts.Ý As a kinesthetic
activity, students will navigate a walking obstacle course and then try the
same course with fatal vision goggles on (http://www.fatalvision.com/goggles.html).Ý Students will also be given the facts about
alcohol consumption and the law, focusing mostly on drunk driving.Ý
O:Ý Students will be able to
distinguish alcohol myth from alcohol fact.Ý
Students will have a greater ability to make informed decisions
regarding alcohol use.Ý Students will be
able to apply their previous knowledge about the inner ear and balance to
describe how alcohol disrupts balance.
L:Ý As a class,
students will read ìAlcohol, Nicotine:Ý
Trouble for Teen Brainsî (http://www.nlm.nih.gov/medlineplus/news/fullstory_14073.html).
Disease Briefing ñ Students will read ìFetal alcohol syndromeî (http://www.mayoclinic.com/invoke.cfm?id=DS00184) and then as a class create an information sheet:
Symptoms, effect on body, biological cause, treatments and future studies.
Ý
Day 15
T:Ý Substance Abuse ñ Tobacco
Students will be asked about their thoughts about tobacco
use.Ý They will look at several cigarette
advertisements and discuss what messages they are sending.Ý Students will be presented the facts of
tobacco use, including smoking related cancer.
O:Ý Students will form a
knowledge-filled database of factual information about tobacco use.Ý Students will dispel the myths associated
with tobacco use.Ý Ý
L:Ý Disease Briefing ñ Students will read
sections of ìThe Lungs in Health and Diseaseî by the National
Day 16
T: Disease
Projects ñ Library and Internet Research
Students will get into groups of 5 students and will draw one of
the following diseases from a hat: Multiple Sclerosis, Parkinsonís disease,
Hypothyroidism, Diabetes II, Achondroplasia, Lung
cancer, and Fetal Alcohol Syndrome.
O:Ý Students will research
appropriate sites for their disease project.Ý
Students should look to their Disease Briefing notes and expand further
on those topics.Ý Students will work well
in their groups, sharing work and collaborating.
L:Ý Students will be reading information about
their disease.Ý
Day 17
T:Ý Disease Projects ñ Library and Internet
Research
O:Ý Students will continue
researching their diseases.Ý The groups
will being to organize their information and fill in
any missing information.
L:Ý Students are researching
their diseases and reading information.
Day 18
T:Ý Disease Projects ñ CreationÝÝÝÝÝÝÝÝÝ
Students should be done researching and should be organizing their
ideas.
O:Ý Students will be
interpreting the information they found and presenting the useful information
in some way on their posters.
L:Ý Students are reading their information and
writing important information on their posters.
Day 19
T:Ý Disease Projects ñ Creation
O:Ý Students finish
constructing their projects and discuss how they will present their information
the following day.
L:Ý Students will finish writing information for
their posters.Ý
Detailed
Lesson Plans
Lesson 1 - The
Senses I:
The Skin Senses,
Hearing and Balance
Date:Ý Day 4ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Class:Ý Biology
Name:Ý Sarah DelaneyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ #
Students:Ý 33
Objectives:Ý
-Ý Students will be able to
explain using words or diagrams how the skin senses, hearing and balance
work.Ý
-Ý Students will be able to
describe the link between the senses and the nervous system.Ý
-Ý Students will make
connections between hearing and balance and predict how alcohol might affect
balance.
Materials:Ý
-
overhead of newspaper article about
Prohibition
-
audio clip of Queen Latifahís
song ìA King and Queen Creationî
-
audio clip ofÝ Bessie Smithís song ìNobody knows you when
youíre down and outî
-
33 copies of the ear diagram
-
16 metal hangers with two foot long
threads tied to each hanger
-
Computer with internet connection,
speakers and projector
Steps:
Anticipatory Set ñ 5 minutes
Play Queen Latifahís
song and then Bessie Smithís song and have the students do a quick write: ì1.Ý Describe how you
think hearing works using pictures and words.Ý
2.Ý How does your brain/ear
distinguish between two different types of sounds?Ý 3.Ý How do you know you are listening to
blues rather than hip hop?î
1.Ý
The skin senses ñ 5 minutes
a.
Ask what sensations students can feel on
their skin and write their comments on the overhead.
b.
When pain is suggested, clarify whether
it is pain in a localized or general area.
c.
Put up a diagram on the overhead of the
receptors n the skin, showing their approximate locations and shapes.
d.
Discuss the importance of these senses
and the hazards one would encounter without them.
2.
Hearing ñ 20 minutes
a.
Have a student pass out the diagram of
the ear to the class.Ý Fill in the
diagram at the overhead including names of the structures and brief
descriptions of their function.
b.
Ask students how sound travels.Ý As the students are answering, pass out the
hangers to each pair of students.Ý
c.
Take a hanger and hit it against the
desk and ask a student to describe the noise.
d.
Have students take turns holding the
strings to their ear flaps and knocking the hanger against the desk.
e.
Ask the students whether sound travels
better through a solid or air?Ý If an
understanding has been reached, they will answer solid.
f.
With the new/enforced knowledge, have
the students look at the structure of the ear again, focusing on the inner ear
bone structure.Ý Lead them to the
conclusion that the bone structure helps amplify and carry the sound.
g.
Ask the students to get out their free
write and then ask them the question again, ìHow can we tell the difference
between a blues song and a hip hop song?îÝ
h.
Have students remember from the previous
days that nerve impulses fire in an all-or-none fashion and have the same
intensity every time.Ý A stronger
stimulus is distinguished by a higher number of nerve impulses.Ý
i.
Check for understanding:Ý ìSo with hearing, which is going to have more
nerve impulses sent up the auditory nerve, a soft or loud sound?îÝÝ
3.
Balance ñ 10 minutes
a.
Have the students look at the
semicircular canals of the inner ear.Ý
Ask how many semicircles are there?Ý
And what do they remind you of?
b.
The three canals are like the three axes
of a graph, they allow you to sense three dimensional movements.Ý They are fluid-filled canals with ciliated
sensory neurons that send impulses based on the movement of the fluid.
c.
Ask the student what would happen if I
started spinning?Ý Explain that the fluid
in one or maybe two canals, depending on how crazy my spins are, will start
spinning with the momentum of my spins.Ý
The cilia will be moved by the fluid and the sensory neurons with fire,
telling the brain that I am spinning, and probably dizzy.Ý
d.
Put up a headline of a newspaper article
about Prohibition.Ý Ask the students what
they have learned about this event in their other classes.Ý Ask the class if they have ever seen a movie
or TV show where a character has had too much to drink and has lost his/her
balance.Ý What is happening in the ear of
this person?Ý
e.
Alcohol makes your neurons leaky, so the
nerve impulses are not as effective.Ý
This slow, less effective response to stimuli in the ear makes a person
loose their balance.
4.
Disease Briefing:Ý Parkinsonís Disease ñ 10 minutes
The class will
read an article about Parkinsonís disease.Ý
Using this information, the class will create an information sheet about
lung cancer with the following information: symptoms, effect on body,
biological cause treatments and future studies.
Follow up Activity ñ Homework
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Bats and owls
are two animals that greatly rely on hearing for survival.Ý Think about or research aspects of their
hearing system that improves their hearing abilities and as a result their
chance of survival.Ý Write five key
aspects of owl/bat hearing that makes them better at hearing than humans.
Lesson 2 - The
Senses II:
Taste, Smell and
Vision
Date:Ý Day 5ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Class:Ý Biology
Name:Ý Sarah DelaneyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ #
Students:Ý 33
Objectives:Ý
-Ý Students will be able to
predict why taste decreases when they are sick.Ý
-Ý Students will be able to
summarize how the eye functions.Ý
-Ý Students will illustrate
how glasses and contacts improve vision.
