1

LIBRARY OF CONGRESS PATHWAYS LESSON MODULE

Authors: Matt Danz, Tad Brace, Abby Smith,Sonny Daisy Josh Meadows, Danica Thome

College of Education

University of Northern Iowa Cedar Falls IA

Title: Prohibition during the Great Depression Theme: Culture / Politics Historical Period: 1930’s and Great Depression Lesson Module Overview: This lesson module will give students an idea of what Prohibition was. It will cover who some of its supporters were and those against it. It will cover the repeal of Prohibition and the aftermath in modern society today. Grade Range: Middle School

TABLE OF CONTENTS LESSON MODULE DAY 1……………………………………………………………………..2 Title: Amazing Amendments: An Introduction to Amending the Constitution LESSON MODULE DAY 2……………………………………………………………………..5 Title: Carrying the Nation to Prohibition (Carrie Nation) LESSON MODULE DAY 3 …………………………………………………………………….7 Title: Murder and Moonshine: Al Capone and Organized Crime LESSON MODULE DAY 4…………………………………………………………………..…9 Title: The Booze is Back - Ratifying the 21st Amendment LESSON MODULE DAY 5……………………………………………………………………12 Title: Post Prohibition/Laws Today APPENDIX I: Images and Graphic Material……………………………………………..…15 APPENDIX II: Bibliography and Webliography………………………………………….…30

2

LESSON MODULE DAY 1

Title: Amazing Amendments: An Introduction to Amending the Constitution (An Introduction to the Prohibition Era)

Learning Goals: Knowledge

1. Students will learn what an amendment is, and what it can do. 2. Students will learn how the Constitution of the United States of America is

amended. 3. Students will learn about the 18th amendment, what it did, and it’s significance.

Skills 4. Students will participate in an activity that requires amending an imaginary set of

classroom rules. 5. Students will research important historical events that lead to the adoption of the

19th amendment. Dispositions

6. Students will compare and contrast the 18th amendment to other previous amendments.

7. Students will analyze the effect the 18th amendment had on the citizens of the United States of America.

National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

3

Materials Needed: 1. Projector 2. Internet Connection 3. Copy of United States Constitution and Bill of Rights for all groups in classroom 4. Markers, Crayons, or other writing utensils 5. Large white paper 6. Image 1 in appendix I 7. Image 2 in appendix I 8. Image 3 in appendix I 9. Additional Texts from Library

Lesson Procedures: Introduction

1. To start off the lesson, I will ask the students to brainstorm what it means to amend something. After a minute of brainstorming, I will ask the students to conduct a think-pair-share. They will discuss their ideas with a neighbor and share them with the whole group. We will then conduct another think-pair-share, this time with a focus on temperance. Once we have finished sharing, we will find the definition of temperance online. The projector will allow for everyone to see what the definition entails.

a. At this point, we will have a brief discussion about the two terms, temperance and amendment. We will discuss how temperance means avoiding the consumption of alcohol. About halfway through their discussion about what temperance and amending something is established, I will ask them to look at image 1, 2, and 3 from the library of congress. I will ask them to continue their discussion. After I end the discussion, I will ask how the images either helped them determine the meaning of the two words, or if it hindered them. Finally, we will discuss how amending a document means creating a change to a document.

2. Next, my students will be given a document of new classroom rules. Some of the rules will be easy to follow, but some of the rules will be hard for the students to follow. Some of these rules will infringe on their individual rights.

3. I will break the students up into groups of 4, and ask them to make 2 amendments to the list. Each group will produce the amendments that they have made to the whole group.

4. As a class, each group will vote for the set of rules that best represents the students’ interests.

5. We will then look at the images in appendix I.

4

Development 1. To shed a little background on the timeframe, we will discuss how the early

1900’s were changed because of immigration and World War I. We will visit the website “The Prohibition Era” (http://www.historicpatterson.org/Exhibits/ExhProhibition.php) to bring some prior knowledge of the prohibition era. The students will also have a website from PBS at their disposal to help understand the topic (http://www.pbs.org/kenburns/prohibition/ )

2. At this time, our class will discuss the Constitution and the Bill of Rights. I will use the two documents as visual aids for the students while we discuss the two documents.

