MSDE/BCPSS CONTENT STANDARDS AND INDICATORS

• 2.2b Evaluate the progress and setbacks of the changing social and economic roles of women.

C3 STANDARDS – SKILL DEVELOPMENT

• D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

COMMON CORE STATE STANDARDS

• RI.9-10.7 – Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
• W.9-10.2 – Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

NATIONAL ARTS STANDARDS

• Media Arts (High School):
  • Use research and self-developed criteria to justify choices made when selecting music, citing knowledge of the music, including its purpose and context.
  • Work creatively with others, supported by the teacher, to curate multiple types of media (video, sound, still pictures) to create one media product;
  • Interact effectively with others to manage the media production plan to include skills and individual roles
  • Act on creative ideas during media arts production
  • Explore technology tools and techniques to produce creative works
  • With teacher support, work with tools in different environments effectively and safely. (i.e. hardware and software)
  • With teacher support, students reflect on the presentation experience
• Music (High School):
  • Create music with simple melodic, rhythmic, dynamic, and formal elements, in response to artistic stimuli, using appropriate technology as available
  • With teacher guidance, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music
  • Working both independently and in collaboration with others, create musical works that clearly communicate personal, cultural, or historical experience, using appropriate technology as available

UNIT ESSENTIAL QUESTION

• Did the 1920s preserve the past or invent the future?

SUPPORTING QUESTION

• How did the 1920s impact women socially and economically?

OBJECTIVES

• Social Studies: Students will be able to argue for or against the claim that women made significant progress and faced major setbacks socially and economically in the 1920s.

ASSESSMENT

• Students create an animated timeline set to music that is for or against the claim that women made significant progress and faced major setbacks socially and economically in the 1920s. Assessment will be scored using a rubric designed for this lesson

MATERIALS & CLASSROOM SETUP

• Graphic organizers
• Laptop or hard copies of all lesson materials
• Editing software (Animaker)
• Internet Access
• The teacher could have music from the era (the 1920s to 1930s) playing in the background throughout the lesson

KEY ARTS INTEGRATION VOCAB

• Jazz, Swing, Ragtime, Blues, Animation, Piano, Trumpet, Trombone, Drum Set, Saxophone, Clarinet, String Bass, Improvisation, Melody, Harlem Renaissance

TEACHER BACKGROUND

• Teachers should be familiar with 1920’s era music, history and specific events from that time period. The content provided by Baltimore City Public Schools should be sufficient for providing prior knowledge.

STUDENT PREREQUISITES

• Students should have an understanding of the progression of the Women’s Rights and Temperance Movement as well as the figures that are for and against each movement.

ACCESSIBILITY

• The text-to-speech function in Animaker can be used to create a recorded voiceover for the presentation.
• Some resources in this set are made available in both English and Spanish.

WELCOME

Return to Topic

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

OTIS ELDRIDGE

Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.

SHINESE PURDIE

Ms. Shinese Purdie is a Baltimore native, a proud product of Baltimore City Schools, and a passionate Social Studies educator. Shinese earned her Bachelor of Science Degree in History Government and Master of Arts in Teaching Secondary Social Studies. Shinese is a believer in Maslow before Bloom and is committed to building relationships with students and their families. She is also passionate about ensuring that literacy is prioritized in the classroom and believes the ability to read, think, and write about History transcends across all content areas. Shinese stands firm in her belief that educators, should teach students how to think, not what to think. Shinese currently serves as Student Support Chair and Equity Lead in Baltimore City Public Schools and is pursuing a Master of Arts Degree in History from Morgan State University.