Materials:Ý
-
Download video clip of Nellyís ìShake Ya Tailfeatherî from Sarahís
Science Page via Hip Hop Connection
-
Follow link from Sarahís Science page to
Eyetricks.com illusions site
-
33 copies of eye diagram
-
Overhead of the mouth-nose connection
-
Article about the
-
Perfume
-
Computer with internet, speakers and a
projector
Steps:
Anticipatory Set ñ 10 minutes
-Ý
Collect homework and discuss briefly.Ý
-Ý
Play the Nellyís video and summarize with the students all the images
the eye is taking in at one moment, including colors, movement and intensity.
-Ý
Put up some of the eye-trick overheads and allow the students to look at
them.Ý Ask if our visual system is
perfect?ÝÝÝÝÝÝÝÝÝÝ
1.Ý
Vision ñ 20 minutes
a.
Pass out the diagram of the eye.Ý Using the website http://www.macula.org/anatomy/index.html
and an overhead label the parts of the eye and write the function for each.
b.
ÝUsing the diagram as a visual aide, lecture on
how the eye works.Ý Have students take
notes.Ý Write an outline on the overhead
as I talk.Ý
i.
Light in the world enters the eye
through the cornea, a tough, clear tissue covering the front of your eye.
ii.
The tissue is denser than air, so the
light is refracted (bent) as it passes into your eye.
iii.
This initial refraction begins the
focusing process.
iv.
Light then passes through the pupil, the
dark hole at the center of the iris.
v.
The iris is muscular and expands or
contracts to regulate the amount of light transmitted through the pupil.Ý
vi.
Your eyeís lens then focuses the corneally refracted light to make an image on the retina.
vii.
Remember, the retina is a thin layer of
light-sensitive cells that lines the back of your eyeball.
viii.
The retina has both rod and cone cells,
which send electrical impulses to the brain through the optic nerve.Ý
ix.
The brain interprets these signals as
images.
c.
Poll the students regarding the number
of them that wear glasses or contacts.Ý
d.
Draw a diagram showing the way light
comes into an eye with good vision. Then one of a nearsighted and a farsighted
eye.
e.
Ask students how they believe the
glasses/contacts help correct the vision.Ý
f.
Draw the lenses that are used for each
problem and how it bends the light to correct the vision.Ý
5.
Smell ñ 10 minutes
a.
Spray some perfume in the front of the
class and ask students to stand up as they can smell it.Ý
b.
Ask students to discuss how they believe
the sense of smell works.ÝÝ
c.
Describe that the sense of smell is a
chemical sense that responds to chemicals in a gaseous state.Ý
d.
Smell receptors are neurons embedded in
the lining of the nose.Ý The axons of
these neurons compose the olfactory nerve, which travels to the olfactory
region of the cerebral cortex where the brain interprets it as a smell.Ý
e.
Ask the students it they can think about
any smells that remind them of a very specific memory.Ý The olfactory memory is very strong and
powerful.Ý
6.
Taste ñ 10 minutes
a.
Ask the students how taste works.Ý After suggestions, ask the students to
hypothesize why they have a decreased sense of taste when they are sick.Ý Listen to suggestions but do not give the
correct answer.
b.
Describe that the receptors for taste
are taste buds, which are located on the top and sides of the tongue.Ý Food molecules activate the receptors in the
taste buds and nerve impulses are sent to the brain, which interprets it as
taste.Ý
c.
Ask students to look at the
mouth-nose-brain connection diagram and have them describe how the taste buds
are going to send their signal to the brain.Ý
d.
Ask the students once again why they
have a decreased sense of taste when they are sick.
7.
Science in the News of the 1920s ñ 10 minutes
US Immigration
Act of 1924.Ý Have students read an
article about the act.Ý Students will
discuss what they have read.Ý Ask the
students to remember their genetic knowledge and draw their attention to the
section that claims there is a genetic inferiority in certain immigrates.ÝÝ
Follow up Activity ñ Homework
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ìYou are
watching a movie at a theater.Ý A very
loud and fast chase scene is happening.Ý
You are eating popcorn and then you pick up your cold can of Coke to
take a sip.Ý All the sudden it smells
like your brother sitting next to you farted.î
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Describe how
your brain is getting all of the information from all the senses during this
brief time in your life.Ý You can use
words and pictures and try to throw in some impressive vocabulary, like
olfactory nerve.
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ
Reflection on the Conclusion of the Nervous System:
This section went a little too fast.Ý It would have been helpful to have added two
more days to the unit and spread the material out.Ý Students seemed to get confused and overwhelmed
with the vision section.Ý I believe they
would benefit from a hands-on model to explain how vision works.Ý
Lesson 3 -
Chemical Regulators:
Diabetes II
Date:Ý Day 9ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Class:Ý Biology
Name:Ý Sarah DelaneyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ #
Students:Ý 33
Objectives:Ý
- Students will display learning by explaining the severity of Diabetes
II and by providing advice regarding how to prevent Diabetes II.Ý
Materials:Ý
-
Bet.com articles about Diabetes II, find
link on Sarahís Science page, via The Hip Hop Connection
-
Mamaís Boyz
article from Sarahís Science page http://www.mamasboyz.com/diabetes/umoja.asp
-
Mamaís Boyz
comic strips made into overheads
-
Link to Diabetes tutorial from Sarahís
Science page via Hip Hop Connection
-
Print outs of ì8 Steps to Reduce Your Risk for Diabetesî and ìStraight from the Source,î
articles from Bet.com.Ý Links found on
Sarahís Science page, via the hip hop connection.
-
Computer with internet connection,
speakers and a projector
Steps:
Anticipatory Set ñ 10 minutes
-Ý
Collect homework and discuss briefly.Ý
-Ý
Play music clips by Miles Davis, Ella Fitzgerald, Johnny Cash, BB King
and Tommy Lee.Ý
-Ý
Ask students what they think all of these artists have in common.
-Ý
Tell them that all of these people have an endocrine disorder called
Diabetes II which prevents their cells from taking in sugar from the blood
stream.
ÝÝÝÝÝÝÝ
1.Ý
Diabetes ñ 35 minutes
a.
Read article about Mamaís Boyz and put up several comic strips on overhead
b.
Go through interactive tutorial about
diabetes with the students.Ý Use the
computer at the front of the class with a projector and speakers attached.
c.
After the tutorial ask the students
questions to check for understanding.
d.
As a class, readÝ ì8
Steps to Reduce Your Risk for Diabetesî and ìStraight from the Sourceî
8.
Disease
Briefing ñ 10 minutes
a.
After the informative lecture and
readings on Diabetes II, as a class the students will make an information sheet
with the following information:Ý
symptoms, effect on body, biological cause, treatments and future studies.
Ý
Follow up Activity ñ Homework
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Speak to your
parents about the severity of Diabetes II.Ý
Ask them if anyone in your family has ever had Diabetes (I or II).Ý Write one or two paragraphs that discuss the
difference between Diabetes I and II.
Lesson 4 -
Chemical Regulators:
Endocrine
Disorders and New Developments
Date:Ý Day 11ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Class:Ý Biology
Name:Ý Sarah DelaneyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ #
Students:Ý 33
Objectives:Ý
-
Students will hypothesize regarding the
possible cause of both gigantism and dwarfism.
-
They will then show their understanding
by suggesting possible ways of preventing these diseases.Ý
-
Students will research and explain new
developments in endocrinology.
Materials:Ý
-
Overheads of pictures of little people
from both the 1920s and today (mini me and Bushwick
Bill from the Geto Boyz)
-
Copies of an edited version of
ìFrequently Asked Questionsî from Little People of Americaís online site.Ý Link on Sarahís Science Page via the Hip Hop
connection.
-
Copies of a March of Dimes information
handout on Achondroplasia.Ý Link on Sarahís Science Page via the Hip Hop
Connection.
-
Steps:
Anticipatory Set ñ 10 minutes
-Ý
Put up overheads of pictures of famous little people from the 1920s and
today.Ý
-Ý
Have students do the following quick write: ìSuppose there is a hormone
that controls the growth of bones.Ý
Describe a possible feedback disorder that could result in
dwarfism.îÝÝ
-Ý
Discuss the quick write.
