(This is a lesson sequence designed by John Cheever which is intended to give students the opportunity to practice good critical thinking skills to work cooperatively to explore how to think like historians.)

In this unit you will explore the American experience of the 1920's, 1930's, and 1940's through individually generated research and writing, and a group presentation. You, the student, will explore the time period by determining what you feel were the significant events, movements, and episodes which helped define the American identity, and/or the people who contributed to them. Keep in mind that there is no right way or wrong to go about this task; it is simply your way and your group's way. The finished product is important, but the majority of your grade will come from the process you undertake and the way you reflect on what works and what doesn't along the way.

Goals:

• to allow you to craft your own experience with regard to learning history rather than simply experiencing what the teacher feels is important

• to generate greater awareness of the process of historical/cultural exploration in terms of successes and failures for application in future endeavors

• to inspire self-directed in-depth research and analysis of historical events and figures

• to inspire creativity in exploring historical issues/topics

• to produce a polished product which reflects your level of interest in the subject matter and your ability as a member of a cohesive unit

Question: How did American culture evolve in the time period between World War I and World War II?

Requirements:

Individual:

• Reflections: Each student will be responsible for five reflective pieces due throughout the process. (approximately one page for each one)

Reflection #1: What questions do you have about this time period? What do want to know about it? Why do you want to know about it? (due B-day, Tuesday, April 22)

Reflection #2: What have you found about your topic? What more do you need to know before you go any further? How do you propose going about finding that information? (due D-day, Thursday, April 24)

Reflection #3: What strategies succeeded in finding out the answers to your questions? What strategies failed? What have you learned from this process? (due A-day, Tuesday, April 29)

Reflection #4: What has worked in the group process? Why do you suppose it worked? What has not worked? What reasons can you cite for areas in which your group was not effective. (due C-day, Thursday, May 1)

Reflection #5: Summarize one of the other groups' presentations. What did you learn from it? What was effective about it? (due C-day, Friday, May 8)

• Write-Up: In addition to the reflections, each student will be responsible for a 2-3 page answer to one of the questions they generated at the beginning of this process. The answer should contain clear assertions, specific evidence, and consideration of the implications and consequences.

• Group:

Each student will be placed in a group of three or four students for the purpose of putting together a group presentation in response to the unit question. Each member of the group will be responsible for a different section of the presentation based on their topic/focus area/questions. The individual work will form the basis for each individual section of the presentation, but you are not limited to that information if it will make the group presentation more effective.

Your group may present your information in any format: straight factual presentation, newscast, video, play, etc. Sufficient visual props are expected to accompany all parts of the presentation.

The presentation should not be four separate presentations about four different topics of the time period. It should be cohesive such that the relationships and connections among the various topics discussed are made readily apparent to the audience.

The presentations should be no more than fifteen minutes for each group.

Presentations will take place in individual class sessions and large group (E-day, May 7; F-day, May 8; A-day, May 9). Large group presentations will be on a volunteer basis unless no groups (or not enough) volunteer to fill the two hours. In that case, names will be drawn to determine those lucky students. Groups will be informed well in advance of their presentation day.

The group presentation will be graded according to: organization, initiative, cohesiveness, creativity, and clarity of presentation.

Final note: there is no "right" answer to the unit question, no "right" process for pursuing your answers to the individual or group questions, and no "right" format for the presentation. What matters is that your group works together towards a common goal that all of you can enjoy. Bottom line, if you're enjoying the process and you're progressing towards your goal, then you're probably on the right track. Have fun.