The Roaring 20s!
Lesson 1: Intro to the Roaring 20s.
1. Today we started class by correcting the unit test from WW1. The reason we went over it and went over the answers in class was to help students hear the right answer for when it comes to the government exam.
2. We then played "Balderdash" as a class with 1920s slang terms.
Splifficated Banana Oil Gutt Waddin Gimme some skin Paper Shaker Drug Store Cowboy Gams Giggle Water Jakes
Groups were given a term and a whiteboard. As a group, they had to create a definition and use the term in a sentence. But they have to guess and we'll see if they are correct or way off!
Then we will discuss why slang is important to study; what does it tell us about the era (social)
3. We learned about a dance in the 1920s that was banned for being too provocative. I cannot reveal the name of the dance since it may be too licentious for young kids to know about.
4. We watched a small portion of the movie "The Untouchables" to get a feel for what the 1920s looked like and to understand the concept of Prohibition. The video we showed in class is not on youtube, but here is a small preview from youtube.
We watched 11:23-16 mins and 47:39-60.53 mins
2. We then played "Balderdash" as a class with 1920s slang terms.
Splifficated Banana Oil Gutt Waddin Gimme some skin Paper Shaker Drug Store Cowboy Gams Giggle Water Jakes
Groups were given a term and a whiteboard. As a group, they had to create a definition and use the term in a sentence. But they have to guess and we'll see if they are correct or way off!
Then we will discuss why slang is important to study; what does it tell us about the era (social)
3. We learned about a dance in the 1920s that was banned for being too provocative. I cannot reveal the name of the dance since it may be too licentious for young kids to know about.
4. We watched a small portion of the movie "The Untouchables" to get a feel for what the 1920s looked like and to understand the concept of Prohibition. The video we showed in class is not on youtube, but here is a small preview from youtube.
We watched 11:23-16 mins and 47:39-60.53 mins
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Lesson 2 - 1920s Scrapbook
1. Today we started class by watching a scene from "The Untouchables" where Elliot Ness and his crew target rum runners and Al Capone's accountant. It is a riveting scene that highlights Canada's role in prohibition. Students were urged to watch it as an example of what the 1920s looked like.
2. We did a 1920s Scavenger Hunt with a handout where students read through photocopies of a scrapbook and looked for information about the era. While students walked around the room and read the handouts on the walls, they listened to 1920s music to get a feel for the era. We also went over some answers at this point.
2. We did a 1920s Scavenger Hunt with a handout where students read through photocopies of a scrapbook and looked for information about the era. While students walked around the room and read the handouts on the walls, they listened to 1920s music to get a feel for the era. We also went over some answers at this point.
roaring_20s_primary_sources_and_scavenger_hunt.doc | |
File Size: | 743 kb |
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3. We concluded class by taking some notes on those who had grievances at the start of the 1920s in order to reveal how it was not simply a "decade of partying" known as "The Roaring 20s." Handout below.
In groups, students were given a handout where they had to find out what the major grievances were for the following groups:
Women Page 72-73
Veterans Page 62
Workers Page 62; 64
Factory Owners Page 62; 64
Aboriginals Page 74-75
African-Canadians/Immigrants Page 76
In groups, students were given a handout where they had to find out what the major grievances were for the following groups:
Women Page 72-73
Veterans Page 62
Workers Page 62; 64
Factory Owners Page 62; 64
Aboriginals Page 74-75
African-Canadians/Immigrants Page 76
labour_unrest_handout_and_grievances_student_handout.doc | |
File Size: | 284 kb |
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ww1_grievances_sheet KEY.pdf | |
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key_for_why_people_are_angry_1919.pdf | |
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causes_and_outcomes_of_stike_notes.pdf | |
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4. Mr. Fitton displayed a quick pictorial review of the Winnipeg General Strike.
review_of_winnipeg_general_strike.pdf | |
File Size: | 371 kb |
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Lesson 3 - Major Grievances in the 1920s
1. Intro– played both the following youtube clip, which shows the excitement of the 1920s.
A. https://www.youtube.com/watch?v=IcemYjTdvZ8 - The Shimmy
B. http://www.youtube.com/watch?v=3svvCj4yhYc - Flappers and the difference between Victorian Era and 1920s.
C. https://www.youtube.com/watch?v=IgcuBOVMGsg - The Great Gatsby Party Scene - the Roaring 20s.
A. https://www.youtube.com/watch?v=IcemYjTdvZ8 - The Shimmy
B. http://www.youtube.com/watch?v=3svvCj4yhYc - Flappers and the difference between Victorian Era and 1920s.
C. https://www.youtube.com/watch?v=IgcuBOVMGsg - The Great Gatsby Party Scene - the Roaring 20s.
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2. Asked what students remember about the era from reading the scrapbook.
