I. Introduction  

A. Time period  
B. Background  
C. Nicknames

A. Presidents  
B. Accomplishments

A. Business  
B. Agriculture

A. Women  
B. African-Americans  
C. Immigration

A. Arts  
B. Education  
C. Leisure

I. Data Collection  

A. Organize categories of interest such as housing costs, car costs, interest rates, stock market quotes, and grocery prices.  

1. Statistics from 1920's  
2. Statistics from 1990's.

A. Organize information in graphs.  

1. Bar  
2. Line  
3. Circle

A. Evaluate information  

1. Compare statistics  
2. Set up a budget for the 1920's and the 1990's as an adult 'leaving the nest"

I. Introduction to American Folk Songs  

A. Class discussion of the oral tradition, storytelling, communal recreation, ballad, and social concern.  

B. Perceptive listening Activities of Selected pieces from the Depression Era  

C. Compare/Contrast exercises using lyrics of folk songs from varying traditions

A. Politics of the 60's  
B. Literature of the 60's  
C. Science/Technology of the 60's  
D. Arts and Entertainment of the 60's 
E. Economy of the 60's

A. Woody Guthrie  
B. Pete Seeger  
C. Florence Reece  
D. Joan Baez  
E. Bob Dylan  
F. The New Christy Minstrels  
G. Phoebe Snow

V. Composing Folk Songs  

Visual Arts  

I. Introduction  

A. History of the poster  
B. Communication through symbols  
C. WWI overview

A. Recruitment  
B. Public Morale/Support  
C. Fund-raising for technology/war machines  
D. Conservation and home gardening  
E. Assailment of the enemy

A. Central Powers  

1. Integration of words and images  
2. Simplification of images into powerful symbols

B. The Allies  

1. Illustrative  
2. Literal rather than symbolic imagery

A. Central Powers: Lucien Bernhard, Julius Klinger, Hans Rudi Erdt, Julius Gipkens  

B. The Allies: James Montgomery Flagg (Uncle Sam Poster), Alfred Leete, Joseph Leyendecker, J. Paul Verrees

English/Language Arts  

The Great Gatsby  

I. Point of View (Narrator)   

II. Historical Context  

III. Naturalism  

IV. Symbols and Motifs  

V. Characterization  

VI. Setting  

VII. Language and Diction  

VIII. Themes  

IX. Irony 

1. Presentation of campaign slogans.  

2. Create a poster of modern day propaganda.  

3. Student presentation of period developments.  

4. Teacher-generated test.  

Math 

1. Assignments which show understanding of percent, ratio, proportions, and interest problems.  

2. Collect data for student interest projects on construction of graphs.  

3. Collect data about 1920's and 1990's, construct graph, evaluate/compare/contrast.  

4. Project - What Would Be Your Cost?  

Contrast 1920's/1990's for "leaving the nest".  

Music 

1. Perceptive Listening Grid - analysis  

2. Research  

3. Create Murals  

4. Create a pamphlet  

5. Write a personal letter  

6. Complete crossword puzzle and word search  

7. Debate  

8. Compose Lyrics or Rap-Style piece  

9. Perform  

Visual Arts 

1. Apply the four steps of art criticism, which are description, analysis, interpretation and judgment, in a written critique on selected WWI posters.  

2. Participate in group discussion and give an oral presentation which compares and contrasts the propaganda of WWI and today.  

3. Use visual symbols to create a persuasive poster of chosen current social issue.  

English/Language Arts  

The Great Gatsby  

1. The student will write a journalistic piece presenting a pivotal moment, theme, image, etc., in The Great Gatsby. (IA#1)  

2. Student groups will develop a Scavenger Hunt based on 10 to 15 symbols, motifs, elements of characterization, and setting. (IA#2).  

3. Student groups will design paper quilt panels (12"x12") that represent the content of task #2. Each group must make a formal presentation the day the piece is assembled. (IA#3)  

4. Each student will create a dramatic monologue that centers on one character's view of the American Dream (IA#4).  

5. Each student will write a journal entry detailing the impact of mass marketing on the American search for the elusive Dream. (IA#5).  

6. Each student will write a critical essay based on Fitzgerald's naturalistic depiction of Gatsby's quest for the American Dream. (IA#6).  
 

