Friday September 28
1. Web on board – what do students already know about the 1920s.
2. Watch clip from The Great Gatsby to see what prohibition era parties looked like.
3. Play a 1920s slang game. Get into teams.
-Ask students what are the most popular slang terms of today?
-The 1920s also had slang
-Give out pieces of paper. I will read them the word in a sentence, must come up with a definition. I will read them to the class and then tell them the real answer. They get a point if they guess correctly.
4. Go over prices in the 1920s, compare them to today. First age of consumerism.
5. Prohibition Sheet and Scrapbook Scavenger Hunt, Find answers from sheets around the room. Go over together. Analyze the cartoons on the back. Show party scene from
-While doing this, try 1920s mocktails (this was when cocktails were invented to disguise the disgusting taste of bathtub gin from the prohibition era). They were traditionally served in tea cups on saucers to maintain the teetotaler façade. We will try the "Mary Pickford" (pineapple juice and grenadine, she was a popular 1920s film star). Have peanut butter and jams sandwiches as they became popular in the 1920s (Peanut butter available since 1898, but it was expensive. It finally came down in price in the 1920s so the sandwich became popular).
6.Play part of the film Untouchables, explain Canadian link to Prohibition 11:23-16 mins and 47:39-60.53 mins
-Canadian Connection and discuss prohibition in the states.
- Pay attention to the costumes etc in the video; look at the styles.
First scene: Liquor raid on Al Calpone, all liquor stamped with maple leaf because Canada isn’t dry. Police force corrupt, already know that they were coming. He has to form a group of “untouchables” uncorrupt people (accountant, minority who is an outsider and new to police, older beat cop who was never promoted because he won’t take bribes). Elliot Ness and his crew target rum runners and Al Capone's accountant.
Second scene: got Capone on tax evasion, not murder etc. get his accountant to admit all the people in the justice system on his payroll. The scene shows them catching rum runners on the bridge bringing liquor from Canada to Chicago.
2. Watch clip from The Great Gatsby to see what prohibition era parties looked like.
3. Play a 1920s slang game. Get into teams.
-Ask students what are the most popular slang terms of today?
-The 1920s also had slang
-Give out pieces of paper. I will read them the word in a sentence, must come up with a definition. I will read them to the class and then tell them the real answer. They get a point if they guess correctly.
4. Go over prices in the 1920s, compare them to today. First age of consumerism.
5. Prohibition Sheet and Scrapbook Scavenger Hunt, Find answers from sheets around the room. Go over together. Analyze the cartoons on the back. Show party scene from
-While doing this, try 1920s mocktails (this was when cocktails were invented to disguise the disgusting taste of bathtub gin from the prohibition era). They were traditionally served in tea cups on saucers to maintain the teetotaler façade. We will try the "Mary Pickford" (pineapple juice and grenadine, she was a popular 1920s film star). Have peanut butter and jams sandwiches as they became popular in the 1920s (Peanut butter available since 1898, but it was expensive. It finally came down in price in the 1920s so the sandwich became popular).
6.Play part of the film Untouchables, explain Canadian link to Prohibition 11:23-16 mins and 47:39-60.53 mins
-Canadian Connection and discuss prohibition in the states.
- Pay attention to the costumes etc in the video; look at the styles.
First scene: Liquor raid on Al Calpone, all liquor stamped with maple leaf because Canada isn’t dry. Police force corrupt, already know that they were coming. He has to form a group of “untouchables” uncorrupt people (accountant, minority who is an outsider and new to police, older beat cop who was never promoted because he won’t take bribes). Elliot Ness and his crew target rum runners and Al Capone's accountant.
Second scene: got Capone on tax evasion, not murder etc. get his accountant to admit all the people in the justice system on his payroll. The scene shows them catching rum runners on the bridge bringing liquor from Canada to Chicago.
unit_overview-_1920s.doc | |
File Size: | 1045 kb |
File Type: | doc |
roaring_20s_primary_sources_and_scavenger_hunt.doc | |
File Size: | 739 kb |
File Type: | doc |
1920s_slang.docx | |
File Size: | 91 kb |
File Type: | docx |
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Monday October 1
1. Reviewed Canada's involvement in prohibition and watched two short scenes from The Untouchables
2. In groups, we researched why Women, Veterans, Workers, Factory Owners, Aboriginals and Immigrants and African Canadians were angry in the 1920s. If you missed it, this information can be found in you textbook from pages 62-76.
3. Presented our groups to the class and recorded notes for each
4. Discussed how these tensions boiled over in Winnipeg in May of 1919.
5. Read pages 63-64 on the Winnipeg General Strike in the textbook. Recorded Social, political and economic causes of the strike and outcomes of the strike.
2. In groups, we researched why Women, Veterans, Workers, Factory Owners, Aboriginals and Immigrants and African Canadians were angry in the 1920s. If you missed it, this information can be found in you textbook from pages 62-76.
