A ChatGPT-Using Learning Activity Pertaining to the Flappers

Designed for middle school and high school US History students

Through this activity, high school US history students will have the opportunity to immerse themselves in the experience of a flapper by writing five diary entries from a flapper’s perspective.

This hands-on approach to learning allows students to engage with historical events and cultural movements in a personal and meaningful way and should result in the students gaining a deep understanding of the social and cultural changes that took place during this time period and the impact that flappers had on American society.

Step #1:

For homework have the students watch and take notes on the following:

• The Roaring Twenties (Reading Through History / 6:26)
• Daily Life in the 1920s (Reading Through History / 5:22)
• Flappers (Reading (Through History / 3:28)
• Flappers (Daily Dose / 3:08)
• Prohibition Inspired a New Generation of Rebellious Women (Smithsonian / 2:07)

Step #2:

The next day, start off the period by reading the paragraph that appears below:

“In the 1920’s, flappers invented their own slang, some of which still makes an appearance in our vocabulary today. Some of it is indicative of these women’s growing liberation: “handcuff” was a slang term for engagement ring, “hush money” was allowance from a father, and “dropping the pilot” meant getting a divorce. This generation even had their own magazine, “The Flapper”, whose tagline was “Not for Old Fogies”, that catered to the movement.”

Then show the students the 1920s flapper lingo appearing below

• Alarm Clock: Chaperone
• Bank’s Closed: No kissing
• Bean Picker: An individual who attempts to patch up trouble (i.e. picks up spilled beans)
• Bee’s Knees: See “Cat’s Pajamas”
• Berries: Great (i.e. It’s the berries)
• Big Cheese: an important person (originated in this period)
• Blouse: Go, to go (i.e. Let’s Blouse)
• Cat’s Meow: Something highly sought after
• Cat’s Pajamas: Anything good, the best, the greatest
• Dapper: Flapper’s father
• Ducky: Term of approval
• Dud: A wallflower
• Dudding Up: Dressing up
• Embalmer: A bootlegger
• Father Time: Any man over 30 years of age
• Fire Extinguisher: A chaperone
• Flapper: Girl
• Flat Shoes: A fight between a Flapper and her Goof
• Fluky: Funny, different, odd
• Forty-Niner: Man who is prospecting for a rich wife
• Gimlet: A chronic bore
• Goof: Sweetie
• Handcuff: Engagement ring
• His Blue Serge: His sweetheart, his girl
• Hooch: liquor
• Hopper: Dancer
• Out on Parole: A person who has been divorced
• Scofflaw: A lawless drinker of illegally made or illegally obtained liquor (coined in 1923)
• Sharpshooter: A good dancer who does not hold back while spending money
• Snake Charmer: A female bootlegger
• Tomato: Good looking girl with no brains
• Trotzky: Old lady with a mustache and chin whiskers
• Weasel: Girl stealer
• Whangdoodle: Jazz music, jazz band
• Whiskbroom: Man with whiskers

Step #3:

Next up, provide the students with time to write five diary entries from the mindset of a flapper, with each entry not to exceed five sentences in length.

Step #4:

Ask for volunteers to read some of their diary entries out loud.

Step #5:

Share the CHatGPT-created diary entries appearing below.

Diary Entry 1:
“Today I bobbed my hair and felt like a new woman. Being a flapper means embracing change and breaking free from traditional norms. I can’t wait to see where this decade takes me.”

Diary Entry 2:
I went to a speakeasy with my girls tonight and it was a blast. Dancing the Charleston and breaking the prohibition laws is all part of the flapper lifestyle. I’m living my best life.

Diary Entry 3:
I got my first pair of rolled stockings and they’re so daring. Being a flapper means pushing boundaries, both in fashion and in behavior. I’m loving every minute of it.

Diary Entry 4:
I attended a Gatsby-esque party on Long Island and it was a night to remember. The flapper culture of the 1920s is all about jazz, parties, and carefree living. I’m so grateful to be a part of it.