For group or individual activity:  

Appropriate to concept - 40% 

Craftsmanship - 20% 

Originality in presentation - 20% 

On time - 10% 

Critique - oral presentation - 10% 

Written assignments - 40% 

Test - 50% 

Project - 100 points - 10% 

• Oral - 25% 
• Content - 40% 
• Display - 35% 

1. Perceptive Listening Grids:  

• Internal
• Means (source of sound, size of group) - 20% 
• Expression (verbal clues, rhythm, melody, mood) - 30% 
• Order (repetition/contrast) - 25% 

• External
• Origin (where it is from, when it was created, the name/approach of composer/performer) - 15%
• Use (function of this music, intended audience and occasion) - 10% 

• Relevancy of Information - 50% 
• Use of class time - 50% 

• Creative Aspects - 33% 
• Relevancy of Information - 33% 
• Visual Impact - 34% 

• Creative Aspects - 33% 
• Relevancy of Information - 33%
• Visual Impact - 34% 

• Clear, well-organized position - 50% 
• Mechanics - 20% 
• Usage - 20% 
• Format - 10% 

• Accuracy - 100% 

• Organization of information - 50% 
• Relevancy of information - 50% 

• Appropriate to concept - 50% 
• Originality in presentation - 30% 
• Use of persuasion - 20% 

• Use of musical fundamentals - 50% 
• Originality in presentation - 30% 
• Use of Persuasion - 20% 

1. Written Critique 20%  

2. Oral Presentation (group) 30%  

• compare and contrast WWI posters 20% 
• generation of examples of use of propaganda in media today 10% 

• transformation of real subject matter /concept into visual symbol(s) 50% 
• composition/use of Elements and Principles of Design 25% 
• craftsmanship 25% 

The Great Gatsby  

Composition  

Domain 1 Content/Organization. - 40%  

• Response to assigned task. 
• Clearly established controlling idea. 
• Sufficiently relevant supporting ideas. 
• Clearly developed supporting ideas. 
• Clearly discernible order of presentation. 
• Logical transitions and flow of ideas. 
• Sense of completeness. 

• Effective diction. 
• Varied and effective sentence structure. 
• Tone consistent with topic and purpose. 
• Sense of audience. 

Appropriate usage. 

Appropriate mechanics 

Appropriate end punctuation. 

Complete sentences or functional fragments. 

Appropriate coordination and/or subordination. 

• Appropriate to concept -50% 
• Craftsmanship - 10%  
• Originality in presentation (creates eye attraction) - 20%  
• On time - group - cooperative - 10%  
• Critique - oral presentation - 10%  

• Variety of specific detail - 30%  
• Easily Heard - 20%  
• Eye-to-Eye contact - 10%  
• Appropriate interpretation of material - 30%  
• Expression/Inflection - 10% 

1. Students will be asked to write definitions of the nicknames of the period and a class discussion will be held about the nicknames. The teacher shall serve as facilitator and point out the differences between them.  

2. Students will analyze the slogans of the President's and determine what phrases were used to manipulate public opinion and speculate on the reasons for the outcome of the elections. Teacher shall serve as facilitator.  

3. Students will create campaign slogans using propaganda techniques and present them to the class. The class will discuss the types of propaganda used in each presentation.  

4. Students will collect different types of propaganda from magazines and other media sources and discuss the differences.  

5. Students will research the new developments of the time period - arts, education , and business; present their findings using visual representation and discuss the techniques used in marketing them.  

Math  

1. The student will review percentages. Using advertisements from the newspapers will allow the connections for relevant learning, as students determine savings in the purchase of clothing. How much can you save at sales? What purchase can you make with the savings?  

2. The student will write ratios and proportions. Solving equations to find percent of increase or percent of decrease to determine wise buying will increase the use of problem solving skills.  

3. The student will use formulas (I = prt) and make decisions about investments. Assessment of the dividends and risks would increase problem solving skills. These decisions are important as students become independent.  

4. Students will collect data on brands of clothing items first within the class and expand to a wider population base. The final collection of data would require research on costs during the 1920's and the 1990's.  

5. Students will construct graphs by hand and by calculator. The use of problem solving skills is important to the construction of the graphs because the student must decide on scales for the graph which are meaningful and easily read.  

6. The student will evaluate the data and create a project to summarize findings. A focus for this project, "What Would Be Your Cost?", would be the determination of a financial picture as a student takes the step to independence..  

Music

2. Listen to a recording of a folk song from the Great Depression Era and dissect it according to a perceptive listening grid. "This Land Is Your Land" by Woody Guthrie . (CD: Troubadours of the Folk Era, Vol. I, ISBN 8122-70262-2 Columbia Records)  

3. Divide the class into groups in order to research the 60's. Teacher can take class to media center for the day or ask media specialist to pull media materials for class use. Students will assimilate information and create murals depicting specific information assigned to each group.  