ÝÝÝÝÝÝÝ
9.
Dwarfism ñ 25 minutes
a.
Hand out the ìFrequently Asked
Questionsî sheet and ask students to briefly scan the paper and pick a question
that they had wondered about as well.
b.
Ask for student volunteers to read the
questions and answers.
c.
Lecture on growth hormone and dwarfism, write an outline on the overhead.
i.
Growth hormone (GH) is a protein made of
about 200 amino acids
ii.
GH affects a wide variety of target
tissues and stimulates the production of growth factors.
iii.
GH stimulates bone and cartilage growth
indirectly.Ý GH stimulates the liver to
produce insulinlike growth factors (IGFs), which circulate in the blood plasma and directly
stimulate bone and cartilage growth.
iv.
Ask the students what would happen to
bone growth if there wasnít enough GH produced in a fetus.
1.
Skeletal growth will be greatly
decreased
v.
Ask the student for possible ways to
prevent the greatly decreased bone growth
1.
One way is to inject GH into the animal
and growth will be partially restored.
vi.
There are several human growth disorders
related to abnormal GH production
1.
Excessive production of GH during
development can lead to gigantism.
2.
Excessive GH production during adulthood
results in the abnormal growth of bones in the hands, feet, and head, a
condition known as acromegaly.
3.
Deficient GH production in childhood can
lead to pituitary dwarfism
a.
Doctors have been able to treat this
deficiency successfully with GH isolated from cadaver pituitaries.Ý However, the supply does not meet the demand.
b.
GH from other animals are not efficient
in treating the deficiency
c.
Future developments:Ý Genetic engineers have been able to make
bacteria cells with the genes for GH spliced into their genomes.Ý These bacteria are able to produce human GH.
d.
Some athletes take GH to build muscles ñ
which may be illegal depending on the circumstance.
10. Disease
Briefing ñ AchondroplasiaÝÝÝÝÝÝÝÝ 10 minutes
a.
After the informative lecture and
readings on Achondroplasia, as a class the students
will make an information sheet with the following information:Ý symptoms, effect on body, biological cause,
treatments and future developments.
11. Group
work ñ Current events and future developmentsÝÝÝÝÝÝÝ 15
minutes
a.
As homework, students were to find an
article from a periodical (internet or print) about one of the following:Ý endocrine functions, hormone, or endocrine
disorders.Ý They were to write a brief
summary of the article.
b.
Students will get in groups of three and
they will have five minutes each to share and explain the article they found.
Ý
Follow up Activity ñ Homework
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Spend ten
minutes reflecting on the Chemical Regulators section and write down your
favorite or most interesting part and your least favorite part.Ý Please explain why you feel that way about
them.
Lesson 5 -
Chemical Regulators:
Endocrine
Disorders and New Developments
Date:Ý Day 11ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Class:Ý Biology
Name:Ý Sarah DelaneyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ #
Students:Ý 33
Objectives:Ý
-
Students will hypothesize regarding the
possible cause of both gigantism and dwarfism.
-
They will then show their understanding
by suggesting possible ways of preventing these diseases.Ý
-
Students will research and explain new
developments in endocrinology.
Materials:Ý
-
Overheads of pictures of little people
from both the 1920s and today (mini me and Bushwick
Bill from the Geto Boyz)
-
Copies of an edited version of
ìFrequently Asked Questionsî from Little People of Americaís online site.Ý Link on Sarahís Science Page via the Hip Hop
connection.
-
Copies of a March of Dimes information
handout on Achondroplasia.Ý Link on Sarahís Science Page via the Hip Hop
Connection.
-
Steps:
Anticipatory Set ñ 10 minutes
-Ý
Put up overheads of pictures of famous little people from the 1920s and
today.Ý
-Ý
Have students do the following quick write: ìSuppose there is a hormone
that controls the growth of bones.Ý
Describe a possible feedback disorder that could result in
dwarfism.îÝÝ
-Ý
Discuss the quick write.
ÝÝÝÝÝÝÝ
12. Dwarfism
ñ 25 minutes
a.
Hand out the ìFrequently Asked
Questionsî sheet and ask students to briefly scan the paper and pick a question
that they had wondered about as well.
b.
Ask for student volunteers to read the
questions and answers.
c.
Lecture on growth hormone and dwarfism, write an outline on the overhead.
i.
Growth hormone (GH) is a protein made of
about 200 amino acids
ii.
GH affects a wide variety of target
tissues and stimulates the production of growth factors.
iii.
GH stimulates bone and cartilage growth
indirectly.Ý GH stimulates the liver to
produce insulinlike growth factors (IGFs), which circulate in the blood plasma and directly
stimulate bone and cartilage growth.
iv.
Ask the students what would happen to
bone growth if there wasnít enough GH produced in a fetus.
1.
Skeletal growth will be greatly
decreased
v.
Ask the student for possible ways to
prevent the greatly decreased bone growth
1.
One way is to inject GH into the animal
and growth will be partially restored.
vi.
There are several human growth disorders
related to abnormal GH production
1.
Excessive production of GH during
development can lead to gigantism.
2.
Excessive GH production during adulthood
results in the abnormal growth of bones in the hands, feet, and head, a
condition known as acromegaly.
3.
Deficient GH production in childhood can
lead to pituitary dwarfism
a.
Doctors have been able to treat this
deficiency successfully with GH isolated from cadaver pituitaries.Ý However, the supply does not meet the demand.
b.
GH from other animals are not efficient
in treating the deficiency
c.
Future developments:Ý Genetic engineers have been able to make
bacteria cells with the genes for GH spliced into their genomes.Ý These bacteria are able to produce human GH.
d.
Some athletes take GH to build muscles ñ
which may be illegal depending on the circumstance.
13. Disease
Briefing ñ AchondroplasiaÝÝÝÝÝÝÝÝ 10 minutes
a.
After the informative lecture and
readings on Achondroplasia, as a class the students
will make an information sheet with the following information:Ý symptoms, effect on body, biological cause,
treatments and future developments.
14. Group
work ñ Current events and future developmentsÝÝÝÝÝÝÝ 15
minutes
a.
As homework, students were to find an
article from a periodical (internet or print) about one of the following:Ý endocrine functions, hormone, or endocrine
disorders.Ý They were to write a brief
summary of the article.
b.
Students will get in groups of three and
they will have five minutes each to share and explain the article they found.
Ý
Follow up Activity ñ Homework
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Spend ten
minutes reflecting on the Chemical Regulators section and write down your
favorite or most interesting part and your least favorite part.Ý Please explain why you feel that way about
them.
Disease Projects: The Culminating Project
The biology classes will spend the last week of the month working
on their disease projects.Ý These
projects provide general information about seven diseases.Ý Such information includes but is not limited
to: the symptoms, the effect on body, prevalence, the biological cause,
treatments, and future research.Ý The
diseases covered are Multiple Sclerosis, Parkinsonís disease, Hypothyroidism,
Diabetes II, Achondroplasia, Lung cancer, and Fetal
Alcohol Syndrome.Ý These seven diseases
vary greatly.Ý Some of the diseases have
had names and treatments for many years, such as Diabetes II, which was discovered
in the 1920s.Ý Others, like Parkinsonís
disease, are new in that the treatments, diagnosis tools and knowledge are
lacking.Ý The seven diseases all involve
one of the topics covered during the month.Ý
Students are to use their knowledge of the affected system to find a
deep understanding of the disease.Ý Each
group of five students will present their information about their disease
during the morning session of ìA Walk through the Roaring Twenties.îÝ
The assessment of the studentís work for that month will focus on
the disease project.Ý Students will be
assessed for their teamwork, their visuals, the projectís content and the
presentation quality.Ý Other assessments
for the month will include homework assignments, in class participation and
class work.