Diary Entry 5:
I was scolded by my mother for my short hemline and painted lips. Being a flapper means standing up for myself and my right to express myself however I choose. I won’t let anyone dull my sparkle.

Step #6:

Ask the students to write five diary entries from the mindset of a relatively traditional forty-five-year-old wife of a Westchester, New York farmer, with these diary entries written after the farmer and his wife had returned home from their first-ever trip to New York City, a trip that included a chance to see the flappers up close.

Note: Westchester is located nearly an hour north of New York City by train, with the rural way of life still dominant in Westchester in the 1920s.

Step #7:

Share with the students how CHatGPT responded to the request appearing in Step #6.

Diary Entry 1:
Today was the day my husband and I finally made the trip to the city. I’ve always heard stories about the bustling streets and towering buildings, but I never imagined it would be this grand. We spent the day exploring the shops and taking in the sights. I was particularly taken aback by the flappers we saw everywhere. They were young women, dressed in the most immodest fashions and wearing their hair in scandalous styles. They seemed so wild and reckless, and I couldn’t help but disapprove of their behavior.

Diary Entry 2:
Today we spent the day at a speakeasy, one of the secret clubs that sell alcohol during the prohibition era. It was my first time inside one, and I have to say, I was horrified by the behavior of the flappers there. They were smoking and drinking, and some of them were even dancing with multiple partners! My husband and I couldn’t believe what we were seeing, as this is not something we were used to seeing. I suppose it’s just the city life, but I couldn’t help but feel a sense of moral decay.

Diary Entry 3:
We went to a jazz club last night, and it was a nightmare. The music was loud and lewd, and the flappers on the dance floor were moving their bodies in a way that I’ve never seen before. They were doing the Charleston, and it was quite a sight to see. I must admit, I was quite shocked and appalled by their behavior. They seemed to be living life without any sense of propriety or decorum, and I couldn’t help but feel a sense of disappointment.

Diary Entry 4:
Today we visited a museum, and I was struck by an exhibit on the flappers of the 1920s. They were depicted as independent, free-spirited women who were pushing the boundaries of what was considered acceptable for women at the time. I couldn’t help but think about how much things have changed since then. Back home, we are still expected to conform to traditional values and morals, but these flappers were rejecting that way of life. I couldn’t help but feel that the world was going to hell in a handbasket.

Diary Entry 5:
As our trip comes to an end, I can’t help but feel a sense of relief. The city has been an eye-opening experience, but not in a good way. The flappers have left a lasting impression on me, and I can’t help but wonder what has happened to society. I’m glad to be going back home, where people still have a sense of decency and morality. The city has been a corrupting influence, and I hope that I can forget what I’ve seen here.

Step #8:

Close out this learning activity. You could have the students:

1. Reflect on the differences in language and tone between the diary entries written from the perspective of a flapper and a traditional farming wife. Encourage them to consider the social and cultural context that would have influenced these differences.
2. Compare and contrast the experiences and perspectives presented in the diary entries. This could include discussing the role of gender, class, and lifestyle in shaping the characters’ experiences. It could also include researching the accuracy of any questionable facts or claims.
3. Write a reflective essay on what they have learned during this activity and how it has helped them understand the time period and characters more clearly.
4. Conduct a search for primary sources (i.e, actual diary entries and/or letters) that depict the lingo and culture of the period.
5. Discuss the learning assignment in groups; then have each group present their insights and takeaways to the class.
6. Use their knowledge of the flapper and traditional farming wife perspectives to analyze a primary source from the time period, such as a newspaper article or a work of literature. For example, the excerpt from a newspaper article from the 1920s appearing below:

“The Flapper Craze: A New Era of Womanhood?

In recent years, a new breed of young woman has emerged on the scene — the flapper. With her short bobbed hair, shorter hemlines, and bold attitude, the flapper is a far cry from the traditional homemaker of the past. She smokes, drinks, and dances to the latest jazz music, and is not afraid to speak her mind.

