Reflection
I have always been interested in the idea of “flappers and sheiks” during the 1920s, unfortunately, I never knew much about them aside from their status as “icons in history.” For the Content Knowledge Project, I decided that I wanted to focus on, primarily, the women of the 1920s and learn about their expressions and opportunities throughout the decade.
I found multiple Essential Standards that would correlate well with the information I researched for the project:
5.H.2.3 Compare the changing roles of women and minorities on American society from the Pre-Colonial era through Reconstruction.
3.C.1.2 Exemplify how various groups show artistic expression within the local and regional communities.
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
Ultimately, I would like to use the fifth grade standard; however, the information I researched would only tie into this standard, instead of standing alone in its own lesson. However, “Women of the 1920s” ties in perfectly when teaching about historical events, such as prohibition, Women’s Suffrage, and women gaining the right to vote. Something I found throughout my research was that the “Flapper” was a free-spirited young woman, who challenged the feminine gender norm of her time, creating new fashions and attitudes to match their new social freedoms. These “Gibson Girls” and the “Flappers” could be potential lessons for students, showing how various groups display artistic expression within their regions. The information I found can be used in so many various ways and integrated into
reading or writing lessons very easily.
Something else I found interesting was that the flapper, a very recognizable symbol of the 1920s, can be a useful device in introducing students to the decade. The flapper is interesting, daring, and can intrigue students into learning about the era of history she hails from. Along with Prohibition and speakeasies, gangsters and Gatsby like parties, the flapper embodies the stereotypical notion of the "roaring twenties." Women of this decade can also be included when discussing Women’s suffrage, which began in the mid 1800’s; this correlates perfectly because women gained the right to vote in 1920, an incredible achievement and stepping stone during the time. This was also the decade of the Equal Rights Movement; women strived to have the same opportunities and freedoms that men had always received and wanted to be treated equally among them.
Ultimately, I enjoyed doing the research for this project. It truly has been a while since I had written an in-depth research paper of this magnitude. What this project did for me was visualize what it will be like re-learning some of the material and curriculum that will be required of me to teach. When teaching a lesson, it is important to make sure we are prepared entirely. This includes knowing the material in-depth and being prepared for any questions a student may have. I honestly didn’t realize my knowledge was so “rusty;” the Content Knowledge Project helped put into perspective the level of work that goes into preparing for something, whether it is a paper or a lesson to be taught for students.
I found multiple Essential Standards that would correlate well with the information I researched for the project:
5.H.2.3 Compare the changing roles of women and minorities on American society from the Pre-Colonial era through Reconstruction.
3.C.1.2 Exemplify how various groups show artistic expression within the local and regional communities.
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
Ultimately, I would like to use the fifth grade standard; however, the information I researched would only tie into this standard, instead of standing alone in its own lesson. However, “Women of the 1920s” ties in perfectly when teaching about historical events, such as prohibition, Women’s Suffrage, and women gaining the right to vote. Something I found throughout my research was that the “Flapper” was a free-spirited young woman, who challenged the feminine gender norm of her time, creating new fashions and attitudes to match their new social freedoms. These “Gibson Girls” and the “Flappers” could be potential lessons for students, showing how various groups display artistic expression within their regions. The information I found can be used in so many various ways and integrated into
reading or writing lessons very easily.
Something else I found interesting was that the flapper, a very recognizable symbol of the 1920s, can be a useful device in introducing students to the decade. The flapper is interesting, daring, and can intrigue students into learning about the era of history she hails from. Along with Prohibition and speakeasies, gangsters and Gatsby like parties, the flapper embodies the stereotypical notion of the "roaring twenties." Women of this decade can also be included when discussing Women’s suffrage, which began in the mid 1800’s; this correlates perfectly because women gained the right to vote in 1920, an incredible achievement and stepping stone during the time. This was also the decade of the Equal Rights Movement; women strived to have the same opportunities and freedoms that men had always received and wanted to be treated equally among them.
Ultimately, I enjoyed doing the research for this project. It truly has been a while since I had written an in-depth research paper of this magnitude. What this project did for me was visualize what it will be like re-learning some of the material and curriculum that will be required of me to teach. When teaching a lesson, it is important to make sure we are prepared entirely. This includes knowing the material in-depth and being prepared for any questions a student may have. I honestly didn’t realize my knowledge was so “rusty;” the Content Knowledge Project helped put into perspective the level of work that goes into preparing for something, whether it is a paper or a lesson to be taught for students.