- Read introduction to chapter as a class.
3. Discuss 1920s – why was it a time of fun and excitement. New prosperity, women’s liberation, liquor, and to forget about the war. Discuss how the shimmy was invented and was a dance that was banned. Two students demonstrated the "Shimmy" a dance that was banned.
4. We Read: "Uneasy Adjustment" in the text as a class.
5. On overhead have students copy the grievances of major groups in Canada.
-They fill in a “police report” on who was unhappy during this time period. Key is in my binder written on overhead projectors.
6. -POLITICOWS: show students politcows overhead to explain new political viewpoints.
- Read introduction to chapter as a class.
3. Discuss 1920s – why was it a time of fun and excitement. New prosperity, women’s liberation, liquor, and to forget about the war. Discuss how the shimmy was invented and was a dance that was banned. Two students demonstrated the "Shimmy" a dance that was banned.
4. We Read: "Uneasy Adjustment" in the text as a class.
5. On overhead have students copy the grievances of major groups in Canada.
-They fill in a “police report” on who was unhappy during this time period. Key is in my binder written on overhead projectors.
6. -POLITICOWS: show students politcows overhead to explain new political viewpoints.
politicows.doc | |
File Size: | 492 kb |
File Type: | doc |
7. Show the Video: ORDEAL BY FIRE – 1915-1929 A People’s History. Section on the Winnipeg General Strike Volume 8, Series Three
https://www.youtube.com/watch?v=7LWq4gnyfM4
https://www.youtube.com/watch?v=7LWq4gnyfM4
8.First talks about dissatisfaction + veterans – then Winnipeg Strike.
-Emphasize that students will be looking at Social/Political/Economic causes and results of the Strike.
9. Venn Diagram on rear grievances of those returning from war.
(we then went over this as a class so that everyone had answers to why the strike started.)
10. Students read and worked on Vocabulary until the end of class (see unit overview below)
Winnipeg General Strike Veteran Strike Socialism Communism
Collective Bargaining One Big Union (OBU) Royal Commission CCF
-Emphasize that students will be looking at Social/Political/Economic causes and results of the Strike.
9. Venn Diagram on rear grievances of those returning from war.
(we then went over this as a class so that everyone had answers to why the strike started.)
10. Students read and worked on Vocabulary until the end of class (see unit overview below)
Winnipeg General Strike Veteran Strike Socialism Communism
Collective Bargaining One Big Union (OBU) Royal Commission CCF
unit_overview-_1920s.doc | |
File Size: | 1051 kb |
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Lesson 4 - Vocab to know
1. Review last class: Place yesterday’s vocabulary on the board and see if they remember any of it?
Winnipeg General Strike Veteran Strike Socialism Communism
Collective Bargaining One Big Union (OBU) Royal Commission CCF
Winnipeg General Strike. Mini T/F Quiz. Get students to write T on one half of a paper, then on next half write an F. On rear – create four quadrants and do A, B, C, D.
Now will answer some true and false questions (stand up in seat if true, sit down if false)
-Most women went back to the home after the war (t) The phone operators started the Gen. Strike (t)
-All veterans received no pension post ww1(f) Rioters overturned a train(f) - streetcar
-every worker in Winnipeg joined the OBU (f) OBU stands for “One Big Unification” (f)
-3 people died in the Winnipeg general strike (f) All but 6 police were fired in Winnipeg (f)
-The Citizens Committee of 1000 =factory workers only(f) The police joined the Strike (t)
-Canada had the best pension plan in the world (t) General Strike was an effective tool (t)
2. Venn Diagram on rear grievances of those returning from war; students should have read chapter pages to respond. Place answers on the board in a Venn Diagram – so that students know social, political and economic causes.
Economic:
1. Want higher wages, food prices up due to inflation 2. No jobs left + layoffs 3. Long workweek
Political:
1. Laws passed making it illegal to Strike 2. Socialist ideas cause Strike.
3. Dissatisfaction with lack of healthcare/pension from Govn’t 4. Red Scare
Social:
1. Many asked to leave jobs (women, immigrants, suspected socialists) 2. Union Leaders deported/jailed
3. Fighting for better social services (healthcare and pensions) 4. Lack of freedom of speech (red scare)
5. Workers had to promise not to join union.
3. Read the Unit Overview. Must underline/Highlight; or check off what they know already. – First two paragraphs of the overview.