But is this new era of womanhood a positive development? Some argue that the flapper’s rejection of traditional gender roles is a step forward for women’s rights and liberation. Others argue that the flapper’s behavior is a threat to the moral fabric of society.

One thing is certain — the flapper is a symbol of the rapidly changing times. As women gain more freedom and opportunities, it remains to be seen what the future holds for this new generation of women.”

Sidenote #1

For those of you wanting to kick things up a notch, here’s a cutting-edge project-based learning opportunity that I plan to field test later this summer.

This PBL is entitled “Jane Titan: The History of Pasadena’s Most Famous Flapper,” and it’s designed to provide my students with an opportunity to:

• Collaborate with ChatGPT to produce a work of historical fiction (a book) entitled “The Story of Jane Titan: LA’s Most Famous Flapper.”
• Better understand the “flapper craze,” while simultaneously learning about life in the Roaring Twenties in Los Angeles.

It all starts off with the teacher dividing the class into small groups, with each group assigned to produce a different chapter of the book. Here are the chapters:

Chapter 1: “The Birth of LA’s Most Famous Flapper”
It’s April 3, 1908, and the chapter should describe Los Angeles at the time of Jane’s birth. It should also describe the city of Pasadena at the time. The chapter should also say that Jane is born in a house in Pasadena located only a few miles from San Marino High (the school where I teach.) Maybe even describe Jane’s parents. Students could, for example, describe Jane’s mother as someone who grew up on a Westchester, New York farm (with Westchester located nearly an hour north of New York City by train and the rural and traditional way of life still having been dominant there in the 1920s.) Maybe even add that Jane and her mother are related to a Seneca Falls Convention delegate.

Chapter 2: Reflecting on the Movie “The Flapper”
It’s October 10, 1924, and Jane is 16 years old. The chapter should describe Jane and her bright-eyed 15-year-old friend, Evelyn Clarke, in a Pasadena diner after watching a movie matinee entitled “The Flapper,” an American silent comedy film starring Olive Thomas. The film was the first in the United States to portray the “flapper” lifestyle, and the chapter should reveal how the movie inspired Jane and Evelyn to become flappers. Maybe even their thoughts about the annual Pasadena Rose Parade and the selection of a very “unflapper-like” Rose Princess. Mention of their parent’s thoughts and feelings about the flapper craze might also be included in the chapter. So too, Evelyn’s dream of becoming a Hollywood movie star.

Chapter 3: “Transformation at the Feathered Flair Salon”
It’s August 15, 1925, and Jane is 17 years old. The chapter should focus on Jane’s first major step into the world of flappers: getting her hair cut in the iconic bob style at the Feathered Flair Salon, a popular establishment in downtown Los Angeles. The chapter should also mention that Evelyn Clarke is with Jane at the time, getting her hair cut as well. The chapter should also reveal how, later that night, the two spent time learning to dance the Charleston. Maybe even smoke a cigarette? Or dream of doing one of the following: ride a motorcycle along the Malibu coast, stargaze with a boy at the site of the Mt Wilson, Griffith Park Observatory, dabble in bohemianism along the Venice Beach boardwalk, drive a Model T through Beverly Hills, party like a movie star in a backless dress at the Cocoanut Grove, and wear makeup while shopping for groceries or watching a move in Pasadena.

Chapter 4: “A Night at The Hidden Rose”
It’s March 18, 1926, and Jane is 18 years old. The chapter should describe Jane’s exciting evening at The Hidden Rose, a secret speakeasy in downtown Pasadena. While at the Hidden Rose, Jane immerses herself in the lively atmosphere, dancing to jazz music, sipping cocktails, and reveling in the liberated spirit of the Roaring Twenties. The chapter should also describe Jane meeting Francis “Frankie” Granger, a 16-year-old saxophone-playing jazz prodigy who regularly performs at the Hidden Rose and who plays three popular songs for the audience that night. The chapter should also describe Jane meeting Samuel “Buddy” Thompson, a daring 19-year-old bootlegger who keeps the speakeasy flowing with illicit alcohol and describes to Jane the role of the Palos Verdes Peninsula in his bootlegging operations.

