Daily Lesson Plan

Day Eight
Objectives:
1. Cite evidence for the mass immigration of Eastern European (i.e. Polish) peoples
during the early twentieth century. (DOK 3)
2. Connect the material covered on day six regarding the Russian Revolution to the
events surrounding the First Red Scare.
3. Relate major domestic events and movements to the concept of xenophobia. (DOK
2)
4. Summarize the effects that the Volstead Act had on American society. (DOK 2)
Standards that Correlate:
1. MS Frameworks, 11th Grade/U.S. History, Domestic Affairs
2. MS Frameworks, 11th Grade/U.S. History, Culture
Materials:
1. Student: Textbook (American Pageant)
2. Teacher: This lesson plan for the talking points.
3. Teacher: Dry Erase Board and Markers
4. Macbook w/ internet
5. Conservatism in the 1920s Spider Chart
Opening Set:
1. Take Attendance.
1. While attendance is being taken, students should be working on the
bellwork posted on the front white board.
1. Read pages 776-77 in the text book. Summarize and Describe the
waves of Polish immigration in the U.S.
2. Work on your Identifications after you finish.
2. While the students are finishing up their bellwork, draw the spider chart on the front
white board.
3. Explain to the students, that today we will begin to talk about the events that
changed in the domestic sphere in U.S. History during the 1920s that revolutionized
the way Americans lived.
Learning Tasks (Procedures):
A. Begin by reviewing the Election of 1920. Discuss Warren G. Harding and Calvin
Coolidge.
B. Using the Spider chart, discuss the following topics:
A. Have the students draw the spider chart in their notes! Tell them to leave
space where they can add their own thoughts to the chart.

Daily Lesson Plan

Day Eight

B. Review the Russian exit during World War I. Connect this to the First Red
Scare during the early 1920s. Ask the students about Attorney Gen. Palmer
and the Palmer Raids.
C. Discuss the anti-red statutes and the criminalization of the mere discussion
of violent revolution to ensure change in the U.S.
A. Ask the students why people would even want to discuss this? What
events have we discussed this term that would drive people to
violent revolution?
D. Discuss the decline of the Socialist Party of America.
A. Espionage and Sedition Acts
B. Eugene v. Debs Campaign in 1920.
C. Connect to the Red Scare
E. Discuss the concept of open shop in American labor.
A. What is an open shop and who is in favor of it? Why?
B. Have a student explain the American Plan.
F. Transition from the Red Scare to the second rising of the Klu Klux Klan after
World War I and the increase in xenophobia in the U.S. after the war.
A. Ask, What is different about the KKK in the 1920s than the KKK that
was in the 1870s? Guide the discussion about xenophobia based on
student responses. Make sure that we discuss Jews, Catholics, Irish,
and other immigrant groups that the group discriminated against.
B. Look at the quote in the yellow box on page 773 and compare it to
KKK views.
C. Discuss the idea of scientific racism that was catching on during
this time period.
D. Transition from the KKK into talking about the immigration acts that
were passed during the 20s.
A. Immigration Act of 1924. Southern Europe vs. Northern
Europe
A. Discuss Nativism.
B. How does the Imm. Act of 1924 effect the idea of
America as a welcoming melting pot? Are we not a
country made of immigrants?
C. Establishment of Quotas:
A. Great Britain and Ireland: about 65,000 people
yearly
B. Italy: about 6,000 people yearly
C. Review the temperance movements from previous units. Lead the review into the
passage of the 18th Amendment in 1920 and the Volstead Act.

Daily Lesson Plan

Day Eight

A. What is the Volstead Act? Why did people want Prohibition. Let one of the
stronger students lead the discussion on this.
B. The effects of Prohibition. Discuss the development of bootlegging,
organized crime, the Jazz Age, and speakeasies.
A. Relate the speakeasies to the recent find of one in an old mansion in
Midtown.
C. Stop here and ask for any questions.
D. Discuss the Scopes Trial and the debate on Fundamentalism and Evolution.
A. Still a current debate today. Relate this to the recent protests by school
boards and parents about the teaching of evolution in schools.
B. Discuss the development of the ACLU and its beliefs in 1920. Discuss the
organizations connection to the case.
C. Discuss W.J. Bryans connection to the case and subsequent death.
E. Talk about the new technological innovations.
A. Henry Fords Assembly Line and Model T
B. Wright Brothers and the Airplane (review)
A. Discuss Charles Lindbergh
C. The Radio
D. Thomas Edison goes Hollywood (Movies)
F. Cultural Changes:
A. Discuss Margret Sanger.
B. Ask about flappers. Have a student lead the discussion on the new
woman.
C. Discuss the Jazz Age, the Great Migration, and the Harlem Renaissance.
A. Play Jazz Age music and show some Harlem Renaissance Art.
B. Discuss the development of Garveyites during the Harlem
Renaissance. Who is Marcus Garvey and what does he want?
A. Link to Malcom X.
G. Begin to discuss the economic Bull Market.
A. Discuss buying on margin and stock speculation. Allude to the Great
Depressions beginnings.
Closure:
Ask for question regarding todays topics and hold a short discussion.
o Guide the discussion and all questions using the responses from students.
Remind students of upcoming assignments that are due.

Daily Lesson Plan

Day Eight

Differentiated Instruction:
Enrichment:
o Extra credit assignment: Students have the choice to read the entire
speech by Teddy Roosevelt given in class. After reading it they may write
a 2 page analysis/reflection on the speech. Students must relate the
speech to the events discussed in class. This assignment will be due on
April 1st in order for students to apply the materials discussed throughout
the unit to their papers.
o I am going to begin to allow more advanced students to lead class
discussion on certain topics. I have marked the topics in the learning
procedures.
Intervention
o Take notes during lecture on student behavior
Any students who seem to be having trouble with the material
should be engaged during the Q/A session to make sure they
understand the material
o Edith Wilson extra credit

o Students have been made aware that I am available during 4th block for
any questions.
Accommodation:
o Students with attention, hearing, or seeing problems have been given
preferential seating.
o Students have also been given extra time when needed to complete
assignments. However, a note must be provided to their next block
teacher excusing their tardiness.
o Students parents that have requested emails about daily lessons have
been acknowledged by C.I.
o Parents have been made aware that I am available for questions as well.