Ý
Section 4 ñ American Literature Helen Tsifourdaris In this English class's unit, close reading skills, critical
thinking skills, the development of thoughts, and organization of these
thoughts in oral and written communication is crucial to complete both
projects-the essay on The Great Gatsby and the final MTV Video project, which
will be part of the interdisciplinary Culminating Activity that will take place
on the last Friday of the month. Although The Great Gatsby will be the
primary focus, most of this unit will focus on the connection between 1920's
and the modern world's politics, culture, and ideologies. Students will
be required to view different "texts" (visual, acoustic, and
written), and draw inferences and support their inferences with concrete evidence
from the texts, the outside world, their personal world, and
political/historical research. Students will find many of their own
outside research articles from websites that I provide and will expand their
perceptions of the social world through these articles. Most of this unit
will focus on the students expanding all areas of their
"schema"-which is why I stress that students focus on their own
personal world/experiences, the outside social world, and the texts' in order
to form and re-form their own opinions.
I truly believe that scaffolding is the best way to teach reading, writing,
speaking formally, and critical thinking because all these four areas are
really processes. In order to teach a process, I believe that a teacher
needs to devise his/her lesson plans as step-by-step processes. All the
in-class writing assignments, the journals, the responses, and artistic
projects are all steps that the students may use in order to form an
overarching theme/idea/interpretation of what is being discussed. Idealistically,
these skills may become useful for the student's own identity, self-exploration
and self-definition.
Expanding the student's vocabulary is also an essential part of a student's
ability to express his/her thoughts clearly and effectively. This is why the
students will be required to pick 5-6 unknown words from their readings, define
them, and write a sentence using each one. Then, during the first few
minutes of class time, the students will write one word up on the board and the
whole class will go over them. These words will then be put into
vocabulary worksheets, which must be turned in at the end of the week in a
packet. This way the words will be learned in context and will be
individualized/student-centered.
Week 1:
Day 1:
Objective:Class will be
exposed to an aspect of 1920's history that is related to The Great Gatsby.Topics:World War I (1914-1918): Will provide a
timeline that lists the countries involved and the main events during the time
period. This is for their reference. American
politics after the war (Isolationism) and the effects of the war on the
American psyche.L. Aspect:Students will break into small groups and discuss
the effects of war. How do people change mentally (consciously and
subconsciously) after they have been through a war? Then there will be a
whole class discussion. Each group will turn in their notes at the end of
class.
Day 2:
Objective:Class will continue to discuss WWI and will
be presented with a film on how it affected individual soldiers. The class
will be challenged with viewing the war from different pictures. Topics:Class will watch: War in
the Trenches (55 minutes), a film that explores the unimaginable horror and
misery of the mud-filled trenches in WWI through the soldiers' eyes.L. Aspect:Students
will write a short journal response to the film with some questions or comments
to be discussed in the beginning of next class.
Day 3:
Objective:Finish off discussion of WWI and film and
read and briefly discuss Wilfred Owen's "Dulce et decorum est." Begin to discuss prohibition
and the rise of the 1920's Gangsters (i.e. Al Capone). Class will be
forced to make connections between the rise of crime and the political/economic
situation.Topics:Discuss
with the class the reason for the formation of gangs during the 1920's.
Connect it to modern times and modern gangs and crime. How are things
different? The same?L. Aspect:Students
will be required to do their own research (i.e. internet, library, interviews,
etc.) on theories of gang formation and write a list of three of the most
interesting ones they found. Then they will pick one and write a modern
day example of how this theory is validated.
Day 4:
Objective:Class will be presented with an overview of
the cultural/artistic movements of the 1920's.Topics:Music: Jazz and
Blues. Style: Flappers. Relate them to changes in
cultural perceptions of women and African Americans. Talk about racism
and sexism. Connect it to modern day. Talk about the backlash (Ku
Klux Klan, and religious groups) against the changing perceptions of persecuted
people.L. Aspect: Students will be asked to draw a
picture of an image that enters their mind when listening to Bessie Smith's
song, "Nobody Knows You When You're Down And Out." Then they
will be required to write a short paragraph on what this image is and
represents in relation to the song.
Day 5:
Objective:Students will be introduced to the
components of fiction. They will also be exposed to literary terms while
reading "I, Too, Sing America" by Langston Hughes and lyrics to
Public Enemy's "Anti Nigger Machine."Topics:Elements of Fiction: Setting, Plot,
Characterization, Point-of-view, and Theme.Literary
Terms: allegory, allusion, alliteration, repetition, metaphor, personification,
foreshadowing, etc.L. Aspect:Students will read Langston Hughes' poem in
class. We will identify certain literary terms and discuss their
significance in the meaning that the students make of the work. Students
will be given the lyrics to "Anti Nigger Machine" and will be required
to identify a literary device and follow it through the rap, making connections
to the poem. They will read Ch. 1 of The Great Gatsby for Monday.
Week 2:
Day 1:
Objective:
Vocabulary from chapter: three words each student.Focus
on certain passages in chapter one of the novel and have students practice
their close reading strategies and recognize certain literary devises.
Topics:
Escape and migration as a theme. Look at it from historical,
psychological, political, and personal perspectives. Talk briefly about
the different schools of thought and ask students to provide concrete examples
of each from the text.
L. Aspect:
The students will be divided into small groups and each group will be assigned
to look at chapter one through a certain critical perspective (historical,
political, etc.) that teacher assigns. Students will come up with a
theory connected to their school of criticism and prove it through close
analysis of the text (i.e. metaphors, images, setting, content (plot), and
etc.). Then a member from each group will do a "fishbowl" in
front of the class.
Day 2:
Objective:
Vocabulary from chapter. Have students focus on the characterization of
women in chapter two, using their critical reading skills. Re-introduce
the flapper and the controversies surrounding her image.
Topics:
The portrayal of the women in the novel thus far.Read
the poem, "The Flapper," by Dorothy Parker and the article, "A
Flapper's Appeal To Parents," by Ellen Welles
Page (December 6, 1922, Outlook magazine). Discuss the hidden underlying
threat the flapper represented in the changing society.
L. Aspect:
Students will have to write a letter to their parents trying to explain why
they dress a certain way. What do their parents hate the most about their
appearance? Ask them to find a very well informed and detailed argument
as to why they should retain their style. Ask them to bring in something
(i.e. a song, an article of clothing, a picture, etc.) that is an emblem of
their style.
Day 3:
Objective:
Vocabulary from chapter. Read certain passages of chapter three with the
students. Convey the importance of revision in writing as well as
thinking.
Topics:
Revision in writing: Students will write about an event in which they had acted
differently. Then they will have to change it into what they wished had
actually happened. What does the revision do? Does it change the
meaning, as well as the events, in some way?Re-vision as opposed to revision: look at chapter
three and look for episodes where characters revise their previous
comments. Why revise something? Connect this discussion to revising
essays.
L. Aspect:
Re-read chapter three and discuss in small groups which character changes what
he/she previously had said and why he/she would do that. Students may
choose which critical approach they wish to follow in order to make their claim
(can be more than one).
Day 4:
Objective:
Vocabulary from chapter. Have students practice close reading skills in
chapter four through discussion of certain passages in order to develop a
recurrent theme in the chapter. Students will experience the process that
goes into developing meaning in reading through making connections in order to
find a theme.
Topics:
Gossip as a theme: Show a scene from the film, Gossip, and ask students
to describe how gossip can be a dangerous force. Ask them to make
connections to Gatsby.
L. Aspect:
Ask students to pair up with someone and interview each other, taking notes as
they go along. Then ask them to separate, and using a little of the
information in the interview, ask them to make up a story about the other
person using some facts from their interview. Is this story a true
representation of the person? How does it change or not change of our
perception of the person? Ask students to bring in one of their most
valued possessions.
Day 5:
Objective:
Vocabulary form chapter. Again students should build upon their close
reading strategies, recognize literary devises in chapter five and make
connections to the social and cultural world, as well as their own personal
world.
Topics:
Capitalism: Do possessions make a man/woman in American society?
Chapter five of Gatsby: What does Gatsby value most? Why?
What is Gatsby trying to accomplish?
