Name:________________________________

The Roaring Twenties: A Decade of Change- Museum Exhibit Project

KEY QUESTION: How did the U.S. change, or respond to change, in the 1920s?

DUE DATE: THURSDAY, MARCH 26

LIBRARY SCHEDULE:

Period Thursday 3/19 Monday, 3/23 Tuesday, 324 Wednesday, 3/25 Thursday, 3/262 Library Annex Library Library Library 1st day of museum5 Library Library Library Library 1st day of museum6 Library Library Library Library 1st day of museum8 Library Library Library Annex Library Annex 1st day of museum9 Library Annex Library Library Annex Library Annex 1st day of museum

INTRODUCTION:

The decade of the 1920s is called the Roaring Twenties due to the great cultural, economic and artistic changes occurring in America during the decade.

As a class, we are going to create a museum exhibit on the decade entitled, The Roaring 1920s: A Decade of Change. Your responsibility is to create an exhibit that focuses on one specific topic of the decade, connecting it to the broad theme of change. You will be a museum employee on the final day, explaining your topic to the “visitors”.

GRADING: 85 POINTS

I. The exhibit: (70 POINTS) You will create a tri-fold poster that must include:

1. 20 POINTS: A typed summary of your topica. Typed, approximately 300 wordsb. This should be done together on google docs. All members should know the topic in full.b. summarizes the topic you researched- introduce the “big picture” of your topic for your visitorsc. include a bibliography- 3 sources beyond text, at least one print source

2. 40 points (5 pts each): 8 “artifacts” with description and explanationThese may include, but are not limited to:

Photographs Quotes Magazine covers Song lyrics Political cartoons

Pictures of “artifacts”

Advertisements Newspaper headlines/ articles

Graphs/ charts/ maps

Artwork

six artifacts are from the 1920s. one artifact should be a “Connection to the past” (before the 1920s):

one artifact should be a “Connection to the present”:

(Continued on next page)

Each artifact needs to have a typed explanation:a. cite your sourceb. identify/ describe the artifact c. explain what the artifact is meant to show about your topic (include specific facts and details to support your point)

Example:

****EXTRA CREDIT: create your own “artifact”- If you do more than print images as part of your project, up to ten points will be rewarded in extra credit (artwork, models, costumes)

3. 10 points: Overall presentation of exhibit a. neatly done- clearly presents material for audienceb. creativity/ effort in creating exhibit

II. Oral presentation (15 POINTS)

Each person in group needs to individually take on the role of a museum employee to explain your specific topic to visitors. You should be able to:

a. Provide a verbal summary of the topicb. Explain the artifacts that you chosec. Answer any questions about the topic/ exhibit

d. *****Regardless of how you divided up work, all members are expected to be able to intelligently explain all aspects of the topic/ exhibit

Schedule/ Steps in project:

Wednesday, March 18 Groups formed, project explained HW: research and take notes on basics of topics from Regents review book and textbook

Thursday, March 19- Wednesday, March 25- LIBRARY/ COMPUTER LAB (SEE SCHEDULE ON FIRST PAGE)

1. RESEARCH- all members of group must complete research before starting exhibit!

a. Start with Regents packet and textbook. Do this before we start in library on Thursday.

Textbook on-line access:

Steps to activate classzone.com for students for the US History book:1. Go to http://www.classzone.com/cz/validate.htm and enter the Activation Code 3439209-30

2. Fill in the boxes with user name, password, etc------------------------------------------------------------------------------------------------------------------------------------------------------------

b. Online database: Gale: US History in Context- password- empirelinkPlease begin your research with this database.

Anything you find will be “credible” MLA citations done for you! You can have them read aloud! Primary and Secondary sources! Can be accessed from home!