3. Next, I will ask the students to predict why we discussed the two terms: amendment and temperance.

4. As a class, we will have a discussion about why some groups may have wanted alcohol to be outlawed and banned from consumption. We will also discuss the negative impacts that alcohol can have on your body.

5. Next, I will introduce the students to the 18th amendment. This amendment states that the sale or consumption of alcohol would violate national law.

Culmination

1. Finally, the students will be separated into groups of three and given a large sheet of paper. On this sheet of paper they will write down 5 reasons why prohibition was amended into the constitution making temperance a permanent lifestyle. They will also make a cartoon that shows support for the prohibition era. Once the groups have finished this culminating activity, each group will present their findings and display their poster for other groups to see.

Assessment

1. Use exit slips asking the students to write down what an amendment is and what temperance is.

2. Ask the students to write a one-paragraph reflection of prohibition. Do they support it? Why do they support it? Do they disagree with it? Why do they disagree? Students will provide textual support from the Constitution and Bill of Rights when writing the summary. The students will also provide a topic sentence in their summary. (Iowa Core Curriculum Requirement)

5

LESSON MODULE DAY 2

Title: Carrying the Nation to Prohibition (Carrie Nation) Learning Goals: Knowledge

1. Students will understand how the prohibition started. 2. Students will know an important female leader, Carrie Nation, during the

beginning of the prohibition. 3. Students will hear of the other prohibition supporters in the 1920s.

Skills 4. Students will participate in discussions about prohibition. 5. Students will be able to contribute their thoughts/views on the situation.

Dispositions 6. Students will be able to analyze reasons why some groups support the

prohibition. National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Materials Needed:

1. Internet 2. Projector 3. Appendix I: Image 4 (Picture of Carrie Nation) 4. Pencils 5. Paper 6. T-Charts 7. Exit Slips 8. Appendix Image 5 (KKK) 9. Appendix Image 6

6

Lesson Procedures: Introduction

1. To start off the lesson, I will ask the students what the 18th amendment states. We will have a brief discussion on what they discussed yesterday to review and recall prior knowledge.

2. Ask the students to think to themselves about what they think the word “hatchetations” means. After a minute, tell them to share to a few people surrounding them. Have a discussion on what they think the word means. Bring up a picture of Carrie Nation on the projector so the class can see.

3. Tell a brief background of Carrie Nation: from Kansas, married to an alcoholic, went into bars with a hatchet and destroyed the supply of alcohol and the bar, and was arrested of “hatchetations” numerous times.

4. Ask students to take a minute to write down on a piece of paper who else they thought would be huge supporters of the prohibition (people, specific jobs, gender, ages, etc.). After they are finished, ask for a few volunteers to share who/what they think and why.

Development

1. To inform the students more of the prohibition era, discuss the problems students could see now with alcohol. After, discuss what they think could have been causing problems in the 1920s.

2. Since there are always two sides to every story, have the students come up with people or groups that would be against prohibition and their reasoning.

Culmination

1. Review some of the supporters that the students thought were big supporters of the prohibition in the 1920s.

2. Of the three most popular choices that the students came up with, create three different T-charts for each of the supporters (one side reasons why they would support it, other side why they would not agree with the prohibition).

3. After, go through and discuss if the choices have anything in common. Bring up other supporters that they might not have mentioned like the KKK, certain religious groups, women.

Assessment To assess the students I will create an exit slip asking students to write which group they think was the major supporter for the prohibition and why? Would you support the prohibition if you were living in the 1920s?

