The American Dream Machine: Inventing the 1920s
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The American Dream Machine: Inventing the 1920s

Grade 10EnglishMathScienceHistory5 days
In "The American Dream Machine: Inventing the 1920s," 10th-grade students become 1920s entrepreneurs, designing, producing, and marketing a product that embodies the American Dream. They explore the social, economic, and scientific impacts of their creations on a rapidly changing nation, analyzing the Industrial Revolution, urbanization, and technological advancements of the era. Students develop marketing and production strategies while considering immigration, migration, and government policies to understand industrial growth and societal challenges during the Roaring Twenties.
American Dream1920sIndustrial RevolutionProduct DevelopmentMarketingEconomic ImpactScientific Principles
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as 1920s entrepreneurs, design, produce, and market a product that embodies the American Dream, while also considering the social, economic, and scientific impacts of our creation on a rapidly changing nation?

Essential Questions

Supporting questions that break down major concepts.
  • How did the Industrial Revolution and urbanization shape the American Dream in the 1920s?
  • In what ways did technological advancements and scientific principles influence product development and marketing strategies during the 1920s?
  • How did immigration, migration, and social changes impact the labor force and consumer market in the 1920s?
  • How did government policies and economic factors affect industrial growth and the pursuit of the American Dream in the 1920s?
  • To what extent did the 'American Dream' ideals of the 1920s contribute to both progress and societal challenges?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand the historical context of the American Dream in the 1920s.
  • Apply scientific principles to product development and marketing.
  • Analyze the social, economic, and scientific impacts of their product.
  • Develop marketing and production strategies for their invented product.

USHG ERA 6

6.1
Primary
Explain the causes and consequences — both positive and negative — of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930.Reason: The standard directly relates to understanding the historical context of the 1920s, a period of significant industrial and urban growth. Students will analyze the factors and consequences of this transformation as they design their product.
6.1.1
Primary
Factors in the American Second Industrial Revolution – analyze the factors that enabled the United States to become a major industrial power, including: • the organizational revolution. • the economic policies of government and industrial leaders. • the advantages of physical geography. • the increase in labor through immigration and migration. • the growing importance of the automobile industryReason: This standard delves into the specific factors that contributed to America's industrial power, providing a framework for students to understand the context of their product's creation. It directly relates to the economic and social factors influencing the American Dream in the 1920s.

Next Generation Science Standards

HS-PS1-5
Secondary
Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.Reason: This standard relates to the scientific principles behind product development, which can inform student's design and marketing strategies.

Entry Events

Events that will be used to introduce the project to students

"A Night at the Museum: 1920s Edition"

Transform the classroom into a 1920s museum exhibit, complete with artifacts, music, and projected images. Students, acting as 'curators,' discover clues about the era's inventions and challenges, sparking initial product ideas and lines of inquiry.
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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

Dream Blueprint: Ideation Ignition

Students brainstorm and select a product that embodies the American Dream in the 1920s. They will research existing inventions and innovations from the era to identify gaps and opportunities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Participate in a class brainstorming session to generate product ideas reflecting the 1920s American Dream.
2. Research existing inventions and innovations from the 1920s using provided resources (library, online databases).
3. Identify gaps or opportunities for new products based on research findings.
4. Select one product idea to develop further and justify its potential success in the 1920s market.

Final Product

What students will submit as the final product of the activityA detailed proposal outlining the chosen product idea, its connection to the American Dream, and justification for its market potential.

Alignment

How this activity aligns with the learning objectives & standardsUSHG ERA 6, Learning Goal: Understand the historical context of the American Dream in the 1920s.
Activity 2

The Roaring '20s Market Analysis

Students conduct a detailed market analysis for their product, considering factors like target consumers, competition, and economic conditions of the 1920s.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Define the target consumer for their product (demographics, lifestyle, aspirations).
2. Research the economic conditions of the 1920s (consumer spending, income levels, market trends).
3. Identify potential competitors and analyze their products and marketing strategies.
4. Create a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis for their product in the 1920s market.

Final Product

What students will submit as the final product of the activityA comprehensive market analysis report including target consumer profiles, economic overview, competitor analysis, and SWOT analysis.

Alignment

How this activity aligns with the learning objectives & standardsUSHG ERA 6.1, Learning Goal: Develop marketing and production strategies for their invented product.
Activity 3

Science of Sales: 1920s Style

Students explore the scientific principles that can enhance their product's appeal and effectiveness. This could involve the chemistry of materials, the physics of mechanics, or the psychology of advertising, all applied to the context of the 1920s.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify relevant scientific principles that can be applied to their product's design or marketing (e.g., material science, basic mechanics, principles of persuasion).
2. Research how these principles were understood and applied in the 1920s.
3. Design experiments or demonstrations to illustrate the scientific principles behind their product (optional).
4. Develop marketing materials that highlight the scientific benefits of their product in a way that would appeal to 1920s consumers.