4. Mini Lecture with Notes on the Board: Main themes: Regionalism and Free Trade.
Define:
Regionalism: Concern of the various regions of the country with their own local problems.
Free trade: Openly allowed to trade goods without taxes
Tariffs: Taxes on foreign goods, to make them more expensive and less desirable
Tariffs – Protect industry (to demonstrate, we set up three strong students and another strong student had to try to get through the trade wall).
Discuss regionalism: (Ask students why/if Canada has distinct regions)
1. Maritimes are concerned because they are really small, and thus have less parliamentary representation.
2. Ottawa approves of Tariffs to force people to buy Canadian products. However, USA products are far cheaper. Farmers upset --- the tariffs are good for Ontario/Quebec – because they create equipment. But in the USA, the equipment is far cheaper. Buying Canadian helps strengthen economy
Winnipeg General Strike Veteran Strike Socialism Communism
Collective Bargaining One Big Union (OBU) Royal Commission CCF
Winnipeg General Strike. Mini T/F Quiz. Get students to write T on one half of a paper, then on next half write an F. On rear – create four quadrants and do A, B, C, D.
Now will answer some true and false questions (stand up in seat if true, sit down if false)
-Most women went back to the home after the war (t) The phone operators started the Gen. Strike (t)
-All veterans received no pension post ww1(f) Rioters overturned a train(f) - streetcar
-every worker in Winnipeg joined the OBU (f) OBU stands for “One Big Unification” (f)
-3 people died in the Winnipeg general strike (f) All but 6 police were fired in Winnipeg (f)
-The Citizens Committee of 1000 =factory workers only(f) The police joined the Strike (t)
-Canada had the best pension plan in the world (t) General Strike was an effective tool (t)
2. Venn Diagram on rear grievances of those returning from war; students should have read chapter pages to respond. Place answers on the board in a Venn Diagram – so that students know social, political and economic causes.
Economic:
1. Want higher wages, food prices up due to inflation 2. No jobs left + layoffs 3. Long workweek
Political:
1. Laws passed making it illegal to Strike 2. Socialist ideas cause Strike.
3. Dissatisfaction with lack of healthcare/pension from Govn’t 4. Red Scare
Social:
1. Many asked to leave jobs (women, immigrants, suspected socialists) 2. Union Leaders deported/jailed
3. Fighting for better social services (healthcare and pensions) 4. Lack of freedom of speech (red scare)
5. Workers had to promise not to join union.
3. Read the Unit Overview. Must underline/Highlight; or check off what they know already. – First two paragraphs of the overview.
4. Mini Lecture with Notes on the Board: Main themes: Regionalism and Free Trade.
Define:
Regionalism: Concern of the various regions of the country with their own local problems.
Free trade: Openly allowed to trade goods without taxes
Tariffs: Taxes on foreign goods, to make them more expensive and less desirable
Tariffs – Protect industry (to demonstrate, we set up three strong students and another strong student had to try to get through the trade wall).
Discuss regionalism: (Ask students why/if Canada has distinct regions)
1. Maritimes are concerned because they are really small, and thus have less parliamentary representation.
2. Ottawa approves of Tariffs to force people to buy Canadian products. However, USA products are far cheaper. Farmers upset --- the tariffs are good for Ontario/Quebec – because they create equipment. But in the USA, the equipment is far cheaper. Buying Canadian helps strengthen economy
Lesson 6 - Graphic organizer of Canadian Independence
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For the past three days each class has started with a mini lesson and then students worked on their graphic organizer project.
1. Please read through the chapter in the textbook and focus on who "missed the roar of the 1920s" (women, aboriginals and immigrants). 2. Please also read the chapter and focus on ways that Canada gained independence in the 1920s. - Please see the notes attached below on ways that Canada became independent in the 1920s. These are important notes to know for your government exam and can be used as the basis of your Graphic organizer. 3. Show video "History Bites Mother Britain." 0:00-7:20 - It goes over many of the major events that led to the creation of Canadian Political Autonomy. |
notes_handout_on_canadian_identity-politcial_and_art.doc | |
File Size: | 795 kb |
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3. We worked on our graphic organizer assignment (see attached below) on all three days. Due Thursday at the end of class. You can also elect to write/sing a song that shows that you know Canada is independent in the 1920s.
graphic_organizer_canadian_independence.doc | |
File Size: | 119 kb |
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4. See below a powerpoint on "The King Byng Thing." - It details the "King-Byng Affair" a dramatic and important event in Canadian history which helped solidify Canada's change from a colony to independent nation. Also, we will look at Canada becoming socially independent through art.
