prohibition pla… · introduction: progressive era reform was intended to build a better society....
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Introduction:ProgressiveErareformwasintendedtobuildabettersociety.Inthislesson,studentswillexplorewhatprohibitionis,howitcameaboutandthereasonwhysomepeopleagree/disagreewithprohibition.
GuidingQuestions: WhatroledidtheProhibitionplayinsocietyin
AmericanandTennesseeduringtheearly20thcentury?
Whatdoprohibitionistsbelieve?Whoaresomepeoplewhomighthavebeenprohibitionists?
LearningObjectives:Inthecourseofthelesson,studentswill
Identifythe5W’sofprohibition(who,where,when,why,andhow.)
Conductafriendlyprohibitionexperiment.
AnalyzeprimarysourcesfromtheperiodofprohibitionintheU.S.
Formulateexperiencesbasedaboutprohibitionfromtheactivities.
CurriculumStandards: 5.40Analyzethemajorgoals,struggles,andachievementsoftheProgressiveEra,includingat tackingracialdiscrimination,childlabor,bigbusiness,conservation,andalcoholuse.
CCSS.ELA‐LITERACY.RH.6‐8.1‐Citespeci ictextualevidencetosupportanalysisofprimaryand secondarysources.
CCSS–RI5.1‐Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyand whendrawinginferencesfromthetext.
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ProhibitionLessonplansforprimarysourcesattheTennesseeStateLibrary&Archives
Author:PatriciaLockhart,LucyElementary
GradeLevel:5thgrade
DateCreated:January2015
Visitwww.tn.gov/tsla/educationoutreachforadditionallessonplans.
MaterialsNeeded: TennesseeStateLibrary&Archivesexhibit,TheSaloon&Anarchy:ProhibitioninTennessee ToolsforEducators ArtMaterial(paper,crayons,markers,etc.) PrimarySourcesfromthewebsite
Background:
TheSaloonandAnarchy:ProhibitioninTennesseeAuthor:TSLA SourceLocation:TennesseeStateLibrary&Archives“Temperance”Author:CalvinDickinson SourceLocation:TennesseeEncyclopediaofHistory&CultureLessonActivities:Introduction
Thestudentswilleachselectsomethingtheywanttoprohibitfrombeingbroughttoschoolthatiscur‐rentlyallowed.(Example:Takis,sparkle‐toes,mechanicalpencils,etc.)DONOTHAVETHEMREVEALWHATTHEYWANTTOPROHIBIT.Givethestudents30minutestocreatea lyerofwhattheyarepro‐hibitingandwhy.Allowthemtopresent,orpost,intheclass.Monitorthestudents’reactionstothedif‐ferentitemsthatarebeingprohibited.Dotheyagreeordisagree?Wasthereuproarorastrangesilence?
WholeGroupActivity:
Usetheonlineexhibit,“TheSaloonandAnarchy:ProhibitioninTennessee”attheTSLAwebsitetoshowrelevant,informationaltextthatexplainswhatleadstoprohibition,itspassage,andtherepealofprohi‐bition.Thisexhibitincludestheanswerstotheguidingquestionsaswellasaplethoraofinformationpertainingtoprohibition.
SmallGrouporIndependentAssignments:
1)BaseduponThePassageofProhibitionarticle,doyouagreeordisagreewithWHYprohibitionwaspassed?WritealettertotheAnti‐SaloonLeagueeithersupportingtheircauseorchastisingthemfortheirbeliefs.
2)Newspaperclippingsaboutprohibition–AnalyzethisnewspaperarticleusingtheTSLAwork‐sheetfortheanalysisofanewspaperarticle.
3)Postthe“NowWatchYourStep”picturefromTheNashvilleTennesseanin1933.AskthestudentstoanalyzethepoliticalcartoonusingtheTSLAanalysisguide.
4)CompareandContrast:Thinkaboutatimeinyourlifewheresomethingwasprohibited?Howdidyoufeelandwhatactionsdidyoutake?
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