THE NEW JAZZ AGE
FLAPPERS DO THE CHARLESTON

The Roaring 20’s:

How the U.S.

Changed After WWI!

By Nadine Silverman

Evander Childs H.S.

With the end of WWI a new era in American History began. Many political, economic and social changes took place in U.S. society. There was evidence of a new social and cultural revolution throughout the U.S. This revolution was brought on by new technology, changes in entertainment while the renewed government policy of laissez-faire capitalism became the impetus for this monumental change. However, along with these changes came many

A RESULT OF PROHIBITION

SCARFACE CAPONE

social, economic and political problems that will pave the way for a dark period in American history a decade later—“THE GREAT DEPRESSION”

You are a newspaper reporter for the Evander Times in the year 2003. You are going to go back in time to investigate the decade of the 1920’s, not because you heard that the country was so prosperous, but because you suspect that beneath the glitter, there was a false sense of wealth and security. You suspect this because of the emergence of the “mob”, conspicuous consumption, farmer poverty and the violation of the prohibition policy. It appears that on the surface, the 1920’s was truly “roaring” but you see a breakdown of morality and outward violations of existing laws; namely the 18^th amendment and the Volstead Act. Millions are illegally using alcohol and flaunting its use. You will decide if the nineteen-twenties was a period of prosperity or another “Gilded Age” in disguise. By understanding the dynamics of the nineteen-twenties, you can prevent a future depression and human disaster.

Your research can become a lesson for future generations to judge their society and correct public policy mistakes of the age. You have a daunting task. GOOD LUCK !!!

Your task as a reporter is to interview 3 different groups of people about life in the 1920’s. These groups may include those who lived in the era, students who have studies the period or teachers who are researching the time. You will seek information on how the 1920’s affected peoples lifestyles (peoples clothing, jobs, buying habits, taste in music, nightlife, alcohol consumption, where they lived, etc..).

You will then research the government public policies that existed during the era and evaluate their effectiveness in dealing with the problems of the period. Your focus will be to evaluate the public policies that were e followed by the government to address the concerns and problems of people in the 1920’s.

NEWSAPER ARTICLE- Each editorial should be a minimum of two pages and be typed on MS Word. Use a bibliography to show where you found the essential information. Remember, you may use print sources as well as Internet research.

ORAL RFEPORT- Each group will present an oral report to the class explaining their findings and following the categories in the GHPPA. The oral report should not exceed 15 minutes and should be accompanied by illustrations that represent their opinions. Be creative and interesting !!

You will be divided into five groups of five. Each group will be responsible for creating two newspaper articles. The first article will be a fact-based piece focusing on a momentous change that your group will decide to look at from the 1920. (increase in the purchasing of consumer goods, Prohibition, entertainment, transportation and civil rights. You will also identify major problems in the 1920’s and find their causes. You will then evaluate the effectiveness of the government policies.

You will also write an editorial in which you evaluate whether those changes you have investigated were positive or negative. In addition, you will compare and/or contrast the decade of the 1920s with the decade of the early 2000s.

THE HARLEM RENAISSANCE

Using the 6 step process outlined by the Public Policy Analyst, you will answer the following steps: http://www.maxwell.syr.edu/plegal

1. Identify the problems that occurred during the 1920s

2. Gather evidence that these problems existed and how widespread they were.

3. Determine the causes of the social problems.

4. Evaluate the actual public policy that was created to deal with each problem.

5. Select the best public policy for dealing with the problem from the three presidential administration.

6. Choose one problem that existed in the 1920s and exists today and compare public policies of both time periods intended to solve the problem.

REMINDER: Before beginning your article, complete all the worksheets on the PPA website. You will find them as you read through each page pn the GHPPA. These will be handed in with your editorial.

Each group will give an oral presentation to the class. The presentation should be no longer than 15 minutes. The oral presentation will be based on the information from each groups’ newspaper articles. Each group should also include their sources either in the articles or at end of each article

You will need to use the following search engines and websites to provide research information for your work. You will use these websites to complete the worksheets on the GHPPA

Search Engine: http://www.yahoo.com

Search Engine: www.google.com

Search Engine: www.askjeeves.com

//arts.uwaterloo.ca/engl/courses/engl208c/1920.htm

http://www.history.ohio-state.edu/projects/clash/introduction/intro.htm

Images.x10.com/yahoo6/darcie.htm

http://www.geocites.com/motorcity/Lane/6341/history/roaring20's.html

http://www.snowcrest.net/jmike/20sdep.html

THE NEW WOMAN

You will be given a rubric for grading purposes. Please Read this before beginning your work so you will know exactly what is required to complete your task

Criteria for a Written Project

Points

	4	3	2	1
Introduction	All questions were answered completely and rationales for the answers were clearly stated.	All questions were answered completely, but rationales for the all the answers were not clearly stated.	Not all questions were answered completely, or greater than 2 rationales for the all answers were not clearly stated.	All questions were not answered completely.	10
Task (which includes cover page)	All areas of the task were addressed and handled with a high degree of sophistication. The plan followed by the team demonstrated a great deal of thought.	At least one area of the task was not addressed. The plan followed by the team demonstrated a great deal of thought.	At least two areas of the task were not addressed. The plan followed by the team demonstrated a moderate level of thought.	The task is incomplete and/or it is apparent that little effort went into the development of the task.	10
Process: Teamwork	It is evident that a mutual effort and cohesive unit created the final product.	The team worked well together, but could have utilized each other's skills to a better degree.	The team had problems working together. Little collaboration occurred.	The final product is not the result of a collaborative effort. The group showed no evidence of collaboration.	10
Public Policy/ Solution Originality	The ideas expressed by the body of work demonstrate a high degree of originality.	The ideas expressed by the body of work are mostly original. The group may have improved upon a previous idea.	The ideas expressed by the body of work demonstrate a low degree of originality.	There were no original ideas expressed in this project.	10
Grammar, Format , and Spelling	The final body of work was free of grammar, spelling, and formatting errors.	The final body of work had 1 error related to either grammar, spelling, and formatting errors.	The final body of work had 3-5 grammar, spelling, and formatting errors.	The final body of work had major grammar, spelling, and formatting errors.	10
				Total---->	50

SOCIAL STUDIES

A clear understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution, the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship which includes avenues of participation.

ENGLISH

EIC Reads and comprehends information materials

E2A produces a report of information

E3B Participates in group meetings and cooperative learning

As a result of this web quest will have gained general understanding of the social changes that occurred in the era known as the roaring 20’s. You have also learned the need to evaluate public policy in history. You now are able to research information using the internet and apply this information to create public policies. You should also be familiar with the importance of using the GPPA and use this research to create written opinions on historical issues. You should be proficient in comparing and contrasting different eras of US History and be able to evaluate critical social problems.

Our next web quest will deal with social problems that have arisen as a result of interpretation of the Bill of Rights. Have funnnnn !