unit

History is important for all students to learn and comprehend because it is the basis of who we are as people, as a culture, and as a nation. Teaching this unit, that covers the Roaring Twenties through the Great Depression and into the New Deal, the years 1919-1933, is an experience that I am grateful for sharing with my students because it focuses on two emotional and economical extremes, which the nation experienced in a short time frame. The United States experienced prosperity and disparity in a few short years and it took the participation of the entire nation to pull out of the Depression. The main themes of these chapters are important in understanding how patriotism rose in spite of the hardships and how that keeps America strong as a nation.

My main objective throughout the unit is the have students relate to the information I give them to fully grasp the terms and concepts. I plan to give them visual, aural, and oral materials and expect them to be able to transform that information appropriately through different assessments and class discussions. My goal is to have my students comprehend all the cultural, social and economic information of the era, and they will also be able to identify with both the affluence and poverty of the times.

The questions posed in this unit are to relate cultural and economic changes in American history during the Jazz Era and the Depression to their impact on America today. The students will be able to answer questions, such as, “What effect did the African American community have on American culture in the 1920’s?” and “How did the United States go from having a prosperous economy to being in economic ruins?” in turn, “How did the ‘New Deal’ attempt to pull America out of the Depression?” These questions connect the past to the present and allow students to see the importance and relevance of history. The main question, however, that encompasses the entire unit is a common theme in American history; “How do economic changes affect social and cultural aspects of life?” With my help and guidance the students will be able to understand the historical events unit and answer this question in their final essays.

Students will demonstrate, through assessments, their skills of interpretation and simulation. In both projects, the Commercialism project and their letter to FDR, they are placing themselves in the Twenties or Thirties and identifying with the culture and the emotions of the people. I strongly believe that this is effective in helping students conceptualize the time period and the events that occurred. Students will have to create a commercial and write a letter to President Roosevelt as their major evaluations. Group work and participation will be included in one of the projects and is key in achieving success in my course. The students will be able to practice and divulge their knowledge or history and their writing skills.

I feel this era in history is interesting and educational for all students because it teaches them fundamentals of American life and the history on which they were built. My expectations are high for this class, because I believe they will enjoy the unit and produce creative and original projects. Their acting, writing, and artistic skills are a key element and will help them develop their commercial and advertisement. I will push their writing abilities for their final essay; The Letter to FDR. If students fulfill their requirements and assessments to the level I know they can achieve, I will know I was successful.