Prohibition Mock Trial: The Case of the Century
Created byKatherine Beckett
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Prohibition Mock Trial: The Case of the Century

Grade 11Social StudiesHistory1 days
In this 11th-grade project, students delve into the Prohibition era through a mock trial and propaganda campaign to understand the conflict between individual liberty, traditional values, and government control in 1920s America. Students analyze primary sources, participate in a speakeasy simulation, and create persuasive media to explore the social, economic, and cultural impacts of Prohibition. The project culminates in a reflective analysis of the era's complexities and its relevance to contemporary issues.
ProhibitionJazz AgePrimary SourcesTraditionalismModernityIndividual LibertyGovernment Control
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.To what extent did the social, economic, and cultural impacts of Prohibition reveal a fundamental conflict between individual liberty, traditional values, and modern ideas about government control in 1920s America?

Essential Questions

Supporting questions that break down major concepts.
  • How did the conflict between traditionalism and modernity manifest itself during the Prohibition era?
  • What were the successes and failures of the Prohibition movement and the Jazz Age?
  • How did the 18th Amendment reflect societal values and tensions in the 1920s?
  • In what ways did Prohibition impact American culture, economy, and social life?
  • To what extent was Prohibition a reflection of the conflict between individual liberty and government control?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to analyze primary sources from the Prohibition era to understand the conflict between traditionalism and modernity.
  • Students will be able to articulate the successes and failures of the Prohibition movement and the Jazz Age.
  • Students will be able to evaluate the impact of Prohibition on American culture, economy, and social life.
  • Students will be able to construct arguments supporting different viewpoints on the constitutionality and impact of Prohibition.

Teacher Specified

SS.History.11.5
Primary
Analyze primary sources (e.g., documents, audio or film recordings, works of art and artifacts), to develop an argument about how the conflict between traditionalism and modernity manifested itself in the major societal trends and events in first two decades of the 20th century. Lesson should focus on Prohibition of the manufacture, transport, or sale of alcoholic beverages under the 18th Amendment (1920-1933) and “the Jazz Age”, including the successes and failures of the Prohibition movementReason: Directly addresses the project's focus on analyzing primary sources to understand the conflict between traditionalism and modernity during the Prohibition era.

Entry Events

Events that will be used to introduce the project to students

Speakeasy Simulation

Transform the classroom into a 'speakeasy' with dimmed lights and jazz music. Students receive coded invitations and engage in role-playing scenarios involving bootleggers, flappers, and law enforcement. This immersive experience will highlight the social and cultural dynamics of the Jazz Age and Prohibition.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Prohibition Propaganda Project: Creating Persuasive Media

Students create their own propaganda posters, radio advertisements, or short films either supporting or opposing Prohibition. They must use persuasive language and imagery to convey their message and appeal to their target audience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students choose a side to advocate for (either for or against Prohibition).
2. Students research the persuasive techniques used during the Prohibition era (e.g., emotional appeals, fear-mongering, logical arguments).
3. Students create a propaganda poster, radio advertisement, or short film that promotes their chosen viewpoint on Prohibition.
4. Students present their propaganda projects to the class, explaining their creative choices and the persuasive techniques they employed.

Final Product

What students will submit as the final product of the activityA creative and persuasive propaganda project (poster, radio ad, or short film) that effectively conveys a message either supporting or opposing Prohibition. Students submit a written explanation of their creative choices and the persuasive techniques they used.

Alignment

How this activity aligns with the learning objectives & standardsAddresses SS.History.11.5 by challenging students to develop an argument about the conflict between traditionalism and modernity during the Prohibition era, using persuasive media to convey their message.
Activity 2

Primary Source Scavenger Hunt: Voices of the Prohibition Era

Students explore a curated collection of primary sources from the Prohibition era, including political cartoons, photographs, newspaper articles, and personal letters. They will analyze these sources to identify different perspectives on Prohibition and its impact on American society.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into small groups, each assigned a set of primary sources related to Prohibition.
2. Each group analyzes their assigned sources, focusing on the author's point of view, intended audience, and the message conveyed about Prohibition.
3. Groups present their findings to the class, highlighting key arguments for and against Prohibition.
4. Class discussion: What were the main arguments for and against Prohibition based on these primary sources? How did different groups experience Prohibition differently?

Final Product

What students will submit as the final product of the activityA detailed analysis of primary sources, identifying different perspectives on Prohibition and its impact. Each group submits a written summary of their findings, including direct quotes and citations from the primary sources.