L. Aspect:
Each student will make an informal speech (they may use notes if they wish-time
will be allotted for that if they feel it is needed) about why they prize their
item. Then they will write a short journal entry reevaluating their
reasoning for valuing this object. What personal significance does it
have? Is it valued by the outside world, i.e. society? Why or why
not? What does
Week 3:
Day 1:
Objective:
Vocabulary from chapter six. Analysis and close reading
of certain passages that deal with Gatsby's reputation. According
to Fitzgerald, ask students what are the components of a legend.
Topics:
Discuss legends. Ask students to bring up some legends. Why do
legends exist? What purpose do they serve? How do we view Gatsby
now that we have some concrete historical information about him? Can we
believe Tom's characterization of him? Is Tom biased? Why or why
not?
L. Aspect:
Students will write a legend about themselves. What do they want people
to think of them? In the back of their free-write, they will draw a
picture of themselves or components of their legendary personality and describe
what the picture signifies.
Day 2:
Objective:
Vocabulary from chapter seven. Students will be exposed to procedures of
how to summarize/paraphrase the events of the chapter and discuss how they
relate to a theme.
Topics:
Greed, remembering the past, and acting on impulse as themes. Connect
each idea to students' own experience and ask them to consider the pros and
cons of each of these ideas.
L. Aspect:
Students will break up into small groups and discuss a theme that they find is
relevant in this chapter. Then they will have to list three elements of
fiction and how each element proves their theme and thesis.
Day 3:
Objective:
Vocabulary from chapter eight. Students will attempt to paraphrase the
events and will learn how to pick key passages in order to make a reading.
Topics:
Discovering key passages. How do we know which passage is
important? Look for repetitions, key words that are found throughout the
texts, recurring images, complex or odd events, character descriptions, and
etc. Look at setting and place in this chapter. How is the setting
described? What kind of atmosphere do the words create? Tone? Why? What does it say about the plot, an
event, a character, and etc.?
L. Aspect:
Students will be split up into five groups of which each group will be assigned
a sense. Each group has to find or make something (from teacher's own
"tool" box) that describes the classroom's tone at that particular
time. What they make or find has to correspond to the one of the five
senses that their group was assigned. For homework each student will have
to write a paragraph describing a place or building using all five senses.
Day 4:
Objective:
Vocabulary from chapter nine. Students will close read and analyze
certain passages from last chapter.
Topics:
The American dream: Is it a real goal? How does it affect our societies perceptions of people? How are people
affected by this dream on an individual basis? What is the psychology
behind this dream? Do they believe in this dream? Why or why
not? Is it worth striving for? Why or why not?
L. Aspect:
Tell a hypothetical story about happiness related to the American dream.
Ask students to write their response from a point of view of a character in the
story. In their writing the character must do some
self-examination: What characteristics make him or her strive or not
strive for the American dream? Homework is to study for the in-class
essay on The Great Gatsby, which will be given tomorrow. Hand out a list
of topics and allow for students to write on own topic as long as it is cleared
by the teacher. Tell them to organize their materials (all the
free-writes and journal responses) and brainstorm and outline their main points
(for use during the essay).
Day 5:
Objective:
Students will complete the open book essay test on The Great Gatsby.
Introduce their Gatsby Project (an "MTV" music video) and pass out a
project sheet.
Topics:
Most of class time will be spent on the essay. The rest of the class-time
will introduce their Gatsby Project. Students will be divided into groups
of five or six and will have to work together to create a music video using
scenes from The Great Gatsby focusing on a theme in the book.
L. Aspect:
Students will demonstrate their understanding of the text and literary devices
and terms in the essay.
|
Week 4: 5 Lesson Plans ñ American Literature |
Week 1:
Day Four:
Objective:
Students should be exposed to the cultural movements of the 1920's (The Jazz
Age and Flappers) and connect them to the changing notions of gender and
race. They should be able to provide comparisons to modern day
perceptions of race and gender.
Materials:
Tape Recorder. Bessie Smith tape. Bessie
Smith lyrics to "Nobody Know You When You're Down
and Out." Overhead Projector, transparency of
lyrics, and blank transparencies. Markers and
drawing paper.
Notes:
Important to keep students focused on the content and not on the surface
differences (i.e. how music has changed rhythmically, and so on), although
those may be discussed. Students should try to form their own opinions
about how society persecutes people and how people can fight persecution
through artistic and cultural movements such as music and style.
Steps:
1. Anticipatory Step:
Ask students to take their seats and play "Down and Out," making sure
they pay attention to the lyrics by following along. Ask them to draw a
picture that represents what they believe the song is about (an object), or
what they think the singer looks like (portrait). After drawing the
picture they should write a sentence stating why they drew this picture in
relation to the song or singer. 10 minutes.
2. Step 2:
Ask students to volunteer to show their picture and explain why they drew
it. Ask them questions relating to the feelings they felt when reading
and listening to the song, and how they came up with their pictures.
Start a short class discussion about the song leading them into talking about
class, gender and race differences. 10 minutes.
3. Step 3:
Divide board up into three parts. In each part draw a two-column chart in
order to discuss society's binary logic when it comes to class, gender and race
(i.e. rich/poor, male/female, white/black). Discuss if this type of logic
is true, or is the line between each blurred somehow? How does the song
attest to and reject the binary logic of each arena? Talk about the
change in such perceptions in the 1920's. 15-20 minutes.
4. Step 4:
Talk about the backlash that arose in the 1920's. Talk about the rise of
the Ku Klux Klan. Why do they think that this happened? Talk about
the cultural resistance to the flapper. What were the characteristics of
the flapper that made people critical? 15 minutes.
Follow-Up Activity:
Students will be required to go to the Hip-Hop Circuit Website and write a
reflection on an article they read from the links. They will need to look
at the political links to Hip-Hop, clicking on the [History] link. Two
choices: 1. Hip-Hop History-Ask students
to write a reflection on how politics had influenced early hip-hop and
vice-versa. Also ask the students to write about what they learned from
the article. 2. Davy D's Hip-Hop World: Ask students to pick
an article that discusses American Politics, racism, and/or stereotyping.
Ask them to summarize their article and describe how it reflects hip-hop
culture. Articles may be found on the opening web page or by clicking on
the [Hip-Hop and Politics] link.
Literacy Aspect:
Students are asked to use their critical thinking strategies through reading
poems and articles and writing about their findings. They are also asked
to articulate their thoughts orally as well as through informal written
communication-discovering the process that goes into reading comprehension and
critical thinking. Reflections (pictorial as well as written) are the
main strategies in use in order to develop critical thinking, as well as, oral,
and written skills.
Assessment:
This lesson is pretty dynamic and I'm not sure if I will have enough time to
explore every issue in depth. Whenever there is music involved in a
lesson, time constraints need to be flexible. What if students want to
listen to the song again in order to get a better understanding? Also, I'm
not sure if every class is ready for such a lesson. It really depends on
the behavior of the whole class in general. Some classes might find this
exposure to music that they don't listen to comical, and we might not be able
to get passed their biases towards music. The connections to hip-hop and
the modern world though might make it interesting for all types of
students.
Week 1:
Day 5:
Objective:
Students should be familiar with the components of fiction and literary
terms. They should also be introduced to the Harlem Renaissance during
the 1920's and Langston Hughes' poetry.
Materials:
Handouts of Langston Hughes' "I, Too, Sing America," and lyrics to
Public Enemy's "Anti Nigger Machine." Handout
on the "Elements of Fiction," and a list of literary terms with
definitions.
Notes:
Be sure to prepare students for the use of the "N" word in Public
Enemy's song, and tell them that they don't have to say the word if they don't
want to when referring to the song or reading from the song. Let them
know that if they don't feel comfortable at any time during the conversation,
that they may ask to leave the room and go to the library.
Steps:
1. Anticipatory Step:
Ask students to write a response to the quote on the board: "We're
about to re-establish the West-Coast as the capitol of hard-core gangster
rap," Ice-Cube (Hip-Hop Circuit Website link). What do you think
Ice-Cube means by this? What are the implications of this
statement? How can it be viewed in a positive light? Negative light? 5 minutes.
