ALEX Learning Activity Resources

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ALEX Learning Activities  
   View Standards     Standard(s): [SS2010] US11 (11) 5 :
5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Analyzing radio, cinema, and print media for their impact on the creation of mass culture
•  Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s
•  Determining the relationship between technological innovations and the creation of increased leisure time
[ELA2015] (11) 8 :
8 ) Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] (Alabama)

[ELA2015] (11) 27 :
27 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., "Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). [W.11-12.9a] (Alabama)

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States documents of historical and literary significance [e.g., Roosevelt's "Four Freedoms" speech, King's "Letter from a Birmingham Jail"]), including how they address related themes and concepts. [W.11-12.9b] (Alabama)

Subject: Social Studies (11), English Language Arts (11)
Title: The American Dream as Depicted by The Great Gatsby
Description:

This activity will be useful either after students have completed a novel study of The Great Gatsby (or are finishing the novel) and are reflecting upon the time period as it relates to the setting, characterization, plot, and theme.

This YouTube video features jazz instrumentals of the “Roaring 20's Music” (9:09 min.). It is a great resource to use when teaching students about the Roaring Twenties, The Great Gatsby, and The American Dream. It is an audio as well as a visual resource, so you will want to project it on the board. It will serve as background music for the activity with some interesting pictures and historical facts, and it can be paused at various points of the activity.

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2015] (11) 6 :
6 ) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

[ELA2015] (11) 8 :
8 ) Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] (Alabama)

[ELA2015] (11) 9 :
9 ) By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]

[SS2010] US11 (11) 5 :
5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Analyzing radio, cinema, and print media for their impact on the creation of mass culture
•  Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s
•  Determining the relationship between technological innovations and the creation of increased leisure time
Subject: English Language Arts (11), Social Studies (11)
Title: Compare Langston Hughes' Poetry and Gatsby's American Dream
Description:

This explore/explain activity can be used after studying The Great Gatsby to compare themes depicted in the novel with some of Langston Hughes’ Poetry. Students will discuss topics which have universal appeal but diversity in interpretation as well as some of the features of Modern Poetry.

Using the two handouts from Google Docs, students will complete the Langston Hughes Poetry Graphic Organizer after they read the poems. Students will engage in a group discussion.

The links will take you directly to the two Google Docs; teachers may make copies of the handouts or insert into their own Google Classroom for students to use directly.

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2015] (11) 1 :
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]

[ELA2015] (11) 2 :
2 ) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]

[ELA2015] (11) 8 :
8 ) Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] (Alabama)

[SS2010] US11 (11) 5 :
5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Analyzing radio, cinema, and print media for their impact on the creation of mass culture
•  Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s
•  Determining the relationship between technological innovations and the creation of increased leisure time
Subject: English Language Arts (11), Social Studies (11)
Title: Langston Hughes' Poetry, Bio, and Influence of Walt Whitman
Description:

This "After" Activity follows a discussion about four of Langston Hughes' poems and the similarities/differences of Fitzgerald's ideas of "The American Dream" in The Great Gatsby. Students will have completed a graphic organizer about the themes and topics which have universal appeal but diversity in interpretation.

This lesson features a short video clip about Hughes' life and influences, so Walt Whitman's poem "I Hear America Singing" will be compared to Hughes' "I, too, sing America." Students will engage in a whole-class discussion about themes of both poems and whether Hughes' poem is an answer to Whitman's.

This activity was created as a result of the ALEX Resource Development Summit.




ALEX Learning Activities: 3

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