3. Presented our groups to the class and recorded notes for each
4. Discussed how these tensions boiled over in Winnipeg in May of 1919.
5. Read pages 63-64 on the Winnipeg General Strike in the textbook. Recorded Social, political and economic causes of the strike and outcomes of the strike.
key_for_why_people_are_angry_1919.pdf | |
File Size: | 506 kb |
File Type: |
Tuesday October 2
1. Reviewed causes of the strike on the board
2. Watched a youtube clip on The Winnipeg General Strike (see below) to review the strike.
3. Wrote Headlines for (fake) newspapers on a cause, event during and outcome of the Winnipeg General Strike
4. Reviewed the outcomes
5.Explain Cornell notes and began to write them on pages 72-76 in the textbook
2. Watched a youtube clip on The Winnipeg General Strike (see below) to review the strike.
3. Wrote Headlines for (fake) newspapers on a cause, event during and outcome of the Winnipeg General Strike
4. Reviewed the outcomes
5.Explain Cornell notes and began to write them on pages 72-76 in the textbook
causes_and_outcomes_of_stike_notes.pdf | |
File Size: | 407 kb |
File Type: |
review_of_winnipeg_general_strike.pdf | |
File Size: | 371 kb |
File Type: |
Wednesday October 3
1. Present Headlines
2. Complete Cornell Notes
3. Begin ways Canada became dependent on the US in the 1920s
2. Complete Cornell Notes
3. Begin ways Canada became dependent on the US in the 1920s
Friday October 5
1. Holocaust Presentation
Tuesday October 9
1. Review Steps to independence in the 1920s with History Bites Mother Britain 0-7:20 and Pwt. on King/Byng and Group of Seven.
2.Work on Graphic organizer. Due Friday
2.Work on Graphic organizer. Due Friday
Wednesday October 10
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1. Kahoot to review how Canada became more independent in the 1920s
https://play.kahoot.it/#/k/a2812f38-4edf-467d-9b97-a9f915c40014
2. Fun quiz to see what the class knows about the US vs. Canada
3. Read pages 63, 67, and 69 and record ways Canada was becoming more dependent on the US in the 1920s
4. Work on graphic organizer. Due Friday
https://play.kahoot.it/#/k/a2812f38-4edf-467d-9b97-a9f915c40014
2. Fun quiz to see what the class knows about the US vs. Canada
3. Read pages 63, 67, and 69 and record ways Canada was becoming more dependent on the US in the 1920s
4. Work on graphic organizer. Due Friday
2. Discuss Regionalism in the 1920s and how the party The Progressive developed
Regionalism: Concern of the various regions of the country with their own local problems.
Free trade: Openly allowed to trade goods without taxes
Tariffs: Taxes on foreign goods, to make them more expensive and less desirable (depression after ww1, concerned countries will take business belonging to deserving Canadians)
Tariffs – Protect industry
1921 Election
Mackenzie King(leads Liberals) Arthur Meighen (Replaces Borden-Conservatives)
Social Reformer.
117 Members 50
Progressives = 64
Formed in 1919 Thomas Crerar
-Want Free trade and Nationalize Railways
-Make King bring in Old Age Pension act 1927-$240 year
3. Review the King Byng Affair through a powerpoint
4. Look at some Group of Seven Art since we discussed last week how it let to a sense of Canadian identity
5. Take American Quiz, see how much we know about the states vs. Canada
-USA = economic powerhouse after WW1. Invests in Canada (therefore ownership)
-They import from us – what can they spend a lot of money here (dictate to Canada)
-Branch Plants – Businesses owned by states, operated in Canada --- bad because funnels all profits back to the USA, without leaving anything in Canada. – Helps avoid paying Canadian taxes.
-USA owns most of Canada’s oil, machinery and chemical, rubber and electrical companies.
-Communications: Hard to compete with USA Culture etc. Radio from USA—more listened to. Movies from USA. – Canadians who want to act have to go to Hollywood.
6. Finish graphic organzer assignment on independence in the 1920s (see assignment and example below). Due tomorrow.
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Thursday October 11
1. Review ways Canada became more dependant on the US during the 1920s
2. Today we did a stock market simulation. Students were each given 5,000 dollars to invest in the 1920s stock market. They bought and sold shares in real 1920s companies that existed. Some even took out loans in order to buy even more stocks. At the end, we tallied how much they lost and won according to realistic 1920s/1930s stock prices. Some students made a lot of money, others lost a heck of a lot. We discussed how they would feel if they had lost real money like people in the 1930s.
3. Watch video on how the stock market works
4. work on graphic organizer
2. Today we did a stock market simulation. Students were each given 5,000 dollars to invest in the 1920s stock market. They bought and sold shares in real 1920s companies that existed. Some even took out loans in order to buy even more stocks. At the end, we tallied how much they lost and won according to realistic 1920s/1930s stock prices. Some students made a lot of money, others lost a heck of a lot. We discussed how they would feel if they had lost real money like people in the 1930s.
3. Watch video on how the stock market works
4. work on graphic organizer