7

LESSON MODULE

DAY 3 Title: Murder and Moonshine: Al Capone and Organized Crime

Learning Goals: Knowledge: 1. Students will understand key people involved in organized crime during prohibition. 2. Students will understand the struggle of power in organized crime during prohibition. Skills 3. Students will begin exploring various types of sources used in research. 4. Students will develop research and oral-presentation skills. Dispositions 5. Students will begin to develop an ability to evaluate multiple perspectives, think

critically about the past, and grapple with the complexity of historical events. National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Materials Needed:

● Artifact 7 (Photo of Al Capone) ● Artifact 8 (Photo of St. Valentine’s Day Massacre) ● Artifact 9 (Photo of trial) ● Book Prohibition Era by Martin Gitlin ● Encyclopedias ● Computers ● Paper and pencils ● List of appropriate web sites students can visit ● Any other prohibition sources

8

Lesson Procedures: Introduction

1. Begin lesson by getting students into four pre-made groups. Ask students what they learned about Carrie Nation and the supporters of Prohibition. Tell them that today we are going to be discussing the people who profited from Prohibition.

2. Ask students if they have ever heard of Al Capone or the St. Valentine’s Day Massacre. Have them discuss in their groups what they know or can guess about either topic. Come back together and ask for volunteers to say what they talked about. Development

1. Show picture of Al Capone to students (Artifact 7) and explain that during the prohibition he profited by smuggling alcohol and then supplying it to people. Also, show picture from the St. Valentine’s Day Massacre (Artifact 8) and tell students about how there were many struggles of power during this era. Also show picture of the trial after the St. Valentine’s Day Massacre. Explain that each group will be getting a topic to research that deals with Al Capone and organized crime in this era.

2. Give each group a subject to research and then tell them that each person in the group has to help present on the topic. Group one will be researching his early life and family. Group two will research his rise to power in Chicago and Cicero. Group Three will research his involvement in St. Valentine’s Day Massacre. Group Four will research his imprisonment and later life.

3. Tell the students that they will be handing in their references and written scripts at the end of their presentation. Tell them to make sure they are citing where they got their information. Culmination 1. Each group will get together and research the topic they were assigned. There will be books and other sources available about Al Capone and the St. Valentine’s Day Massacre. Have them set up in a place that is easy to get to. Students can also use Internet with specific sites they may access for their research. Assessment 1. Each group will take turns presenting the information they have obtained through their research to the entire class. Groups that are not presenting will be required to write down two new things they thought were interesting that they learned from the other presenting group’s topic. Everyone will be required to write down two interesting facts or ideas from each of the other three groups.

9

LESSON MODULE DAY 4

Title: The Booze is Back - Ratifying the 21st Amendment Learning Goals: Knowledge 1. Students will review the 18th Amendment from previous lesson. 2. Students will examine the 21st Amendment and learn what impact it had on the

United States. 3. Students will determine whether or not ratifying the 21st Amendment was a good or

bad idea for the United States. Skills 4. Students will research the 21st Amendment and talk about it with their group. 5. Students will attempt to persuade their classmates whether or not the 21st

amendment was a good or bad idea Dispositions 6. Students will debate and persuade each other in a “debate discussion” about the

21st Amendment. National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Materials Needed:

● Laptops ● Paper ● Pencils ● Internet ● Projector ● Copy of the Bill of Rights

10

● Image 10 ● Image 11 ● Image 12

Lesson Procedures: Introduction

1. Start off by having the students use their prior knowledge from the first three lessons to describe what the 18th Amendment is. Use as little teacher direction and instruction as possible to let the students as a group come up with a solid consensus

2. Now you will introduce the 21st Amendment. Have the students break up into “Think-Pair-Share” groups for a moment to predict and discuss what the 21st Amendment could be. Use questions or statements to steer the thoughts if they are completely lost: “The 18th Amendment banned the sale and consumption of alcohol in the US, is it still illegal today to sell and consume alcohol?”

Development

1. Read the 21st Amendment to the students. Explain to them that it repealed the 18th Amendment and that it’s the only amendment to the Constitution to ever repeal another amendment.

2. Give time for them to ask questions about it. They already learned about the people for and against prohibition from previous lessons. Review those topics briefly.

3. Bring the discussion into a close or transition it into the next activity. Have the students number off by two. Send half to one side of the room to work and the other half to the other side.

