The Process

This lesson is focused in English, but involves a few other content areas.  It could be done as an interdisciplinary lesson, but more time will be needed for English-related tasks.  All together, it should take about 2 weeks or 10 class periods.

  1. First, you'll be assigned to a team of 4 or 5 students.
  2. Once you're in a group, review various sections of the WebQuest with your group (Introduction, Task, Evaluation, and Conclusion).
  3. Begin research.  Make sure to record your group’s process in a daily journal.  This journal may include what you researched that day, new things you’ve learned, and/ responses to discussion questions. 
  4. Given a $20,000 budget, research and secure a location, food, and entertainment for your dinner party.  Make sure to purchase decorations that would be typical of the 1920s.  Compile all expenses in an organized budget to be included in your group’s binder.  For 5 extra credit points, find the value of a dollar in the 1920s and convert your budget to 1920s dollar values. 

Helpful websites:

http://www.loc.gov

http://www.angelfire.com/co/pscst/et.html

http://guweb2.gonzaga.edu/faculty/campbell/enl311/1920m.html

Journal Questions: What type of entertainment was common in the Roaring Twenties?  What music were people listening to?  What types of food did people eat? 

Students are not limited to these websites for research.  They may also take a day in the library for book research.  The teacher may also provide suggestions in searching for information.

  1. After securing a location, hiring entertainment, and locating a caterer, plan your guest list.  This list should include 15-20 guests.  You are required to invite at least one historical figure, one political figure, one author/poet, one mathematician, and one figure from entertainment.

Helpful websites:

http://memory.loc.gov/ammem/browse/ListSome.php?timePeriod=1900-1929

http://kclibrary.nhmccd.edu/decade20.html#events

http://www.fcps.k12.va.us/westspringfieldhs/academic/english/1project/99gg/99gg4/lit.htm

Journal Questions: Does the size of your location fit the amount of guests you invite?  What will your invitations look like? 

  1. After planning your guest list, prepare a seating chart.  Include a rationale explaining why you placed each guest in their specific seat.  (Example: Al Capone cannot sit by Calvin Coolidge because of prohibition laws, etc.) 

Journal Questions: How many people will be sitting at each table?  How many tables will you need?

  1. Next, research fashion trends from the 1920s.  Be prepared to choose apparel your group would like to wear in your final presentation, and keep in mind, your guests are attending a dinnerparty – how will this affect what they wear? 

Helful websites:

http://memory.loc.gov/ammem/browse/ListSome.php?timePeriod=1900-1929

http://www.angelfire.com/co/pscst/fads.html

Discussion Questions: What would people wear to dinner parties?  What would they wear in everyday life?  Who were popular clothing designers and models?

  1. Compile budget, guest list, seating chart, clothing choices, and journal of activities in a binder, making sure to include a table of contents and bibliography of your sources (APA style).  Make sure your binder is organized, neat, typed, and lots of pictures are included!  Be creative! 
  2. Organize a presentation to be presented to your class.  Dress in 1920s apparel and use a creative visual aid (poster, PowerPoint presentation, etc.).  This presentation will be video taped and the most creative and also historically accurate project (as chosen by a panel of judges) will be recreated in class. 

Journal Questions: Who will present which part and why?  What clothing will you wear and where will you get it?  How will you make this presentation exciting?

10.           On the last page of your group’s journal, make a final evaluation that includes the answers to many of the following questions: What worked?  What didn’t?  What was the most interesting thing your group learned?  What would you change if you had to do your project over?  What hints could you give next year’s class when they do this project?  How does this project relate to the real world?

Teachers must be able to navigate the internet and evaluate the quality of information found.  As the students work, they should provide suggestions and be willing to respond to questions.  Teachers may want to familiarize themselves with PowerPoint, as the students may choose to use it for their presentation.

For more information, see the Teacher Script page- (t-script.htm)  This page is also printer-friendly for easy to follow directions.

Variations

This lesson could also be used as an independent project for students to complete.  It may also be altered to cater to a different time period.

 

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