Go to www.shenet.org Select Shen High School Select Library Select Online Databases and EBooks

---------------------------------------------------------------------------------------------------------------------------------------------------c. Other sources…. Please site them (Mr. Davidson will have books pulled)

---------------------------------------------------------------------------------------------------------------------------------------------------2. CREATE EXHIBIT : (See explanation on page one)

A. Write 300-500 word summary (should be done together; use googledocs) B. choose 8 artifacts, write descriptions/explanations C. bibliography

(SEE REQUIREMENTS ABOVE)

-------------------------------------------------------------------------------------------------------------------------------------------------3. PREPARE FOR PRESENTING MATERIAL

All members of group need to be able to speak intelligently about all aspects of topic, presentation

Thursday & Friday, March 26 & 27- museum exhibitOne day will be spent as a visitor to the exhibit, the other as an “expert” on your topic

NAME:_______________ PERIOD:_________ GROUP:____________

CHECKLIST:

_____ Poster has a summary of your topic, approx.

_____Poster has at least eight “artifacts” One is from before the 1920s One is from the present time

_____Each artifact has a citation, description, and explanation

_____Poster is neatly, creatively done

_____Bibliography- correct sitation of sources from Shen database and others

_____All members of group ready to individually orally present on topic

RUBRIC:

Exhibit (60 pts):

Category 4 (A) 3 (B/ C) 2 (C/D) 1 (D/F)Topic summary

20 pts

1- One and a half to two page summary of topic2- factually correct; supported with details and examples3- clearly and correctly summarizes the assigned topic4- bibliography

One element is lacking Two elements are lacking All three elements are lacking

“Artifacts”/ descriptions40 pts(5 pts each)

1- at least 8 “artifacts” that help explain your topic2- 2 artifacts are “connections” to past and present3- descriptions clearly and correctly describe the artifact and explain how it connects to the topic

One element is lacking-some descriptions and/or explanations are unclear or lack detail-some factual errors or omissions

Two elements are lacking-includes major factual errors and/or omissions

All three elements are lacking

Presentation(10 points)

1- Neatly done2- material is CLEARLY presented for audience3- a great deal of effort and creativity is apparent in exhibit’s presentation

One element is lacking Two elements are lacking All three elements are lacking

Oral Presentation (15 pts):

Category 4 (A) 3 (B/ C) 2 (C/D) 1 (D/F) Oral Presentation Student verbally summarizes the topic

and exhibit very clearly and Student explains the exhibit and topic with

Student is unable to explain topic and exhibit clearly.

Student does not explain topic or

15 ptsknowledgeably.Student explains the artifacts and connects them to the topicStudent is able to answer questions.

some clarity and knowledge.Student is able to answer some questions.

Student is unable to answer most questions.There are factual inaccuracies.

exhibit.

The Roaring Twenties: A Decade of Change- Museum Exhibit Project

KEY QUESTION: How did the U.S. change, or respond to change, in the 1920s?

TOPICS FOR EXHIBITS/ KEY IDEAS

1- BACKLASH- Fear of Communism/ anarchy the Red Scare during and after WW I the Palmer Raids the Sacco and Vanzetti Trials communists/ anarchists- acts of terrorism TEXT: 618-621

7- Reaction to a changing America- Nativism/ KKK rise in nativism as a result of WWI the rise of the KKK in the 1920s the Immigrant Quota Act TEXT: 618-623

2- ECONOMICS- Politics and Prosperity pro-business policies of Presidents Harding and

Coolidge (tariffs, low taxes, small government) economic growth in the 1920s- Stock Market- RISE and CRASH of 1929- reasons

why? (SPECULATION) Whose left out of boom?- FARMERS! TEXT: 625-633

8- Women’s changing roles- social “flappers”- young women change the rules “double standard” Margaret Sanger Economic independence TEXT: 646-651

3- African Americans- economic/ political: “Great Migration”- causes, effects, violence with

groups in north (“red summer” 1919) Harlem Renaissance- the “new Negro” political goals: NAACP, anti-lynching movement, Marcus Garvey- pan-African movement A. Philip Randolph 658-660