4. Show Image 10, 11, and 12 and ask the students what each picture may mean. What may be ironic about image 11? Let them discuss.

Culmination

1. The students will be doing a debate against each other. One half of the class will be for the ratification of the 21st Amendment (against prohibition). The other side will be against the 21st amendment (for prohibition).

2. Each side will designate two spokespersons from their group to debate the other side. The other students will help and research their side of the topic with the laptops provided.

3. They have learned how to do proper research in the past so the students should know how to research the Internet. Make sure they search valid sources.

11

4. Have the students work on this for 15-20 minutes until they have enough evidence and information to make their debate against their counterpart.

Assessment

1. The teacher will be the moderator of the debate and make sure they cleanly debate their side and take turns. Clear rules should be established before any debating begins. No use of vulgarity or derogatory terms will be allowed during the debate.

2. The students will be graded on their participation and use of examples and evidence to support their claims.

12

LESSON MODULE DAY 5

Title: Post Prohibition/Laws Today Learning Goals: Knowledge: 1. Students will understand how Prohibition has had an effect on alcohol laws today. Skills: 2. Students will be able to compare and contrast the laws of Prohibition with the alcohol

laws of today using a graphic organizer. 3. Students will be able to interpret a political cartoon depicting dry and wet counties. Dispositions: 4. Students will inform family and friends about the negative effects of alcohol abuse by

creating posters in groups. 5. Students will sympathize with temperance groups of today and their beliefs on

alcohol use. National Council for the Social Studies Themes: http://www.socialstudies.org/standards/strands Time Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Materials Needed:

● Appendix I: Image 13 ● Appendix I: Image 14 ● Appendix I: Image 15 ● Construction Paper ● Scissors, glue, pencils, markers ● Magazines ● Venn Diagrams templates for each student ● Doc Camera/Projector

13

Lesson Procedures: Introduction: 1. Review past lessons in a discussion: What is prohibition? What are reasons for and

against it? How did it end? Development: 2. Introduce map of dry/wet counties today by putting it up on the document camera.

(Appendix 13) Key: Red = Dry County, Yellow = Semi-Dry County, Blue = Wet County

3. Discuss: What is a dry/wet county? Where are they? 4. What could be benefits of a dry county? Benefits of a wet county? (More money from

alcohol purchases) 5. Talk about alcohol time constraints; how they differ by state, why they are important,

and what the consequences are. 6. Talk about age limits; why they are important, and what the consequences are. 7. Show Appendix 15. - Some modern temperance groups believe we should still live in

a world much like this picture. What reasons would they have to feel that way? 8. Introduce modern temperance groups; who are they, what do they do, and why do

they do it? (Negative effects of alcohol use and abuse.) a. American Council on Alcohol Problems b. Center on Addiction and Substance Abuse (CASA) c. Center on Alcohol Marketing and Youth (CAMY) d. Center for Substance Abuse Prevention (CSAP) e. Coalition for the Prevention of Alcohol Problems f. Mothers Against Drunk Driving (MADD) g. Office of Alcohol and Other Drug Abuse (AMA)

Culmination:

1. Put Appendix 14 up on document camera. 2. Have students interpret dry county/wet county cartoon in a class discussion.

(Appendix 14) - The pig is on the money because wet counties bring in more money from alcohol purchases.

3. Pass out Venn Diagram sheets. 4. Have students fill in a Venn Diagram with the similarities and differences are

regarding alcohol between prohibition times and modern times. - Time constraints, age restrictions, money increases, etc.

14

Assessment: 1. Split students into groups of three. 2. Students will create posters in groups that use what they learned about the views

of modern temperance groups showing the negative effects of alcohol abuse and why alcohol is dangerous.

3. The posters will be displayed in the hallway for friends and family to see. 4. Students may use magazines to cut out pictures or words, construction paper, or

markers to create their posters.

15

APPENDIX I: IMAGES AND GRAPHIC MATERIALS FROM THE LIBRARY OF CONGRESS

1. Image: http://www.loc.gov/pictures/resource/hec.14201/ This is an image of a document that details the events of the second meeting session of the 18th amendment. It explains what the meeting accomplished and what it means for citizens of the United States of America.