Final Product

What students will submit as the final product of the activityA scientific report outlining the principles behind the product, experiments conducted (if applicable) , and marketing materials that emphasize the scientific benefits.

Alignment

How this activity aligns with the learning objectives & standardsHS-PS1-5, Learning Goal: Apply scientific principles to product development and marketing.
Activity 4

Ad Men (and Women) of the '20s: Marketing Campaign

Students create a marketing campaign for their product that is authentic to the style and values of the 1920s. This includes designing advertisements, slogans, and promotional materials.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the advertising styles, slogans, and marketing techniques of the 1920s.
2. Design advertisements for their product using appropriate visuals, typography, and messaging.
3. Create a memorable slogan that captures the essence of their product and its connection to the American Dream.
4. Develop a comprehensive marketing plan outlining how they would promote their product to 1920s consumers (e.g., print ads, radio commercials, in-store displays).

Final Product

What students will submit as the final product of the activityA complete marketing campaign, including print advertisements, slogans, promotional materials, and a marketing plan.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Develop marketing and production strategies for their invented product.
Activity 5

Factory Floor: Production Plan

Students develop a detailed production plan for their product, considering the manufacturing processes, labor force, and logistical challenges of the 1920s. This includes exploring the impact of immigration and migration on the available workforce.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the manufacturing processes and technologies available in the 1920s.
2. Develop a production plan outlining the steps required to manufacture their product, including materials, equipment, and labor.
3. Analyze the impact of immigration and migration on the labor force in the 1920s and consider how this would affect their production plan.
4. Calculate the estimated production costs, including materials, labor, and overhead.

Final Product

What students will submit as the final product of the activityA comprehensive production plan, including manufacturing processes, labor force analysis, logistical considerations, and cost estimates.

Alignment

How this activity aligns with the learning objectives & standardsUSHG ERA 6.1.1, Learning Goal: Analyze the social, economic, and scientific impacts of their product.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The American Dream Machine: 1920s Product Portfolio Rubric

Category 1

Ideation & Historical Context

Focuses on the clarity, originality, and historical accuracy of the product idea, demonstrating a strong understanding of the American Dream in the 1920s.
Criterion 1

Product Idea & Connection to the American Dream

Assesses the originality and relevance of the product idea to the 1920s American Dream and its potential marketability.

Exemplary
4 Points

Product idea is highly original, creative, and deeply connected to the American Dream in the 1920s. Justification is compelling and insightful, demonstrating a sophisticated understanding of the era.

Proficient
3 Points

Product idea is relevant and connected to the American Dream in the 1920s. Justification is clear and well-supported, showing a thorough understanding of the era.

Developing
2 Points

Product idea shows some connection to the American Dream but lacks originality or depth. Justification is present but may be superficial or incomplete.

Beginning
1 Points

Product idea is vaguely related or unrelated to the American Dream in the 1920s. Justification is weak or missing, indicating a limited understanding of the era.

Criterion 2

Historical Accuracy & Research

Evaluates the accuracy of historical details and the depth of research supporting the product idea and its context.

Exemplary
4 Points

Research is comprehensive, accurate, and effectively used to support the product idea and its historical context. Demonstrates sophisticated understanding of 1920s society.

Proficient
3 Points

Research is thorough and accurate, providing a clear understanding of the product's historical context. Supports the product idea effectively.

Developing
2 Points

Research is adequate but may contain some inaccuracies or gaps. Connection to the product idea is not always clear.

Beginning
1 Points

Research is minimal, inaccurate, or irrelevant. Demonstrates little understanding of the product's historical context.

Category 2

Market Analysis

Assesses the depth and accuracy of the market analysis, including target consumer profiles, competitor analysis, and SWOT analysis.
Criterion 1

Target Consumer & Economic Conditions

Evaluates the identification of the target consumer and the understanding of the 1920s economic conditions.

Exemplary
4 Points

Target consumer profile is detailed and insightful, demonstrating a sophisticated understanding of 1920s consumer behavior and economic conditions. Analysis is highly relevant and supports product positioning.

Proficient
3 Points

Target consumer profile is well-defined and accurately reflects 1920s consumer behavior. Analysis of economic conditions is thorough and relevant.

Developing
2 Points

Target consumer profile is somewhat vague or incomplete. Analysis of economic conditions is basic and may lack depth.

