Molloy College Division of Education

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Student: Rosalia Carollo Professor: Dr. Charles Howlett Course EDU 516 Date: March 25, 2014 Grade: 11 Topic: The Roaring 20s/Great Depression: Prohibition Content Area: Social Studies

Lesson Objective(s)
Following a class discussion on Prohibition, students will successfully complete and analyze a political cartoon worksheet on Prohibition by making 5 specific observations in the cartoon, connecting 3 observations in a sentence, and connecting the information in the cartoon to two pieces of outside information from the Roaring 20s Unit, as well as working with a partner for Think, Pair, and Share activity to convey what the artist is suggesting, and answering the 4 parts fully and correctly with at least 75% accuracy.

CCLS / +NYS STANDARDS AND INDICATORS

Standards according to Engageny.gov: 11.7 PROSPERITY AND DEPRESSION (1920 1939): The 1920s and 1930s were a time of cultural and economic changes in the nation. During this period the nation faced significant domestic challenges including the Great Depression.
11.7a The 1920s was a time of cultural change in the country, characterized by clashes between modern and traditional values.

Indicator: This will be evident when the students connect information on worksheet to outside information learned in unit, as they will be able to link the reasons for which social crises arose through government involvement in American lives.

ENGAGING THE LEARNERS

Students will watch a brief video about Prohibition on YouTube entitled Prohibition Documentary. After the video is shown, students will be asked what parts stuck them more, if they agreed or not, and why.

MATERIALS
PowerPoint presentation for lecture part (using flash drive) Pencils/Pens Microsoft PowerPoint Handout to PowerPoint (advanced notes) Smartboard Textbooks

Prohibition political cartoon handout- The Modern Devil Fish

Homework handout: Quiz and Nobel Experiment political cartoon

Internet connection, for YouTube video

STRATEGIES
Teacher Directed Instruction Ticket Out Independent Practice Oral Presentation Think-PairShare Activity with partner Note Taking Worksheet assessment

Choral Response

Questions: Low level, high level, Evaluative, Reflective

KWHL chart, verbal assessment

ADAPTATIONS
Student who is learning disabled will be given the PowerPoint notes the day before.

DIFFERENTIATION OF INSTRUCTION
Understanding the Multiple Intelligence approach by Howard Gardner, as well as Dunn & Dunn learning styles, many different adaptations are made for the classroom as well as curriculum. This lesson will accommodate the learning styles of a visual, auditory, linguistic, kinesthetic, interpersonal, and intrapersonal learner. With independent and cooperative work, as well as advanced notes and extra time, student needs will be met.

DEVELOPMENTAL PROCEDURES
(1) Introduction: Today we will talk about the one of the most debated amendments and controversial acts to the US Constitution that took place in the 1920s. Our history shows a lot of trial-and-error type of actions taken by the United States government. Later on, you are all going to work with a partner for an activity. But, first, I want to show a short video I found that will encapsulate the information you read last night in your textbook, as well as the material we will work on today. Key Questions: Do you think the trial-and-error method will work on a population as big as the United States holds? Why, or why not? (This will take 5 minutes) Key terms: prohibit, bootlegger (2) Show short video. Key Questions: (1) What stood out to you the most? (2) Why did the crime rate rise? (3) Do you think government regulations are always effective? Why, or why not? (This will take about 5 minutes) (3) Transition: Students will be handed out PowerPoint notes to follow up with presentation, and lecture. (This will take about 1 minute) (4) A class lecture and discussion will take place, which will review and expand on homework from night before. Students will be directed to take notes on discussion and lecture on the PowerPoint notes handout that was given. Key Terms for Discussion: Prohibition, 18th Amendment, Volstead Act, ratifying, article, Temperance reformer, bootlegger, speakeasy, moonshine, racketeers, gangster, Al Capone, Bugs Moran, 21st Amendment Key Questions in presentation: Is this Cartoon For or Against The Banning of Alcohol ? Why? (Daddys in There cartoon on PowerPoint) (This section will take about 15 minutes) (5) Transition: Students will be handed out the worksheet of the political cartoon, The Modern Devil Fish. Students will be asked to complete first two questions, on their own, using information on the worksheet and notes. (This will take about 4 minutes) (6) Teacher will announce to break into teams of two for Think-Pair-Share by working with the person in front, side, or back of them. They will be asked to complete questions 3 & 4 of the same worksheet in part (5), The Modern Devil Fish political cartoon worksheet. Teacher will choose at least 5 pairs, at random, to share one or two things they thought the artist was trying to convey, or what information they connected from the cartoon to the Roaring 20s. After students present their finding, they will be asked to hand in worksheet to be assessed. (This will take 10 minutes) (7) Ticket Out: Students will be handed an index card and be told asked to write down at least 2 reasons why they think prohibition failed. On their way out, students will be given and asked to complete take-home quiz. (About 2 minutes)

ARTIFACTS AND ASSESSMENT

(1) Students will be verbally completing the KWHL chart throughout the lesson. (2) The Modern Devil Fish political cartoon will be assessed, by answering the 4 parts fully and correctly with at least 75% accuracy. (3) Students will be devising their own questions based off material presented in lesson, which will guide teacher in level of student understanding. (4) Ticket out.

INDEPENDENT PRACTICE
Students will be given a 13 multiple-choice take-home quiz as homework, which will be graded the following day by a classmate.

DIRECT TEACHER INTERVENTION

The student, under direct intervention with the teacher, will work on the take-home quiz after school or during a free period.

ACADEMIC ENRICHMENT
The student will choose an important figure to research from the Roaring 20s, more specifically during Prohibition, other than ones spoken of in class. Student will examine that figure, and write one page short essay about that persons major achievements, or failures. This will be graded the day after submission.

TEACHER REFERENCES
MacNee, Marie J. (1998). Outlaws, Mobsters & Crooks: From The Old West to the Internet. Volumes 1 & 3. Detroit, MI, New York, NY, London: UXL Okrent, Daniel. (2010). Last Call: The Rise and Fall of Prohibition. New York, NY. Scribner. New York State Common Core 9-12 Social Studies Framework (2013). New York state common core 9-12 social studies framework. Retrieved from http://www.engageny.org/resource/newyork-state-common-core-9-12-social-studies-framework [accessed March 25, 2014] Constitution of the United States: Amendments 11-27. (n.d.). Retrieved from http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.html The Fight Against Demon Rum, (n.d.). Retrieved from http://www.ushistory.org/us/46b.asp American spirits: The rise and fall of prohibition. (n.d.). Retrieved from http://prohibition.constitutioncenter.org/exhibition.html Other cartoons taken from Google images. For political cartoons in team activity and one take-home quiz, along with the cartoon analysis worksheet for take-home quiz: Prohibition through political cartoons. (n.d.). Retrieved from http://www.polkfl.net/staff/teachers/tah/documents/MicrosoftWord-RobertsonProhibitionlesson.pdf