16

2. Image http://www.loc.gov/pictures/item/2006690207/ Image 2: Two gentlemen who represent states are encouraging each other to bootleg illegal alcohol across state lines. This would have brought up severe consequences for the two states if they were caught. http://www.loc.gov/pictures/item/acd1996000744/PP/

17

3. Image: http://www.loc.gov/pictures/item/npc2007007714/ This is an image of two woman urging people to go vote for prohibition. To amend the constitution, you need ⅔ of the vote. As you can see, the ladies here have a lot of literature to hand out.

18

4. Image This image is of Carrie Nation, one of the supporters of the prohibition.

Source: http://www.loc.gov/pictures/item/ggb2004005640/resource/

19

5. Image This image is of the KKK at a presentation called The Awakening.

Source: http://www.loc.gov/pictures/resource/cph.3a52267/

20

6. Image This image is of a church in the 1920s. There are many different religious groups that supported the prohibition. Image found at http://www.loc.gov/pictures/item/pa0863.photos.136866p/resource/

21

7. Image Mug shots of Al Capone taken by Miami police in 1931.

Source: http://www.latimes.com/media/photo/2011-09/65138652.jpg

22

8. Image Crowds standing outside a garage in a community area of Chicago, Illinois, while men remove a body of a murder victim after the St. Valentine’s Day Massacre. Members of Al Capone’s gang disguised themselves as policemen and murdered members of George Moran’s gang.

.

Source: http://memory.loc.gov/ndlpcoop/ichicdn/n0877/n087707.jpg

23

9. Image Jack McGurn, suspected killer in the St. Valentine’s Day Massacre, and his sweetheart, Louise Rolfe, sitting at a table in a courtroom in Chicago, Illinois.

. Image found at http://memory.loc.gov/ndlpcoop/ichicdn/n0886/n088600.jpg

24

10. Image A newspaper clipping from “The Daily Mirror” the day after prohibition ended.

http://palatepress.com/2010/04/wine/hr-5034-an-analysis/

25

11. Image A woman is next to a sign that is for the repeal of the 18th amendment

Source: http://legal-dictionary.thefreedictionary.com/Amendment+XVIII

26

12. Image A man is celebrating being able to drink alcohol again after the ratification of the 21st amendment.

27

13. Image Map of current dry counties. Key: Red = Dry County, Yellow = Semi-Dry County, Blue = Wet County

Source: http://en.wikipedia.org/wiki/File:Alcohol_control_in_the_United_States.svg

28

14. Image Cartoon comparing dry counties to wet counties; the pig represent wet counties. - Image will be blown up on a document camera and overhead projector for larger viewing for students.

Source: http://www.loc.gov/pictures/item/acd1996005788/PP/

29

15. Image Men pouring out alcohol during Prohibition

Source: http://www.toledoblade.com/Movies/2011/09/30/Ken-Burns-takes-on-

Prohibition.html

30

APPENDIX II: BIBLIOGRAPHY AND WEBLIOGRAPHY

OF RESOURCES FOR STUDENTS AND TEACHERS

Bibliography of Children’s Literature 1. Auer, Jim, and R. W. Alley. Know How to Say No to Drugs and Alcohol: A

Kid's Guide. St. Meinrad, IN: One Caring Place/Abbey, 2007. Print. - A book to teach children how to avoid peer pressure and say no to alcohol. (Lesson 5)

2. Vigna, Judith. I Wish Daddy Didn't Drink so Much. Niles, IL: A. Whitman, 1988. Print. - A book that teaches students the negative effects of alcohol and how it might affect a family. This will give students an insider look into why those who were for prohibition might have felt the way they did. (Lesson 5)

3. Blumenthal, Karen. Bootleg : murder, moonshine, and the lawless years of prohibition. New York : Roaring Brook Press, 2011. 1st edition--A book about the civil groups protesting alcohol consumption in public places results in the prohibition era.

