Unit 8: The Roaring Twenties and the Great Depression
Chapters:
20-23
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
Topics
-Women’s Changing Role
-Americans on the Move:
Movement to the Cities
-Impact of Mass Media:
Movies, 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
-Revival 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 Domestic Product (GDP)
Gross National Product (GNP)
Speculation
Buying on margin
Topics
-Communism: Characteristics
and Beliefs
-The Russian Revolution
-The Red Scare: Causes and
Effects
-The Teapot Dome Scandal
-The Sacco and Vanzetti Case:
Event 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
Calvin Coolidge
The Great Crash
Concepts
Black Tuesday
Great Crash
Business Cycle
Great Depression
Topics
-The Great Crash: Causes
and Effects
-Black Tuesday: Events and
Explanation of Events
-Impact of the Crash on
Workers, Farmers, and the
World
People
Herbert Hoover
The Great Depression
Concepts
Hooverville
Dust Bowl
Bonus Army
Topics
-Hoovervilles: Significance of
the Name
-Dust Bowl: Causes and
Effects
-Effects of Poverty on Health,
Living Conditions, and
Families
-Photographs of the Great
Depression: Migrant Mother
-21st Amendment
-Hoover’s Strategy for
Addressing the Depression
-Bonus Army: Who, What,
When, Where, and Why?
-The Election of 1932:
Candidates, Issues, and Result
People
Herbert Hoover
Franklin Delano Roosevelt
The New Deal
Concepts
New Deal
Public works program
Second New Deal
Closed shop
Sit-down strike
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 Roosevelt: New
Image 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
-Limitations of the New Deal:
Women, African-Americans
-Effect of the New Deal on
Government Power
-The Court Packing Fiasco:
Explanation
-Legacy of the New Deal
People
Franklin Delano Roosevelt
Eleanor Roosevelt
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.D.5 (US))
_____ Discuss the popularity of “heroes” in the 1920s and the causes of this popularity. (16.A.4a )
_____ Explain how mass media created common cultural experiences for people across the nation. (16.D.5 (US))
_____ Discuss why the 1920s was referred to as the “Jazz Age” and identify characteristics of the Jazz Age. (16.A.4b)
_____ Identify the characteristics of the Harlem Renaissance and explain the impact of the Harlem Renaissance on AfricanAmerican contributions to the arts. (16.A.4a )
_____ Identify the causes and effects of Prohibition. (16.A.4a )
_____ Explain the issue at the heart of the Scopes Trial and the significance of the decision in the case. (16.A.4b)
_____ 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. (16.A.4a )
_____ Discuss how Republican leadership shaped the 1920's. (16.B.4 (US))
_____ Define “isolationism” and explain how the United States practiced this policy in the 1920s. (16.D.5 (US))
_____ Understand the role businesses and consumers play in a consumer economy. (16.B.5b (US))
_____ Describe the ways in which industrial growth affected the economy of the 1920s. (16.A.4a )
_____ Explain the danger signs that were present in the economy of the late 1920s. (16.B.5b (US))
_____ Identify the major causes of the Great Depression. (16.A.4a )
_____ Describe the ripple effect the Great Crash caused throughout the nation’s economy. (16.A.4a )
_____ Identify and discuss the social effects of the Great Depression. (16.A.4a )
_____ Discuss ways Americans pulled together to survive the Great Depression. (16.D.5 (US))
_____ Compare and contrast President Hoover and President Roosevelt’s responses to the Great Depression. (16.A.4b)
_____ Explain why the election of 1932 was a significant turning point in American politics. (16.A.4b)
_____ Discuss and debate the responsibility of the government during the Great Depression. (16.A.4b)
_____ Explain how Eleanor Roosevelt represented a new image of the First Lady. (16.D.5 (US))
_____ Identify and discuss the key goals, programs, and accomplishments of the New Deal. (16.B.4 (US))
_____ Discuss the complaints made against the New Deal. (16.B.4 (US))
_____ Examine the lasting effects of the New Deal. (16.B.4 (US))
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.9-10.1e Provide a concluding statement or section that follows from or supports the argument
presented.
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.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
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 knowledge 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.9-10.2e 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.9-10.2f 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.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
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 narrative
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, students 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.