Chapter 5: “Catalina Rendezvous”
It’s August 3, 1927, and Jane is 19 years old. The chapter should revolve around a memorable day and night of flapping on Catalina Island. It should also reveal how Jane and her friends traveled from their homes in Pasadena to Catalina. When they left, when they returned, their mode of transportation, etc.

Chapter 6: “Meeting Margaret Bennett”
It’s February 12, 1928, and Jane is 20 years old. The chapter should reveal Jane getting to know the (fictional) suffragette Margaret Bennett, a much older woman who fought for and played a major role in the passage of the amendment that gave women the right to vote. Margaret represents the generation before the flappers, and the chapter should describe how she has mixed feelings about flappers like Jane, admiring their independence but questioning their lifestyle. The chapter should reveal how their interactions highlight the generational differences and similarities in their struggles.

Chapter 7: “The Stock Market Crash”
It’s October 29, 1929, the stock market has just crashed, and Jane is 21 years old. The chapter should reveal Jane telling her parents at the end of the day that she has decided to marry Francis “Frankie” Granger and go to work for Margaret Bennett.

Chapter 11: “The Great Los Angeles Air Raid”
It‘s February 28, 1942, and Jane is 34 years old. The chapter should reveal Jane’s visit to the Palos Verdes Peninsula home of Samuel “Buddy” Thompson. Thompson, who had moved to the Peninsula shortly after marrying Evelyn Clarke, had settled there before the repeal of the Prohibition amendment. The chapter should depict how the night and early morning of February 24 and 25, 1942, have affected the three.

The Final Chapter of the Book (with the assumption that there are twenty-five chapters in the book)
It’s November 4, 1980, Ronald Reagan has just been elected president, and Jane is 72 years old. The chapter should reveal what has happened to Jane and all the characters, other than what’s been revealed already. It should also reveal Jane’s thoughts and feelings about Ronald Reagan’s presidential election victory and how it is being perceived as a major and long-lasting victory for America’s conservatives. Lastly, and most importantly, the chapter should reveal why Jane has become known as LA’s most famous flapper. Did it have something to do with her role in the June 1943 Zoot Suit Riots? Or how she reacted to the passage of The Hollywood Production Code of 1930? Or was it for some other good reason? Just keep in mind, whatever you say it is, it has to be something more noteworthy than what Clara Bow did.

Each group is expected to produce a one-page summary of the chapter they have been assigned to.

Each group is also expected to select a spokesperson. The group spokesperson is expected to provide the teacher (the “book’s publisher”) with a brief (30 seconds or less) overview of their chapter, highlighting the main points and progress made. Then, following this initial briefing, the spokesperson is expected to provide the teacher with a more detailed account in no more than 2.5 minutes. The complete presentation should not exceed 3 minutes.

During the presentation, the teacher, still in the role of the book’s publisher, will ask various logically anticipatable questions. When a question is posed, the teacher’s “secretary” will stop the time clock, enabling the spokesperson to provide a thoughtful response. Once answered, the clock will resume, and the presentation will continue until time expires.

Personally, I would grade the group based on the spokesperson’s ability to answer my logically anticipated questions (90 points) and on the written summary/bib (10 points)

I would also require each group’s one-page summary and related bib to be submitted to me the day before the group's spokesperson is scheduled to present.

And I would only allow the students to use ChatGPT in class with parent permission.

Sidenote #2

“This blog post is a collaboration between myself and OpenAI’s ChatGPT. While ChatGPT provided invaluable assistance in editing and refining some of the paragraphs, all of the ideas and concepts discussed are solely my own and reflect my own thoughts and perspectives.”