Age of Anxiety

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

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

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

Students spend a few minutes mentally reviewing prior knowledge

Students are called on to briefly explain their answers orally

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

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

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

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

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

Assessment: Students will orally answer questions in class

Teacher calls on students at strategic points during his lecture

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

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 a “hyper-doc” of online guided notes pertaining to information in readings and in instructor presentations

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

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

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

Instructor models successful completion of document analysis

Students close-read primary sources

Students answer questions pertinent to said primary sources

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

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

Instructor assigns a prompt with a rubric

Students outline essay

Students write essay

Essay will be graded against the rubric

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

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

Teacher provides a sample foldable

Students will read the textbook

Students will identify important facts and place them in the foldable

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

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

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

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

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

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

Assessment: Students will orally answer questions in class

Teacher calls on students at strategic points during his lecture

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

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

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

Instructor models successful completion of document analysis

Students close-read primary sources

Students answer questions pertinent to said primary sources

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