WebQuest

The Great Gatsby

Immorality in the 1920’s

 

Introduction

  • The 1920’s was a time of great change throughout the United States.  The many new inventions, ideas, and changes that took place forever changed the idea of the American Dream and all that encompasses.  The money that was made during this time period, coupled with the notion that the money would always be free-flowing, allowed for the perfect storm of immorality that occurred in the 1920’s.  You will be expected to complete some research that will provide you with some of the reasons for the breakdown of the morality during this time.  You may want to consider the affluent lifestyles of the time, the existence of Prohibition, the money made in investing in Wall Street at the time and the thirst for adventure. You will be expected to research and evaluate the reasons behind the increase of immoral behavior among many adults during 1920’s and be able to identify and discuss one specific social problem that occurred during this time period. 

 

 

Task

  • After you have completed your research on the topic of immorality in the 1920’s, you will need to make an oral presentation that clearly identifies some of your findings.  This presentation should include an identification of a specific social problem of the time period that contributed to some of the immoral behavior that occurred.  Along with the oral presentation, you will be expected to present a visual that represents to you what encompasses the flavor of the spirit of the 1920’s in the United States.

 

 

Process

  1. Research what life was like during the 1920’s by using the links listed below in the Resource Section.  Read through and take notes on the issue of the decline of moral standards at this time.
  2. Using this link, Defining the Social Problem, identify a specific social problem that from the 1920’s.
  3. Make sure you Gather evidence of the problem and fill in the worksheet with details that discusses some of the problems of the time.  Make sure you use this sheet to focus your research and gather evidence.
  4. Identify the causes of the problem - This is where you will be gathering most of the evidence from your articles.  This worksheet is to be filled in and submitted at the time of your presentation.  Work hard to identify specific details here and be able to present these details in your presentation.
  5. Identify and evaluate the existing public policies – After reading through these articles decide how the social problem was dealt with at that time period.  Was the method effective?  How was it implemented? Consider its overall effectiveness.
  6.  Developing public policy solutions – You need to come up with three solutions to the social problem that you have identified.  Consider the time period and how that may be a factor in coming up with a solution. Use your research to support these arguments.     

 

 

General Resources

Specific Resources

 

 

Evaluation

Below is a link to the Rubric being used to assess the task:

 

 

The Conclusion

This project is supposed to prepare you for the many social issues that occur during the time period of The Great Gatsby.  It is important to reflect on the setting and all its problems when reading through this novel.  It provides the reader with background and a frame of reference as the book is being read.

 

 

Standards

English Language Arts

Standard 1:  Information and Understanding:

      Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

 

Standard 2:  Literary Response and Expression:

      Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

 

Standard 3:  Critical Analysis and Evaluation:

     Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

 

Standard 4:  Social Interaction:

      Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

 

Social Studies

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

 

Technology Education

Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.