2. Step 2:
Go through "Elements of Fiction" handout, and discuss with whole
class each component (i.e. setting, plot, characterization, point-of-view,
theme), asking the class to provide examples. Collect at end of
class. 10 minutes.
3. Step 3:
Go through the short list of literary terms and ask class to provide examples
of each. After each term is explained, the class must write a sentence
using each literary device on the space provided underneath each term on the
handout. Collect at end of class. 10 minutes.
4. Step 4:
Have students read "I, Too, Sing America" and look for its theme
through exploring the poem as an allegory of something. How is it
connected to the struggle of the African American, to feelings of being an
outcast, to racism? Have students come up with these connections.
Ask students to find metaphors and images that express a theme that comes up in
their discussions. 15 minutes.
5. Step 5:
Have students break into small groups and compare "Anti Nigger
Machine" to "I, Too, Sing America." Ask the students to
read each poem aloud before they begin. How are the themes of each piece
similar? Different? Ask them to identify
literary devices in the rap that reflect themes that come up. Ask
students to find three literary devices in the rap (two can be the same
device), and explain, in one or two sentences, how these strategies reflect a
recurrent theme that they see in the lyrics. 15 minutes.
Follow-Up Activity:
Assign students to read chapter one of The Great Gatsby, and write five
literary devises that they found in their reading. Write the whole
sentence, what page it is found in, and what device Fitzgerald is using, and
why they think he is using this device. They may predict a reason why, or
may just focus on how the device is used in just the chapter. Demonstrate
how to do this before class ends. 5 minutes.
Literacy Aspect:
Students are asked to combine their critical thinking strategies to their
understanding of literary devises and fictional elements in order to make a well
informed interpretation. They are building a foundation for creating an
expository essay, which requires the writer to provide evidence, both in the
text and outside the text, for their claims.
Assessment:
This lesson might become boring because we will be discussing literary terms
and the elements of fiction. Bringing in a rap song, I believe make it
more interesting and relevant to the students. Again, I'm wondering if I
can cover so much literary information is such a short period of time.
Week 3:
Day 4:
Objective:
Students will be familiar with the vocabulary that comes up in chapter
nine. Students will refine their close reading skills and combine them to
creating an argument based on a theme.
Materials:
None.
Notes:
Make sure to try to combine students' current knowledge of aspects of the
American Dream to the ideal of the American dream.
Steps:
1. Anticipatory Step:
Write fable on board:
<<Joe Smith started the day early having set his alarm clock (made in
Write a short response explaining what you think the moral of the story
is. Why? 10 minutes.
2. Step 2:
Ask students to get out their The Great Gatsby books out. Ask students to
call out words that they encountered in their reading that they didn't
know. Write words on the board and ask a different student to look each
one up in the dictionary. Ask them to write down the definition of each
and a sentence using each work. Then ask them where each word is located
in the book, and to write down that sentence, or part of the sentence after
their own sentence. 10 minutes.
3. Step 3:
Ask students to open to a certain page and begin reading a passage out
loud. Call on different volunteers. Make sure to stop at crucial
points to discuss what is happening in the story, and when a literary device is
being used to create meaning. 15 minutes.
4. Step 4:
Begin discussing the American Dream. How does this chapter reflect
differing points of view of the American dream? Which characters believe
in the dream? Which don't? Why? What evidence is there in the
book that makes you come to that conclusion? What are the components of
the American Dream as we know it in our world and in the book? (Write on
board.) Are they achievable? Why or why not? 15
minutes.
5. Step 5:
Discuss outlines and prewriting activities. Provide different models for
brainstorming. Discuss how to make a clear thesis. Ask student to
e-mail their thesis when they figure it out tonight, so the teacher may give
them timely feedback.
Follow-Up Activity:
Study for in-class essay test on The Great Gatsby. Topics handed
out: 1. Explain how Fitzgerald uses
setting to emphasize the differences between the social classes. Upper class, lower class, and even the nouveau rich.
2. If you believe that Gatsby is trying to escape from something, then
what is it and how does he try to escape from it? 3. Pick a
recurring symbol from the novel (i.e. the valley of ashes, the eyes of Dr. T.
J. Eckleburg, Daisy's voice) and discuss what theme
this symbol is trying to convey. 4. Compare and contrast Tom and
Gatsby. 5. What does the book say about the American Dream?
Use character, setting, plot, narrator, and so forth to discover if Fitzgerald
is validating or falsifying the American Dream. 6. How is the Jazz
Age reflected in novel? Look at all cultural aspects represented:
flappers, bootleggers, musicians, etc. 7. What was Gatsby's
dream? Did he succeed in fulfilling it or not?
Students will be required to brainstorm and outline their argument before
class, use it while writing the essay, and turn their prewriting in with their
test.
Literacy Aspects:
I will show students methods to organize their thoughts in order to write a formal essay. They will be shown how to use their critical thinking skills, their knowledge of literary devices, and their knowledge of the elements of fiction and combine all of these into an argumentative essay.
Assessment:
Again, this lesson depends on the class. Is the class familiar with outlining and brainstorming? They should be because they are juniors but a teacher can't assume that they all know this. It depends on the class' knowledge, if we will have enough time to complete the lesson. They might need the teacher to explain these processes in more depth, and so this conversation might have to continue the next day, which means that they won't have enough time to write their essay.
Week 4:
Day 1:
Objective:
Students will put into practice their own analytical and critical skills to make connections between their readings, popular culture (specifically hip-hop), and their own personal world. In the process, they will discover how their own biases and personal beliefs intrude into making a piece of art.
Materials:
Video of MTV's "Making the Video" episode. Laptop with Internet connection.
Notes:
Groups may be formed on their own, but make sure no one feels left out. If situation gets out of hand, then assign people to groups. Try to get different types of students to work together if possible. Have a sign up sheet for internet use: 2 minutes per group.
Steps:
1. Anticipatory Step:
Quote: "I'm no leader. I do what I have to do - sometimes people come with me" (Demolition Man).
What do you think this quote reflects about our society's perceptions of leadership. Is this true? Can people become leaders (or influential) without knowing it? Give examples. 5 minutes.
2. Step 2:
Play MTV's "Making the Video" episode. Ask students to take notes on the steps that go into making a video. 20 minutes.
3. Step 3:
Brainstorm with class what they thought were the "steps" professionals go through into making a video. What steps are relevant enough for them to follow when making their own? 5 minutes.
4. Step 4:
Discuss with class what stereotypes were being perpetuated by the video. What message is the video sending to the viewing public? Is it a political, sexist, racist, prejudiced, elitist point-of-view? How do you know? What are the specific clues that make you come to the conclusion? 5 minutes.
5. Step 5:
Divide class into MTV video groups. Ask class to think about their own video. Questions to think about with your group: Will you be sending a message of some sort? Will it be a consciously political video? Do you think your unconscious beliefs will come out through your own video? How can you avoid that? Can you avoid that? How do music videos influence the popular culture's perceptions of certain categories of people? Think about your own videos influence. What kind of mark do you want to leave? (Remember this video will be seen by everyone attending the 1920's dance.) These questions should lead you into picking a song that reflects the message you want to send. Discuss what song you want to do. If you need lyrics of songs go on the Hip-Hop Circuit Website or www.ohhl.com. 25 minutes.
Follow-Up Activity:
Each member of the group must print a copy of the lyrics and connect the themes, imagery, content, and etc. to the 1920's somehow. Write a one page response to the song, focusing on the "political" message being sent and how this message connects, expands from something in the 1920's culture or politics.