5. We read the textbook section on Women in the 1920s and then read a document on "The Person's Case and the Famous 5." Please make sure that you are familiar with these important women.
5. We read the textbook section on Women in the 1920s and then read a document on "The Person's Case and the Famous 5." Please make sure that you are familiar with these important women.
the_king-byng_thing.ppt | |
File Size: | 330 kb |
File Type: | ppt |
group_of_seven.ppt | |
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Lesson 7 - Missing the Roar: Who Missed out on the fun of the 1920s.
1. Reminder: Will have a quiz on the 1920s on Monday. Pay attention to notes and items today; also, read the unit overview.
2. Review last day: Each student must share with a neighbout one thing that they learned the other day (give 2 minutes). Then pick at random 5 students who will contribute what they learned.
3. Missing the roar: Students are to read ReadTextbook chapter on "Missing the Roar" and Write three notes on aboriginals/African Canadians and Immigrants and how they were subject to racism in the 1920s.
-They must use the Cornell method. Can add to notes on the 1920s that we have already taken so far in class. Insist that they read a paragraph, then jot down in point form one important idea only.
-Do not take too many notes. Explain that sometimes there is an essay question on the government exam about racism and intolerance in Canadian history and this section will make good study material.
-For a Review of Cornell Notes - please see one of the following two youtube videos:
2. Review last day: Each student must share with a neighbout one thing that they learned the other day (give 2 minutes). Then pick at random 5 students who will contribute what they learned.
3. Missing the roar: Students are to read ReadTextbook chapter on "Missing the Roar" and Write three notes on aboriginals/African Canadians and Immigrants and how they were subject to racism in the 1920s.
-They must use the Cornell method. Can add to notes on the 1920s that we have already taken so far in class. Insist that they read a paragraph, then jot down in point form one important idea only.
-Do not take too many notes. Explain that sometimes there is an essay question on the government exam about racism and intolerance in Canadian history and this section will make good study material.
-For a Review of Cornell Notes - please see one of the following two youtube videos:
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4. Finish Graphic Organizer.
5. We will also watch the film "We Were Children" - a Documentary About Residential Schools. Students will fill in a viewing sheet that will help them answer the possible essay question on the government exam about "Intolerance and Racism in Canada from 1900-2000).
-Here is the trailer for the documentary: https://www.youtube.com/watch?v=9daBqAddI_s
-Here is another short video we will watch from the Truth and Reconciliation Commission https://vimeo.com/25389165 At this time, Mr. Fitton will discuss the importance of learning about this event and echo Justice Sinclair's view that education caused this problem and education has the power to help the healing process. Mr. Fitton will also explain the First People's Principles of Learning.
After the film, we will fill out a sheet about our views and share with the class.
5. We will also watch the film "We Were Children" - a Documentary About Residential Schools. Students will fill in a viewing sheet that will help them answer the possible essay question on the government exam about "Intolerance and Racism in Canada from 1900-2000).
-Here is the trailer for the documentary: https://www.youtube.com/watch?v=9daBqAddI_s
-Here is another short video we will watch from the Truth and Reconciliation Commission https://vimeo.com/25389165 At this time, Mr. Fitton will discuss the importance of learning about this event and echo Justice Sinclair's view that education caused this problem and education has the power to help the healing process. Mr. Fitton will also explain the First People's Principles of Learning.
After the film, we will fill out a sheet about our views and share with the class.
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What Is Reconciliation from TRC - CVR on Vimeo. |
movie_reflection-_we_were_children.docx | |
File Size: | 14 kb |
File Type: | docx |
Lesson 8 - Stock Market Simulation
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1. Today we did a stock market simulation. Students were each given 5,000 dollars to invest in the 1920s stock market. They bought and sold shares in real 1920s companies that existed. Some even took out loans in order to buy even more stocks. At the end, we tallied how much they lost and won according to realistic 1920s/1930s stock prices. Some students made a lot of money, others lost a heck of a lot.
- We also played some songs in the background as we traded: Money by Pink Floyd https://www.youtube.com/watch?v=cpbbuaIA3Ds Money for Nothing by Dire Straits https://www.youtube.com/watch?v=NctF-9iF0cU Paper Planes MIA https://www.youtube.com/watch?v=jPQSlpOj4ls Cha Ching - Hedley - https://www.youtube.com/watch?v=uRJkpwzJe9Y Price Tag - Jessie J -- https://www.youtube.com/watch?v=Jf4x3INvpGc 2. Watch the video on how a stock exchange works. 3. Then we worked on 1920s Vocabulary. 4. A reminder of the 1920s Quiz on Tuesday at the start of class. |