Unit 8: The Roaring Twenties and the Great Depression
Chapters:
20-21
Honors United States History
Essential Questions
1) What is a government's responsibility regarding the welfare of its people?
2) How does culture affect economic, political, and social decisions?
Postwar Social Change
Concepts
Flapper
Mass media
Jazz Age
Harlem Renaissance
Bootleggers
Speakeasies
T opics
-Women’s Changing Role
-Americans on the Mov e:
Mov ement to the Cities
-Impact of Mass Media:
Mov ies, Radio, Newspapers,
Magazines
-The Jazz Age: Definition and
Characteristics
-The Harlem Renaissance:
Definition, Characteristics,
and Impact on the Future
-Prohibition: Causes and
Effects
-The Rise of Organized Crime
-The Scopes Trial: Details and
Significance
-Rev iv al of the Ku Klux Klan
People
Charles Lindberg
Billie Holliday
Langston Hughes
Al Capone
Politics and Prosperity
Concepts
Communism
Red Scare
Isolationism
Consumer economy
Gross National Product (GNP)
Speculation
Buy ing on margin
McNary -Haugen Bill
T opics
-Communism: Characteristics
and Beliefs
-The Russian Rev olution
-The Red Scare: Causes and
Effects
-The Teapot Dome Scandal
-The Sacco and V anzetti Case:
Ev ent and Significance
-The Business Boom: Causes
and Effects
-The New Consumer
Economy: Causes and Effects
-Henry Ford and the
Assembly Line: Effects
-Economic Danger Signs
People
Warren G. Harding
Calv in Coolidge
The Great Crash
Concepts
Black Tuesday
Great Crash
Business Cy c le
Great Depression
The Great Depression
Concepts
Hoov erville
Dust Bowl
Bonus Army
Hawley -Smoot Tariff
T opics
-The Great Crash: Causes and
Effects
-Black Tuesday : Ev ents and
Ex planation of Ev ents
-Impact of the Crash on
Workers, Farmers, and the
World
T opics
-Hoov ervilles: Significance of
the Name
-Dust Bowl: Causes and
Effects
-Effects of Pov erty on Health,
Liv ing Conditions, and
Families
-Photographs of the Great
Depression: Migrant Mother
-21 st Amendment
-Hoov er’s Strategy for
Addressing the Depression
-Bonus Army : Who, What,
When, Where, and Why ?
-The Election of 1 932:
Candidates, Issues, and Result
People
Herbert Hoov er
People
Herbert Hoov er
Franklin Delano Roosev elt
The New Deal
Concept s
New Deal
Public works program
Second New Deal
Closed shop
Sit-down strike
Bank Holiday
Townsend Plan
Scottsboro Boy s
Antilynching laws
Topics
-FDR’s First Hundred Days:
Purpose
-FDR’s New Deal: Goals,
Programs, and Strategies
-New Deal Programs: FDIC, CCC,
NIRA, PWA, AAA, TVA
-Eleanor Roosev elt: New Im age of
the First Lady
-Criticisms of the New Deal
-Second New Deal: Goals,
Programs, and Strategies
-The Wagner Act: Provisions
-Social Security System: Purpose
and Structure
-Lim itations of the New Deal:
Wom en, African-Americans
-Effect of the New Deal on
Gov ernment Power
-The Court Packing Fiasco:
Explanation
-Legacy of the New Deal
People
Franklin Delano Roosev elt
Eleanor Roosev elt
Frances Perkins
Huey Long
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I Can:
_____ Explain how women’s roles changed in the 1920s. (16.C.4c)
_____ Discuss the popularity of “heroes” in the 1920s and the causes of this popularity. (16.D.2c)
_____ Explain how mass media created common cultural experiences for people across the nation. (18.A.2)
_____ Discuss why the 1920s was referred to as the “Jazz Age” and identify characteristics of the Jazz Age. (18.A.2)
_____ Identify the characteristics of the Harlem Renaissance and explain the impact of the Harlem Renaissance on AfricanAmerican contributions to the arts. (18.A.2)
_____ Identify the causes and effects of Prohibition. (16.D.5 US)
_____ Explain the issue at the heart of the Scopes Trial and the significance of the decision in the case. (16.D.5 US)
_____ Examine the cultural conflicts and the rise of nativism during the 1920's. (16.D.5 US)
_____ Define “Red Scare” and identify the causes and effects of the Red Scare in the early 1920s. (14.E.4)
_____ Define “isolationism” and explain how the United States practiced this policy in the 1920s. (14.E.4)
_____ Describe the ways in which industrial growth affected the economy of the 1920s. (15.A.5)
_____ Compare and contrast the ways the 1920s can be seen as a “modern” period and the ways the 1920s can be seen as a
“conservative” period. (16.B.4 US)
_____ Identify the sources and limits of the economic prosperity of the 1920s. (15.A.5)
_____Understand the key lines of cultural tension in 1920s America. (16.D.5 US)
_____ Debate the defining programs and philosophies of Republican Presidents Harding, Coolidge, and Hoover. (16.D.2c)
_____ Analyze the causes of the stock market crash of 1929 and the Great Depression that followed. (16.C.3c)
_____ Explain how Americans experienced, explained, and responded to the Great Depression. (16.C.3c)
_____ Identify and discuss the social effects of the Great Depression. (16.C.2c)
_____ Discuss ways Americans pulled together to survive the Great Depression. (16.C.2c)
_____ Compare and contrast President Hoover and President Roosevelt’s responses to the Great Depression. (16.D.2c)
_____ Explain why the election of 1932 was a significant turning point in American politics. (16.C.4c)
_____ Discuss and debate the responsibility of the government during the Great Depression. (16.C.4c)
_____ Explain how Eleanor Roosevelt represented a new image of the First Lady. (16.D.2c)
_____ Examine the lasting effects of the New Deal. (16.C.2c)
_____ Identify the key programs, aims, and underlying motivations of the New Deal. (16.C.2c)
_____ Explain how the New Deal evolved over the course of the 1930s. (16.C.4c)
_____ Discuss what ways the New Deal affected (or leave unaffected) the lives of Americans. (16.C.3c)
_____ Identify what kinds of Americans rallied to the New Deal. (16.C.3c)
_____ Understand what kinds of popular movements arose during the 1930s. How did they help to shape the New Deal? (16.C.2c)
_____ Describe what types of controversy the New Deal generated, and what kinds of opposition did it encounter. (16.C.2c)
_____ Explain the winding down of New Deal reform by the late 1930s. (16.C.2c)
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates
the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s k nowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narra tive
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, stud ents must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.