Literacy Aspect:
Although this activity may seem just as a "fun" activity, and on the surface it is just that. The paper responses and the discussion questions ask the students to think critically of their culture and its messages. It also asks them to become aware and conscious of the complexity that arises in making art. As much as someone may wish to be apolitical, in actuality, it may be impossible to stray away from implicitly stating some sort of political view. This assignment also asks students to broaden their definition of the political into one that encompasses culture, race, sex, age, and economics-the ideology of their culture. This will come out through their writings, discussions, and "fun" activity (the MTV music video).
Assessment:
I love the idea of this lesson plan and particularly the MTV Video activity, but I'm not sure if all students would be able to handle such a huge project that requires self-discipline, self-management, and little interaction from the teacher. There might be behavior management problems, but the activity itself hold so many opportunities for the students to discover themselves and the world around them that influences their every move.
Week 4:
Day 4:
Objective:
Students will practice and hopefully refine their compare and contrast techniques by comparing the modern era with the 1920's. This is building upon the past weeks activities.
Materials:
Radios with headphones for each group. Laptop with Internet connection. Try to get a projector that hooks up to a laptop.
Place a sheet with group member names on the group of desks where each group will be seated.
Notes:
Make sure everything is working and connected. Arrange room and radios with headphones on one desk at each group. Make sure there is an audio-visual person/student around to help the class.
Steps:
1. Anticipatory Step:
Ask students to sit in their assigned area. Tell them to fill out the "Roles" sheet with one member fulfilling one responsibility for today's activities. Roles: 1. Audio-visual. 2. Transcriber. 3. Facilitator/leader. 4. Reader. 5. Internet Researcher. 5 minutes.
2. Step 2:
Ask students to take out the jazz songs they found for homework. Tell them to pick the one that best connects to their MTV song. Tell them to write down how the themes, imagery, rhythm, topics, etc. compare to each other. Ask them to find social/political connections also. Refer them to the Hip-Hop Circuit Website's link to www.medialit.org to look for specific ways of how to critique music through a social lens. Tell them to be as specific and detailed as they can be. Their lists must be turned in by the end of class. 40 minutes.
Follow-Up Activity:
Finish up their MTV Video project. Ask each student to critique their own video and to critique their group process. How was this experience? What did they learn throughout the unit and what did they learn about working with and depending on other people for a graded project.
Literacy Aspect:
By working in groups, students learn to articulate their ideas clearly so that they may be understood. They also learn how to judge their own political/ideological views when creating something with others who share or oppose their own beliefs.
Assessment:
Depending on technology for a lesson is always hard. Something might not end up working and precious time may be lost. For a lesson like this, you must have a back-up lesson plan, just in case. Again there are issues of behavior management. Some students may find it difficult to stay on task with a radio on the desk. Again, this lesson being successful depends on the class. Section 5 ñ Music
Harry Green
Introduction
In terms of music history, it might be argued that the 1920ís were
the most important decade of the 20th century.Ý
Several forms of music crystallized in the ë20ís, not only blooming into
genres that would dominate the century, but also spawning subgenres that are
popular and culturally relevant today.Ý
Each of my first three weeks will explore a different musical style that
was essential to 1920ís culture in the
During the first week, we will examine the importance of Blues and
Gospel within the ë20ís socio-cultural landscape.Ý Blues and Gospel both have their roots in
Slave songs, Work songs, and Spirituals, as well as the traditional music of
several West African countries.Ý We will
examine the religious implications and importance of BOTH genres of music
(within Blues, there are numerous lyrics and mythologies tied to The Devil, for
instance).Ý Race is also a critical issue
in discussing these two genres, both of which have their roots in African
American communities.Ý Finally, we will
compare and contrast urban and rural forms within these genres, uncovering
The second week will focus on Country Music.Ý We will focus on two artists: the Carter
Family and Jimmie Rodgers.Ý Both groups
were musical pioneers whoís innovations ñ melodic,
harmonic, and lyrical ñ are still felt today.Ý
In addition to looking at these biographies, students will compose and
perform country songs of their own, and will also view video footage of the
Grand Ole Opry ñ both then and now.ÝÝ Our discussion ofÝ Coutry
generally and the Grand Ole Opry specifically will
also foreshadow our final chapter ñ technology ñ in thatwe
will be discussing radio.Ý
We will consider Jazz in our third week.Ý First, we will connect Jazz historically to
Blues and Gospel in the rural South of the
Finally, the fourth week will cover music-related Technology of
the 1920ís.Ý In the early 1920ís
recording technology was still very much experimental.Ý It was during the early 1920ís that recording
technology developed considerably and stabilized, and
the record industry grew considerably.Ý
By 1923, however, growth began to slow due to the rising popularity of
radio.Ý Radio became a powerful source of
entertainment and information in the 1920ís.Ý
Everyone was listening to radio.
Calendar
Day 1
ñ Detailed Lesson Plan #1
Purpose
ñ Familiarize students with the African elements inherent in Blues and Gospel,
and tune their ears towards listening for these elements.ÝÝ
Objectives
ñ Students will be able to identify African vocal elements, syncopated rhythm,
call and response vocal relationships, and other African elements in Blues,
Gospel, and their own favorite popular music, and write detailed interpretive
essays on this music, incorporating their own knowledge and opinions as well as
historical data.ÝÝÝ
Materials
ñ Typical classroom materials (all students willhave
notebook and pen), I will use chalkboard and overhead for lecture and
TV/VHS/layer for examples.Ý Photos and
stories from my life in
Anticipatory
Set/Do Now ñ 10 minutes ñ 1) List everything you think of when you think of the
African continent.Ý 2) Answer the
following: What is
Steps ñ
1) Do Now.Ý 2) Discuss Do Now and this
topic:Ý The mythology of
Literacy Assessment ñ 1) Students will show rhythmic/musical
literacy by clapping African rhythms.Ý 2)
Students will listen to three musical examples (Blues, Gospel, Rap)Ý and will write down
at least one specific example of African influence in the music, where it
happens exactly in the song, and explain why it is African in origin.
Homework:Ý Go to the HIP HOP
CIRCUIT page on Hip-Hop History (http://www.geocities.com/TimesSquare/Corridor/7376/history.html)
and, in a one page essay, discuss the importance of authenticity in
Hip-Hop.Ý Why is it so important?Ý What makes one an authentic member of the
Hip-Hop community?Ý
Day 2
T ñ Blues and Gospel: Introduction
O ñ Presentation on Blues and Gospel, linking the musics to
L ñ Students will learn the biographical story of Robert
Johnson.Ý We will read, analyze, learn,
and sing ìCrossroads Blues,î a famous Johnson song based on the myth that
Johnson made a deal with the devil at the crossroads, and it was this deal that
gave him his guitar playing prowess.
Day
3ÝÝÝ
T-Blues and Gospel
O ñ Students will gain insight into the connection between Music
and emotion through discussion, readings, and a culminating exercise.Ý Students will read and discuss two essays 1)
Music and Emotion, and 2) Race relations in the 1920ís.
L ñ Based on these essays, students will begin to prepare for FridayÝ presentation
during which each student will explain to the class how/why his or her music
provides an emotional outlet.Ý Why is
music and expression more important for enslaved peoples?Ý How can music provide emotional strength?Ý How can it provide hope?Ý How can music remind us of who we are in
situations where self-truth becomes confusing?Ý
Discussion.ÝÝ
We will also review/list and practice affective public speaking
techniques, getting ready for Friday.Ý
Day 4
T ñ Blues, Gospel, and Country
O ñ Introductory lecture connecting Blues, Gospel, and Country,
and discussion of urban vs rural society in
L ñ Student exercise, writing on how their lives would be
different if they lived in a rural environment.Ý
Students will write a journal entry imagining that they live in a rural
setting.Ý What would happen each
morning?Ý Who would they see each
day?Ý What would they do in the
Afternoon?Ý What would they do for
fun?Ý HW: Finish Friday presentation.