Beginning
1 Points

Target consumer profile is poorly defined or inaccurate. Analysis of economic conditions is minimal or irrelevant.

Criterion 2

Competitor & SWOT Analysis

Assesses the ability to identify and analyze competitors, and to conduct a thorough SWOT analysis for the product.

Exemplary
4 Points

Competitor analysis is comprehensive and insightful, revealing key market dynamics. SWOT analysis is thorough, well-reasoned, and provides a clear strategic direction.

Proficient
3 Points

Competitor analysis is thorough and identifies key competitors. SWOT analysis is well-organized and provides a clear assessment of the product's position in the market.

Developing
2 Points

Competitor analysis is basic and may miss key competitors. SWOT analysis is superficial and lacks depth.

Beginning
1 Points

Competitor analysis is minimal or missing. SWOT analysis is poorly developed or irrelevant.

Category 3

Scientific Application & Marketing

Focuses on the application of scientific principles to product development and the creation of effective marketing materials that highlight these benefits.
Criterion 1

Scientific Principles & 1920s Understanding

Evaluates the identification and application of relevant scientific principles in the product's design and marketing.

Exemplary
4 Points

Scientific principles are expertly applied and explained in the context of 1920s understanding. Demonstrates a sophisticated grasp of both science and historical context.

Proficient
3 Points

Scientific principles are appropriately applied and explained, demonstrating a solid understanding of their relevance to the product and the 1920s.

Developing
2 Points

Scientific principles are identified but may be superficially applied or explained. Understanding of 1920s context is limited.

Beginning
1 Points

Scientific principles are not clearly identified or applied. Demonstrates little understanding of their relevance or the 1920s context.

Criterion 2

Marketing Materials & Scientific Benefits

Assesses the effectiveness of the marketing materials in highlighting the scientific benefits of the product to 1920s consumers.

Exemplary
4 Points

Marketing materials are highly creative, persuasive, and effectively communicate the scientific benefits of the product to 1920s consumers. Demonstrates a sophisticated understanding of 1920s advertising techniques.

Proficient
3 Points

Marketing materials are well-designed and clearly communicate the scientific benefits of the product to 1920s consumers.

Developing
2 Points

Marketing materials are adequate but may not effectively communicate the scientific benefits or appeal to 1920s consumers.

Beginning
1 Points

Marketing materials are poorly designed and fail to communicate the scientific benefits of the product or appeal to 1920s consumers.

Category 4

Production Plan & Societal Impact

Evaluates the feasibility and completeness of the production plan, as well as the analysis of the product's potential social and economic impacts.
Criterion 1

Production Feasibility & Cost Analysis

Assesses the realism and completeness of the production plan, including consideration of 1920s manufacturing processes and cost analysis.

Exemplary
4 Points

Production plan is highly detailed, realistic, and demonstrates a sophisticated understanding of 1920s manufacturing processes and cost analysis. Cost estimates are precise and well-justified.

Proficient
3 Points

Production plan is well-developed and feasible, considering 1920s manufacturing processes and cost analysis. Cost estimates are reasonable and supported.

Developing
2 Points

Production plan is basic but may lack detail or realism. Cost analysis is incomplete or inaccurate.

Beginning
1 Points

Production plan is poorly developed or unrealistic. Cost analysis is minimal or missing.

Criterion 2

Societal & Economic Impact

Evaluates the analysis of the product's potential social and economic impacts on 1920s society, including the impact of immigration and migration on the labor force.

Exemplary
4 Points

Analysis of the product's societal and economic impacts is insightful and comprehensive, demonstrating a sophisticated understanding of 1920s social and economic dynamics. Includes a nuanced discussion of immigration and migration.

Proficient
3 Points

Analysis of the product's societal and economic impacts is thorough and well-supported, considering the influence of immigration and migration on the labor force.

Developing
2 Points

Analysis of societal and economic impacts is basic and may lack depth or nuance. Discussion of immigration and migration is limited.

Beginning
1 Points

Analysis of societal and economic impacts is minimal or missing. Fails to consider the impact of immigration and migration.

Reflection Prompts

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

How has your understanding of the American Dream in the 1920s evolved through this project?

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Question 2

In what ways did the historical context of the 1920s influence your product design and marketing strategies?

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Question 3

To what extent did your team successfully integrate scientific principles into your product and marketing campaign? Provide specific examples.

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Question 4

What were the most significant challenges your team faced during the design, production planning, and marketing phases, and how did you overcome them?

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Question 5

How did the process of creating this product deepen your understanding of the social, economic, and scientific impacts of innovation in the 1920s?

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