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Duration: 60 mins.
Describe some significant changes in the arts and popular culture in Canada
during this period, (Sample question: What were some of the cultural changes
that characterized the roaring twenties in Canada?)
Prerequisite Knowledge/Skills:
(how will the knowledge and skills
used/taught today connect with what
students previously know?)
Teacher instruction/lecture
Game: Pictionary
o Students are divided into two groups
o Each group gets a turn to go up, pick a piece of paper out of a hat (with indicated 1920
invention)
o Student has 30 seconds to draw the invention and have their team guess what it is
Assisting ESL student with images (embedded within the entire lesson and game equal
accommodations to avoid segregation)
Lesson Learning Goals- (Written in student friendly language- shared with students)
Key Question: What will students know, understand, be able to do, and communicate?
(Knowledge/Understanding
Thinking
Communication
Application)
Students will:
Knowledge and Understanding: Students will know about the introduction of technologies into citizens homes and the
different inventions that were also introduced into homes. Students will understand how these inventions created the Roaring
20s
Thinking: Students will be able to think about how these household supplies helped the everyday citizen, students will think
about how the assembly line of the Ford Car industry helped create jobs and more money. Students will think about how all this
spare time and money could change individual behaviour and social structure of Canadian society (make sense of how the
Roaring 20s commenced).
Communication: Students will be able to communicate how the Roaring 20s commenced and how electricity/household
inventions and factory work changed Canada.
Application: Students will apply these concepts to their lives today. Students will be able to see how different inventions
continue to change our lived today (i.e. the internet)
Assessment Indicators of Learning Key Question: How will I know each student has learned the concept(s)/skills?
There will be class discussion/participation using images of different inventions (What is this? How might it be used?
Autistic student (does not like surprises, likes plans, reminders and reputation) beneficial for everyone, student does not need to
be isolated with further instruction.
Repeat important concepts in more than one way (Orally, Visually/Pictures, Discussion, Videos, Text/Words).
Time
Assessment
Opportunities
15-20
mins
Each group gets a turn to go up, pick a piece of paper out of a hat (with
indicated 1920 invention)
Student has 30 seconds to draw the invention and have their team guess what
it is
o Slips of paper with inventions can be prepared in advance or
created before the beginning of class. Inventions include:
Determine student
interest.
20-25
mins
Lecture:
Electricity is introduced into homes,
Inventions are created to help with everyday tasks,
Citizens all of a sudden have spare time
This created the Roaring Twenties
Rest of ppt is mainly pictures of the following inventions: Radio, refrigerator, gas
stove/oven, toaster, clothing iron, hair dryer, washing machine, dish washer, vacuum,
Ford vehicles/car, insulin
Have students guess what the invention is as images are shown (since they do
not look like the modern versions)
Prompting Questions:
10
mins
5 mins
Concluding Discussion:
Since chores at home become easier and are done faster,
Husbands are working steady shifts with easy work,
Families have more money and more time
Ask students what they do on their free time? (go to movies, go to parties,
dance, listen to music, buy new fads, etc.)
Therefore: The Roaring Twenties!
Concluding Video:
What are the women wearing? How are they acting? What are they drinking?