4. Read personal profiles of American folk singers and songwriters from teacher-generated pamphlet. (Suggested materials: Everything Possible: 164 Songs about Community and Change, Rise up Singing -the Group Singing Songbook, and Where Have All the Flowers Gone - A Singer's Stories, Songs, Seeds, Robberies ---- all from Sing Out Corporation, Bethlehem, PA) Select 5 singers and/or songwriters and generate a "Billboard Magazine Top 5: Who's Who In American Folk Songs?" pamphlet including 10 never-before-published facts on each. Create a cover page including color and symbols to represent the cause or position of one song from each songwriter or performer chosen to make the Top 5 list. Be able to justify the choices of color and symbols.  

5. Read Chapter 26, Music, Its Role and Importance in Our Lives, paying particular attention to the information on folk music. Listen to "Which Side Are You On?" (Music! Its Role and Importance In Our Lives CD: 15) Complete the questions on the teacher generated handout provided. (Questions will lead students to analyze the situation, make decisions about the underlying message in the song and apply to their own life situations.) Directions: "Using the answers, imagine yourself in a similar situation 10 years from now, working for a large corporation. Either you must cross the picket line and work to provide food for your child or you must take risks and stand up to the injustices of poor working conditions and little pay. Write a letter to your child of 2 years justifying the position you feel you must take. Imagine that your child will not read this letter for many years to come and that you are not sure of the outcome of your position. You might be killed, you might have to spend the rest of your child's adolescent life in jail. How will you explain your position to him/her? What words of wisdom will you give your child?"  

6. Complete the crossword puzzle and word search on "Folk Instruments." This will serve to reinforce understanding of the uses of particular instruments in various folk music from other countries, as well as specific areas of American folk music.  

7. In groups of 4 or 6, discuss the effects of current rap songs on today's society. Would you consider them negative or positive propaganda? Teacher will facilitate discussion after dividing students into groups and discussing for approximately 15 minutes. Students will make lists of both positive and negative propaganda. They will be prepared to take either side when called upon to debate.  

8. Rewrite the lyrics to a familiar tune. Choose a current issue that you feel strongly about (Suggestions: abortion, the rain forest, earth pollution, water pollution, atmospheric pollution, homelessness, health care, the drug war, endangered species, etc.) and determine your position. Then choose a familiar song that you can sing. Rewrite the lyrics using the issue and position you have chosen. Perform it for the class.  

OR  

Write a rap-style position piece about a current social issue using whole, half, quarter, eighth, sixteenth notes and rests. Perform it for the class.  

Visual Arts  

1. The student will identify visual symbols used in WWI posters and interpret meaning.  

2. The student will compare and contrast the style(s) of poster design of the Central Powers and the Allies.  

3. The student select subject matter from a current social issue and create a persuasive poster using visual symbols. (Materials: Tempera paint on illustration board)  

English/Language Arts  

The Great Gatsby  

1. Students will discuss how point of view affects the objectivity of a written work. Next, they will scan various sections of Atlanta and local newspapers to identify the structure of news and feature stories, cartoons, obituaries, and other sections. Afterwards, they will individually select some pivotal moment, theme, image etc., in the novel and create an appropriate journalistic piece to publish for the class.  

2. Students will identify significant symbols, motifs, character development, and setting in The Great Gatsby in order to specify appropriate concrete objects that represent each. Then they will divide into groups no larger than five members in order to brainstorm a list of 10 to 15 items to use in creating a scavenger hunt that will require a large-group presentation on Quest Day: A Search for the American Dream.  

3. Based on the Scavenger Hunt (#2), each group will create a 12"x12" paper quilt panel representative of a specific symbol, motif, character, or setting. In a large-group discussion prior to the task, the class will check to ensure no duplication of topics. A period will be set aside so that each group can make a formal presentation as the class assembles the final product.  

4. The class will discuss how the American Dream serves as a central focus in the novel. Using this theme as the backdrop for analysis, each student will select a character in The Great Gatsby in order to make a dramatic monologue of 3 to 5 minutes (presenting a specific perspective of the American Dream). The use of at least one hand prop will be mandatory; costuming will be encouraged.  

5. Reviewing Ben Franklin's attempt to improve thirteen virtues (in his Autobiography), the students will discuss how the Age of Reason gave rise to such a scientific endeavor. Next, students will compare and contrasts Gatsby's childhood attempt to create a schedule for self-improvement. They will analyze how Fitzgerald presents a naturalistic view of man's ill-fated attempt to acquire the golden ring. After brainstorming ideas about how different mass media market Self-improvement equipment and programs, each student will write a journal entry detailing how the American Dream is just one phone call away.  

6. Students will complete the writing process to develop a critical essay analyzing how the novel presents a naturalistic view of the American Dream during the Jazz Age. Specific focus must be paid to the work's use of a third-person narrator to portray a point of view depicting a socioeconomic deterministic world. Students must include specific symbols, motifs, themes, setting, and elements of characterization. The submitted paper must be at least 250 words and must include both the rough and final copies.