Alignment

How this activity aligns with the learning objectives & standardsAddresses SS.History.11.5 by engaging students in the analysis of primary sources to understand the conflict between traditionalism and modernity during the Prohibition era.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Prohibition Propaganda Project Rubric

Category 1

Content & Historical Accuracy

Focuses on the accuracy and depth of historical information presented in the propaganda project, and how well it reflects the complexities of the Prohibition era.
Criterion 1

Historical Accuracy

Evaluates the correctness of factual information and the avoidance of historical inaccuracies or misrepresentations.

Exemplary
4 Points

Presents accurate historical information with nuanced understanding and avoids any misrepresentations; demonstrates comprehensive knowledge of the Prohibition era.

Proficient
3 Points

Presents mostly accurate historical information with minor inaccuracies; demonstrates a solid understanding of the Prohibition era.

Developing
2 Points

Presents some accurate historical information but includes noticeable inaccuracies; demonstrates a basic understanding of the Prohibition era.

Beginning
1 Points

Presents inaccurate historical information with significant misunderstandings; demonstrates a limited understanding of the Prohibition era.

Criterion 2

Depth of Content

Assesses the depth of exploration of Prohibition-related themes, issues, and perspectives.

Exemplary
4 Points

Explores Prohibition-related themes and issues with significant depth, providing insightful analysis and connecting to broader historical context.

Proficient
3 Points

Explores Prohibition-related themes and issues with adequate depth, demonstrating a good understanding of the topic.

Developing
2 Points

Explores Prohibition-related themes and issues with limited depth, lacking detailed analysis or context.

Beginning
1 Points

Superficially touches upon Prohibition-related themes and issues, demonstrating minimal understanding or analysis.

Category 2

Persuasive Techniques & Creativity

Focuses on the effective use of persuasive techniques and the originality and creativity of the propaganda project.
Criterion 1

Use of Persuasive Techniques

Evaluates how effectively the project employs persuasive techniques (e.g., emotional appeals, logical arguments, rhetorical devices) to convey its message.

Exemplary
4 Points

Masterfully uses a variety of persuasive techniques to create a compelling and convincing message; techniques are sophisticated and well-integrated.

Proficient
3 Points

Effectively uses persuasive techniques to create a clear and persuasive message; techniques are appropriate and well-executed.

Developing
2 Points

Uses some persuasive techniques, but their effectiveness is limited; techniques may be simplistic or poorly executed.

Beginning
1 Points

Shows little to no understanding or use of persuasive techniques; message is unconvincing or unclear.

Criterion 2

Creativity & Originality

Assesses the originality, innovation, and artistic quality of the propaganda project.

Exemplary
4 Points

Demonstrates exceptional creativity and originality; the project is innovative, imaginative, and artistically compelling.

Proficient
3 Points

Demonstrates good creativity and originality; the project is imaginative and well-executed.

Developing
2 Points

Demonstrates some creativity, but the project lacks originality or innovation; execution may be uninspired.

Beginning
1 Points

Lacks creativity and originality; the project is uninspired and poorly executed.

Category 3

Clarity & Communication

Focuses on the clarity of the message and the effectiveness of communication in the propaganda project.
Criterion 1

Clarity of Message

Evaluates how clearly and concisely the project conveys its message and purpose.

Exemplary
4 Points

Conveys a clear, concise, and compelling message that is easily understood; purpose is immediately apparent.

Proficient
3 Points

Conveys a clear message that is generally easy to understand; purpose is evident.

Developing
2 Points

Message is somewhat unclear or confusing; purpose is not immediately apparent.

Beginning
1 Points

Message is unclear, confusing, and difficult to understand; purpose is obscure.

Criterion 2

Presentation Quality

Assesses the overall quality of the presentation, including visual appeal, organization, and attention to detail.

Exemplary
4 Points

Presents a polished and professional project with excellent visual appeal, organization, and attention to detail.

Proficient
3 Points

Presents a well-organized and visually appealing project with good attention to detail.

Developing
2 Points

Presentation is disorganized or visually unappealing; lacks attention to detail.

Beginning
1 Points

Presents a poorly organized and visually unappealing project with significant lack of attention to detail.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflecting on the mock trial, how did your understanding of the complexities and contradictions of the Prohibition era evolve?

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Question 2

To what extent did the 'Prohibition Propaganda Project' and 'Primary Source Scavenger Hunt' help you understand the social, economic, and cultural impacts of Prohibition in revealing a fundamental conflict between individual liberty, traditional values, and modern ideas about government control in 1920s America?

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Question 3

Which role in the mock trial (lawyer, witness, jury member) provided you with the most insight into the challenges and effects of Prohibition, and why?

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Question 4

What is one aspect of the Prohibition era that you found particularly surprising or thought-provoking, and how might this inform your perspective on similar issues today?

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