Goals & Objectives
Students will be able to use the primary sources to make valid arguments to whether if the 18th Amendment was necessary or not. Students are to demonstrate their critical and analytical skills by examining three different primary sources and support their argument of whether the 18th Amendment was a negative or a positive thing for the U.S. In a 5-paragraph essay, students must argue.
Students will be able to use the primary sources to make valid arguments to whether if the 18th Amendment was necessary or not. Students are to demonstrate their critical and analytical skills by examining three different primary sources and support their argument of whether the 18th Amendment was a negative or a positive thing for the U.S. In a 5-paragraph essay, students must argue.
California State Content Standard
11.5.3 Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
11.5.3 Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
Lesson Introduction (Anticipatory Set)
Students will answer a warm up question, in their journals, that will access their prior knowledge. Students will receive 5 minutes to do the activity. Students will answer the following question(s):
What is a primary source and why is it important for historians and history?”
Students will answer a warm up question, in their journals, that will access their prior knowledge. Students will receive 5 minutes to do the activity. Students will answer the following question(s):
What is a primary source and why is it important for historians and history?”
Vocabulary (Content Language Development)
Prohibition Act
Volstead Act
Organized Crime
Speakeasy
Bootleggers
Prohibition Act
Volstead Act
Organized Crime
Speakeasy
Bootleggers
Content Delivery (Lecture, Inquiry, Reading, Discussion and Debate, DBQ, Concept Formation, Simulation, Problem-Based Learning)
Teacher will go through the definition of a primary source with the students in a quick power point presentation. Students will take notes in their notebook.
Teacher will go through the definition of a primary source with the students in a quick power point presentation. Students will take notes in their notebook.
Click to set custom
Student Engagement & Critical Thinking (Student Activities)
Using the Written Document Analysis Worksheet, the teacher will guide students in how to analyze and dissect a primary source. Then the teacher will guide the classroom into completing the second piece, together as a class. Then in pairs, students will work together to analyze another document by completing the worksheet. Then finally, students will work on their own to practice their new skills.
“I do” segment- teacher demonstrates
“We do” segment- as a class, complete the second primary document
“You do” segment- the students will analyze the primary document on their own.
http://www.archives.gov/nae/education/tool-box.html
Using the Written Document Analysis Worksheet, the teacher will guide students in how to analyze and dissect a primary source. Then the teacher will guide the classroom into completing the second piece, together as a class. Then in pairs, students will work together to analyze another document by completing the worksheet. Then finally, students will work on their own to practice their new skills.
“I do” segment- teacher demonstrates
“We do” segment- as a class, complete the second primary document
“You do” segment- the students will analyze the primary document on their own.
http://www.archives.gov/nae/education/tool-box.html
written_document_analysis_worksheet_copy.pdf | |
File Size: | 113 kb |
File Type: |
Demonstrated Learning (Formative & Summative Assessments)
Students will demonstrate their ability to analyze and utilize primary sources by evaluating the 18th Amendment to whether it was necessary or not for the U.S. in the 1920’s. In a completed, thorough essay, students will argue their stance by providing support through the primary documents and any other historical context. Students must use at least 2 out of the 3 primary documents and reference them appropriately. Students must also include historical context in their essay. The primary source guide can be used during this assessment.
Primary Documents: http://www.digitalvaults.org/#/browse/?record=1928
Students will demonstrate their ability to analyze and utilize primary sources by evaluating the 18th Amendment to whether it was necessary or not for the U.S. in the 1920’s. In a completed, thorough essay, students will argue their stance by providing support through the primary documents and any other historical context. Students must use at least 2 out of the 3 primary documents and reference them appropriately. Students must also include historical context in their essay. The primary source guide can be used during this assessment.
Primary Documents: http://www.digitalvaults.org/#/browse/?record=1928
essay_prompt.docx | |
File Size: | 44 kb |
File Type: | docx |
seq-16_copy.pdf | |
File Size: | 486 kb |
File Type: |
Lesson Closure
After the essay, the teacher will conduct a human spectrum where the teacher will ask students to stand in a specific area if they agree the 18th Amendment was necessary and in another area of they do not. Students must work together to come up with an argument and present it to the class. Teacher will do final thoughts about the lesson.
After the essay, the teacher will conduct a human spectrum where the teacher will ask students to stand in a specific area if they agree the 18th Amendment was necessary and in another area of they do not. Students must work together to come up with an argument and present it to the class. Teacher will do final thoughts about the lesson.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
English Learners, struggling readers, and students with special needs will benefit from the vocabulary squares and will receive more support with the student activity and content delivery. They will receive sentence frames and reading guides. Students with special needs will be accommodated according to their plan.
English Learners, struggling readers, and students with special needs will benefit from the vocabulary squares and will receive more support with the student activity and content delivery. They will receive sentence frames and reading guides. Students with special needs will be accommodated according to their plan.