Age of Anxiety Digital Unit Plan

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Age of Anxiety

Economics

Students will compare and contrast the Great Depression with eras before it and after it

Arts

Students will understand and state the significance of developments in art, music, architecture and film in the period 1900-45

Students answer both lower-level and higher-level questions about art, architecture, music and film

Using their hyperdocs, students identify three works of art and explain their characteristics and how each makes them feel

Using their hyperdocs, students complete a fill-in-the-blank exercise about music and film

Using their hyperdocs, students answer questions about key terms in art and architecture

Teacher lectures on developments in art (expressionism, Cubism, surrealism), architecture (International style/Bauhaus), music (12-tone, jazz) and film (Chaplin, Eisenstein)

Thought

Students will understand and state the significance of developments in philosophy, psychology, literature and the hard sciences in the period 1900-1945

Assessment: Students will complete a foldable on significant figures in psychology, literature and the hard sciences in the period 1900-1945

Students will identify important facts and place them in the foldable

Students will read the textbook

Teacher provides a sample foldable

Teacher will guide students through the readings, adding in supplemental information and reviewing key vocabulary words

Summing It Up

Students will marshal analysis of trends in the interwar period to answer an essay question

Assessment: Students will complete an essay question identifying the three most important developments during the Age of Anxiety

Essay will be graded against the rubric

Students write essay

Students outline essay

Instructor assigns a prompt with a rubric

Cross-Cultural

Students will note the circumstances that brought European trends in philosophy and the arts to the United States, and economic trends that made the Great Depression a global crisis

Assessment: Students will complete 6-C document analyses of primary sources pertaining to the Great Depression and the Weimar crisis

Students identify content, context, citation and other parts of the 6 Cs

Students answer questions pertinent to said primary sources

Students close-read primary sources

Instructor models successful completion of document analysis

Students complete exercises in their hyperdocs pertaining to the cultural exchange between Europe and the Americas in this period

Teacher lecture will include some developments in the Americas (Frida Kahlo, George Gershwin) parallel to developments in Europe

Postwar Impact

Students will connect questioning of norms and reality to traumatic events in the early 20th century

Assessment: Students will orally answer questions in class

Students answer both lower-level and higher-level questions tying in facts and concepts to the existing framework of World War I and the flu pandemic, introduced in the previous unit

Teacher calls on students at strategic points during his lecture

Assessment: Students will complete a “hyper-doc” of online guided notes pertaining to information in readings and in instructor presentations

Students will learn new vocabulary words (abstract, absurd) pertaining to those concepts

Students will complete exercises (such as the film/music fill-in-the-blank) pertaining to those ideas

Teacher notes how developments such as film and still photography meant a lack of need for expressing realism

Teacher’s lectures reference how World War I and other events led to questioning of reality

Assessment: Students will complete a formative warm-up reviewing the condition of the Western World in 1920

Students are called on to briefly explain their answers orally

Students spend a few minutes mentally reviewing prior knowledge

Teacher writes a question on the board (or displays it from the projector)