4. Drowne, Kathleen M. The 1920’s. Westport, CT: Greenwood Press. 2004. This book shows all of the ways this decade altered America. It talks about its people and its possible future. (Lesson 3)

5. Harvey, Bonnie C. Carry A. Nation: Saloon Smasher and Prohibitionist. Berkeley Heights, NJ: Enslow, 2002. Print. This will give the students a deeper understanding of Carrie Nation (Lesson 2).

6. Orr, Tamra. Prohibition. San Diego: Blackbirch, 2004. Print. This book will be a reference book for students to go to look up more information on other people during the prohibition (Lesson 2).

7. Taylor-Butler, Christine. The Constitution of the United States. New York. Children’s Press. 2008 (lesson 1)

31

Webliography of Supporting Online Resources for Students

1. http://www.thecoolspot.gov/ - This is a website for students that gives facts and information in a fun and exciting way and helps students to ignore peer pressure. (Lesson 5)

2. http://kidshealth.org/parent/positive/talk/alcohol.html - This is a site that gives ideas and activities for students dealing with the negative effects of alcohol to teach them more about why prohibition might be a good thing for health reasons. (Lesson 5)

3. http://www.historicpatterson.org/Exhibits/ExhProhibition.php - The Prohibition Era website, created by Historic Patterson. This website provides a background about the prohibition era. (Lesson 1)

4. http://www.pbs.org/kenburns/prohibition/ - This is a website that provides videos, articles, and information pertinant to the prohibition. The website is property of PBS. (Lesson 1)

5. http://1920-30.com/blog/ - This is a website that provides blogs of information of what life during the prohibition was (Lesson 2)

6. www.prohibitionrepeal.com/history/21st.asp - This is a website about repealing prohibtion. It includes tabs that include the history and the industry of prohibition (Lesson 4).

7. http://www.kshs.org/p/online-exhibits-carry-a-nation-introduction/10588 - This is a website that goes in depth on one of the supporters of the prohibition, Carrie Nation (Lesson 2).

8. www.history.com/topics/18th-and-21st-amendments - This is from the History Channels official website. it includes videos and information about the 21st amendment (Lesson 4).

9. http://www.historylearningsite.co.uk/prohibition_and_the_gangsters.htm - This website includes information about the prohibition and the gangsters that were involved. There is information about Al Capone and his involvement in the prohibition. (Lesson 3)

10. http://www.legendsofamerica.com/20th-gangsters.html - This website goes in depth about the gangsters that were active during the prohibition. It also has an alphabetical list that has words that are associated with gangsters and the prohibition. (Lesson 3)

32

Webliography of Supporting Online Resources for Teachers

1. http://thenewprohibition.com/center-for-science-in-the.cfm - This is an example of a modern anti-alcohol group that focuses on advertisements for alcohol that target under-age drinkers. (Lesson 5)

2. http://www2.potsdam.edu/hansondj/Controversies/1124913901.html - This site gives a list of different modern temperance groups and how you can find more information on them or contact them. (Lesson 5)

3. http://www.kshs.org/p/online-exhibits-carry-a-nation-introduction/10588 - This is a website that would go over some people and definitions of events that occurred during the prohibition (Lesson 2).

4. http://www.jstor.org/stable/2712541 - This is a link to a PDF that goes over different women supporters of the prohibition (Lesson 2).

5. http://learning.blogs.nytimes.com/2011/12/05/dec-5-1933-ratification-of-21st-amendment-ends-prohibition/ - This is a blog about the 21st Amendment to prohibition (Lesson 4).

6. http://www.tahg.org/module_display.php?mod_id=15&review=yes This is a teaching module dealing with the 21st Amendment and prohibition(Lesson 4).

7. http://prohibition.constitutioncenter.org/educator-resources.html This resource has educator standards that are met during the study of prohibition. (Lesson 3)

8. http://www.sharemylesson.com/taxonomysearchresults.aspx?mode=browse&parametrics=90014,90171,90927,94538 This website has lessons that other teachers have used to teach prohibition. There are a variety of good ideas and how to make it child friendly. (Lesson 3)