Day 5
T ñ Blues and Country
O ñ Students will each present and grade their week-ending
projects on music and emotion .Ý They will grade each other and will also turn
in written summaries of their presentations.Ý
L ñ Students will be able to construct a clear, understandable,
well-organized presentation and perform it affectively, and they will be able
to accurately assess presenations as well.Ý
Ý
Above:Ý Jimmie Rodgers, ìThe
BrakemanîÝÝ
Day 6
T ñ Country Music
O ñ Introduction of Carter Family and Jimmie Rodgers, Country
music trailblazers/innovators of the 1920ís ñ lecture, musical examples and
histories.Ý I will play a Jimmie Rodgers
song on guitar and students will interpret the lyrics I sing.Ý We will discuss his background as a railroad
worker and the ubiquity of railroad themes in his songs.Ý
L ñ Through reading and listening, identify major themes in the
music of these artists.Ý
Day 7
ñ Detailed Lesson Plan #2
Purpose
ñ Through the seminal Country Music artists The Carter Family and Jimmie
Rodgers, students will view the beginnings of country music and will be
introduced to the major lyrical themes of Country Music, then and now.ÝÝ
Objectives
ñ Students will be able to list the most important themes in Country music and
identify the social factors that contributed to their creation.Ý Students will be able to utilize these themes
in composing an original country song of their own.Ý
Materials
ñ Typical classroom materials (see Day 1), Jimmie Rodgers CD, Carter Family CD,
Photo and video examples of both artists, Articles on both artists, Except from the Cohen Bros. film ìOh Brother Whereíart Thou,î which features modern artists playing
classic songs by Jimmie Rodgers and the Carter Family, among others.
Anticipatory
Set/Do Now ñ 10 minutes - Based on the lecture and examples the day before,
students will answer questions on the history of Country Music, on
Steps ñ
1) Do Now, 2) Listening exercise:Ý
Students will listen to a Jimmie Rodgers song and a Carter family song
(that they havenít heard before) and based on our discussion and their own
interpretations, will identify the form of the music, the instruments being
played, and will interpretÝ
the meaning of the lyrics of the song.Ý What is the artist saying?Ý Why is this artist so concerned with this
topic?ÝÝ Identify language/terminology of
this song that is specific to the rural south of the
Literacy Assessment ñ Students will identify and utilize the
elements that make a good country song and will use these to create original
work.ÝÝ
Homework:Ý Using the HIP HOP
NETWORK and related Hip-Hop websites, students will identify/list the elements
that make a powerful rap song?Ý How are
these similar to those of classic country? How are they different?Ý Consider urban/rural differences, as well as
the different languages of the time-periods.Ý
Day 8
ñDetailed Lesson Plan #3
Purpose
ñ To juxtipose the lyrical themes of the Carters and
Jimmie Rodgers against those of Hank Williams, who came to prominence in the
mid 1920ís and sang of very different themes.Ý
The theme of the OUTLAW will be deconstructed.Ý
Objectives
ñ Students will be able to identify the social factors involved in the
construction of the OUTLAW myth and theme, and will also chart the origins of
the themes of modern Country music.Ý
Materials:Ý CDís ñ Jimmie Rodgers, Carter Family, Hank
Williams, Johnny Cash ñ ìFolsom Prison Bluesî, and Rap example connected to
ìFolsom Prison Blues,îÝ
film except from ìthe Good the Bad and the Ugly.îÝÝÝ
Anticipatory
Set/Do Now ñ 10 minutes ñ What are the crucial elements to being an outlaw?
What must an outlaw do?Ý What does na outlaw look like?Ý Do looks matter?Ý Does an outlaw cry?Ý Why or why not?Ý
Steps:Ý 1) Students will look at a short video on
Hank Williams ñ we will then identify the biographical factors that lead
directly to the themes in Williamsí lyrics.Ý
We also focus on the evident contradictions in his image as outlaw.Ý 2) We will compare/contrast the other two
major country artists with Williams realizing the extreme differences in his
music and lyrical themes.Ý 3) Students
will look at the Sergio Leone/ Clint Eastwood film ìThe Good the Bad and the
Uglyî and will discuss the image of the Outlaw in the film.Ý How is this consistent with the Williams
songs and sory?Ý
How is it different?ÝÝ 4) We will
then listen to a song by the late great Johnny Cash and will discuss the image
of the outlaw in Country Music.Ý We will
then connect this to Hip-hop culture and specifically Johnny Cashís song ( ìFolsom Prison Blues,î with itís famous line ìI shot a man
in Reno, just to watch him dieîÖ.which has been cited by Rap artists as a major
influence), drawing connections from the rural outlaw of country lore and the
modern day urban outlaw on the inner city.ÝÝ
5) Breaking into groups, students will work on computers ñ utilizing the
HIP HOP CIRCUIT and other Rap sites to construct their own image of an
outlaw.Ý They will both draw a picture
and also describe him/her in detail (words).ÝÝ
Literacy Assessment ñ Students will write/draw/imagine the image
of the outlaw, and will be able to ground this image/myth/posture histrpically as well, drawing from the history of Country
and ffrom modern Hip-hop culture.Ý
Homework ñ finish online research started in class.ÝÝ Finish preparing Country song for Friday
performance.Ý
Day 9
T ñ Country Music
O ñ We will discuss the birth of the Nashville Music Business in
the 1920ís ñ discussing recording technology, record sales, radio, and concert
promotion. We will juxtipose this against the music
industry of the day, drawing powerful parallels and lesson from the way music recorded, pachaged and sold then
and now.Ý We will look at examples of
Album Cover Art from the ë20ís and also will look at Country Music Concert
Posters and Publicity Photos from the ë20ís.Ý
Students will also finish country songs and will prepare for Friday
performances.
L ñ Students will assess the business priorities of the 1920ís in
the Country music world and will also ëreadí visual items in order to interpret
the social norms, style, and tastes of the day.ÝÝ
Day 10
T ñ Country Music
O ñÝ
Students will perform songs and will assess each other based on
the following criteria:Ý 1) did the
student remain true to the spirit of the artist he/she was using as a
guide?Ý 2) Did the student write lyrics
that felt sincere and real?Ý 3) Did the
student adhere to all guidelines?Ý 4) Was
the performance affective, basedÝ on our criteria?Ý
L ñ Group Performance of Songs ñ understanding of the aesthetics
and poetry of country via performance.Ý
Day 11
T ñ Jazz
O ñ Introduction of Jazz in
L ñ writing, demonstrating a sound
knowledge of the fundamental elementsÖ on the importance of
Day
12 ñ Detailed Lesson Plan #4
Purpose
ñ Jazz in Chicago and the Migration of African Americans from the South to Northern
urban/industrial/cultural centers like
Objectives
ñ Students will be able to identify the ways
Materials
ñ Usual classroom materials.Ý Video: JAZZ
by Ken Burns ñ PBS video series.Ý We will
view two segments.Ý One on the migration
of
Anticipatory
Set/Do Now ñ 10 minutes ñ Students will
Steps
Literacy Assessment
Day 13
T ñ Jazz
O ñ
Duke Ellington
Day 14
T ñ Jazz
O ñ Improvisation/Freestyle Rap
Day 15
T ñ Jazz
O ñ Improvised Dialogue
Day
16 ñ Detailed Lesson Plan #5
Purpose - Discussion of the technology of the 1920ís ñ records,
radio, and the social changes that these technologies affected.Ý
L ñ
Students will write essays on how their lives would be different if they were
limited to the technology of the 1920ís.ÝÝÝÝ
Objectives
ñ Students will be able to
Materials
Anticipatory
Set/Do Now
Steps
Literacy Assessment
Day 17
T ñ Technology
O ñThe Importance of urban/rural differences in evaluating the
role of technology.
P -ÝÝ
Day 18
T ñ Technology
O ñ We will listen to a radio show from the 1920ís.
P ñ Students will write compare/contrast essays on radio ñ then
and now
Day 19
T ñ Technology
O ñ classroom presentations, assignments
due.Ý Students will present their final
work on this day and those that the class agrees are the best will be used in
the final Friday school-wide celebration.Ý
Day 20
T ñ Technology
O ñ Presentation Day with other classes (see INTRODUCTION)
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