9- Mass Consumption- American standard of living soars

new electrical conveniences/ technology/ consumer goods

the automobile, radio modern advertising industry grows buying goods on credit TEXT: 628-633

4- Cultural Clash: Science versus Religion reaction to change: urban versus rural America in

the 1920s rise of religious fundamentalism The Scopes monkey trial TEXT: 644-645

10- The Great Experiment: Prohibition- Organized Crime

18th Amendment/ Volstead Act Rise of gansters/ organized crime/ bootlegging speakeasies repeal of Prohibition TEXT: 640- 643

5- Cultural changes: new forms of Entertainment Radio/ movies (talkies)/ magazines/ theater Sports/ fads Babe Ruth, Charles Lindeberg, Amelia Earhart, etc. LEISURE TIME TEXT: 650-651; 653-656

11- Cultural Change: Art and Literature of the 20s Literature: Sinclair Lewis, Ernest Hemingway,

Edith Wharton, F. Scott Fitzgerald Art: Georia O’Keefe, Edward Hopper MOVIES! music, architecture…. TEXT: 654-657; 664-665

6- African American culture: 12- Women’s changing roles- economic, political:

The Harlem Renaissance- literature, jazz, culture Langston Hughes, Bessie Smith, Duke Ellington Cotton Club TEXT: 658- 663

new role(s) in the workforce changing role at home Consumers! TEXT: 646- 651

Feedback sheet:

Group (Names):____________________________

Topic:____________________________________This is a brief way of letting me know where you’re at as we go through this project. It needs to be filled out and handed in at the end of each class during the project.

Day 1- Thursday, March 20Do you understand the expectations for the project? (Circle one)

Questions/ issues/ comments/ problems?:

(HOMEWORK: BY MONDAY, RESEARCH AND TAKE NOTES ON TOPIC FROM REGENTS REVIEW AND TEXTBOOK)

Day 2- Monday, March 24

How are things going?

Questions/ issues/ comments/ problems?:

Where are you at?1- Not started2- Less than half way3- More than half way4- DONE!!

Basic Research: Regents review, textbook1 2 3 4Additional Research: Shen library sites, etc.1 2 3 4300-500 word summary of topic1 2 3 48 artifacts and descriptions/ explanations1 2 3 4Trifold exhibit1 2 3 4Ready for presentation

1 2 3 4

Day 3- Tuesday, March 25

Only two days left….. Which punctuation mark describes your progress:

.Questions/ issues/ comments/ problems?:

Where are you at?5- Not started6- Less than half way7- More than half way8- DONE!!

Basic Research: Regents review, textbook1 2 3 4Additional Research: Shen library sites, etc.1 2 3 4300-500 word summary of topic1 2 3 48 artifacts and descriptions/ explanations1 2 3 4Trifold exhibit1 2 3 4Ready for presentation1 2 3 4

Day 4- Wednesday, March 25

By now you should know…..What is the key idea of your topic? (How does America change in the 1920s?)

Questions/ issues/ comments/ problems?:

Where are you at?1- Not started2- Less than half way3- More than half way4- DONE!!

Basic Research: Regents review, textbook1 2 3 4Additional Research: Shen library sites, etc.1 2 3 4300-500 word summary of topic1 2 3 48 artifacts and descriptions/ explanations1 2 3 4Trifold exhibit1 2 3 4Ready for presentation1 2 3 4

Day 5- Thursday, March 26

No more time… are you

Where are you at?1- Not started2- Less than half way3- More than half way4- DONE!!

Basic Research: Regents review, textbook1 2 3 4Additional Research: Shen library sites, etc.1 2 3 4300-500 word summary of topic1 2 3 48 artifacts and descriptions/ explanations

or

If the latter, please speak to me, and get it together by tomorrow!

1 2 3 4Trifold exhibit1 2 3 4Ready for presentation1 2 3 4