Stratford School Academy
Schemes of Work
Unit 2: The Roaring 20s:USA, 1918-1929
Number of weeks (between 6&8)
Content of the unit
Assumed prior learning (tested at the beginning of the unit)
6 weeks
The Roaring 20s USA: 1918-1929
KS3 knowledge on American Civil Rights Movement 1920s
Key issue 1: How and why did the USA achieve prosperity in the 1920s?
• Isolationism and its effects: American rejection of the Treaty of Versailles and refusal to join the
League of Nations; the consequences for the USA
• Tariff policy: Fordney-McCumber Tariff of 1922
• Mass production (e.g. Ford and the motor industry); consumer industries and advertising
• Hire Purchase; purchase of shares; the stock market boom; Republican Government policies
• Developments in the entertainment industries, e.g. the cinema, jazz.
Key issue 2: How far was the USA a divided society in the 1920s?
• Rich versus poor: continuation of poverty for some – e.g. farmers
• Race: immigration controls; the quota system of 1921; National Origins Act of 1924; the Ku Klux
Klan and
its activities
• Prohibition: groups for and against it; organised crime; the impact on society
• Young people: fashions, flappers.
Key issue 3: Why did the US Stock Exchange collapse in 1929?
• The problems of the 1920s: over-production, lack of credit control; the effects of tariff policy;
unequal distribution of wealth
• The Wall Street Crash: events and immediate consequences.
Assessment points and tasks
Written feedback points
Lesson 4: 15 mark essay
Teacher Feedback: Lessons 2,
5, 9
Exam practice question is incorporated into each
lesson.
Unit 2 exam
35 minutes
1 question divided into 3 subparts
 4 marks for source
inference (5 mins)
 6 for explanation of an
event (10 mins)
10 for Utility of a source (20
mins)



AO1 Recall, select and communicate their knowledge and understanding of history (15%)
AO2 Demonstrate their understanding of the past through explanation and analysis of: (1)key concepts:
causation, consequence, continuity, change and significance within an historical context, (2) key features and
characteristics of the periods studied and the relationship between them (15%)
AO3 Understand, analyse and evaluate: (1) a range of source material as part of an historical enquiry how
aspects of the past have been interpreted and represented in different ways as part of an historical enquiry
(7.5%)
The causes of prosperity in 1920s America and source skills are the skills being tested in this unit. Band Range 1-9 is
covered for both skill sets.
Causation
I can identify an example of a cause without reason or justification
Cause &
Consequ
ence
Lesson 9: End of unit test based on all the skills and
content
Learning Outcomes (tested at the end and related to subject competences)
I can identify an example of a cause and/or consequence without reason or justification
I can identify several examples of causes and/or consequences without a simple description
I can identify several examples of causes and/or consequences of an event with a simple
description
I can describe examples of causes and/or consequences without exploring links between
them
Page 1 of 10
Stratford School Academy
Schemes of Work
Unit 2: The Roaring 20s:USA, 1918-1929
I can describe examples of causes and/or consequences with simple links between them
I can explain examples of causes and/or consequences and can begin to explore the links
between them
I can explain examples of causes and/or consequences and can begin to consider the long
and short term impact
I can analyse examples of causes and/or consequences and can explain the long and short
term impact within a time period
I can analyse examples of causes and/or consequences and can explain the long and short
term impact across time periods
I can evaluate cause and/or consequence, and can explain the significance of some examples
over others
I can evaluate cause and/or consequence, and can rank and explain the significance of some
examples over others
I can evaluate cause and/or consequence, and can rank and explain the significance of some
examples over other across periods of time
Source Skills
I can identify what a source says
I understand that sources can be different
I can identify an opinion about an event or person from a source
I can identify different opinions about an event or person from more than one source
I can describe an event or person using evidence from sources
Source skills
I can create unsupported inferences from 1 or more sources
I can compare sources to show similarities and/or differences with evidence
I can describe an opinion about an event or person from a source with supporting evidence
I can describe different opinions about an event or person from more than one source,
offering supporting evidence
I can explain the reasons for the similarities and/or differences between sources
I can analyse how the author's opinion affects the source
I can analyse why the author's opinion affects the source
I can analyse a source by identifying the audience and purpose
I can analyse the impact of audience and purpose on a source, with an explanation
I can evaluate and explain the reliability of a source(s)
I can explain and evaluate the utility of source(s) without using contextual knowledge
I can evaluate and explain the utility of unreliable source(s)
I can evaluate and explain the utility of sources through cross-referencing and contextual
knowledge
I can evaluate the impact of purpose, motive, audience, access to information, content, tone
and type on utility and reliability
Page 2 of 10
Stratford School Academy
Schemes of Work
Unit 2: The Roaring 20s:USA, 1918-1929
Lesson
1
Clear learning intentions
Clear success criteria
Hook
Presentation of
content
Guided practice
What was the USA’s policy
towards Europe?
E/F
Describe the USA’s
policy towards Europe
after WW1
Teacher explains
structure of the course –
how many units, how they
will be assessed, which
topics will be studied,
when etc


Main:
Whole class reading of text book (walsh
page 184) about USA during WW1 and after.
D/C
Explain how the USA’s
policy towards Europe
led to a split in
American Politics
B+
Analyse the
consequences of
America policies towards
Europe
Look at the pictures of
America during the
1920’s. Recap any prior
knowledge of the era and
identify what they see in
the pictures


PPT
Data
capture
sheet for
isolationism
Differentiat
ed data
capture
sheet for
isolationism
Homework
sheet
Match the people with the different
attitudes on the PPT (This slide should be
printed for the students to work off.
Higher ability should explain why each
different group would have a different
attitude.
Key word definition Isolationism. Recap of
knowledge from Unit one Teacher definition
provided as well
Source work – The views of President
Woodrow Wilson after the outbreak of war
in 1914. What does source B suggest about
the USA’s policy towards Europe?
Page 55 source B – AQA
The constitution and the
way that the USA is
governed – this gives the
students an
understanding of the
problems faced by USA.
Knowledge input from the text book – Page
54 and 55 and 56 about Isolationism and
League of Nations. Complete grid for bullet
points. Simplified grid for less able.
The USA’s policy of
Isolationism and its
effects (League of
Nations)
Homework - exam practice 1b Explain the
consequences of the USA not joining the
League of Nations Differentiated success
criteria on task sheet.
Exam practice 1a source
inference
Page 3 of 10
Independent practice
(homework)
Explain why the
Stock Market
boom
developed in
the 1920s.
(Total 6
marks)
Closure
Think Pair Share
Who would you
support and why?
Students should
decide weather or
not they would have
joined the league of
nations
Stratford School Academy
Schemes of Work
2
Why did America become
so wealthy in the 1920s?
Unit 2: The Roaring 20s:USA, 1918-1929
E/F – Will be able to
describe the main
factors of how America
became wealthy.
C/D – Will be able to
explain how tariffs, mass
production and Henry
Ford impacted America
in 1920s.
Picture of a Model T Car.
Analyse this.
Who, What, Where,
When, Why?



Ppt
Information
for
gathering
exercise
Data
capture
sheet
B+ - Will be able to
assess the causes and
consequences of
America’s wealth.
Main:
Recap of Fordney McCumber Tariff – Just a
minute task – Speak for a minute on the
tariff. Work as a table – competition.
Watch the LACKPANTS video and make
notes on what each letter means.
Differentiated sheet with some of the
information completed.
Information gathering exercise - Information
has been placed around the room on the
key ingredients of the economic boom in
the 1920s:
Mass production
Consumer industries and advertising
Hire purchase
Share purchase and the stock market boom
The policies of Republican presidents
Mass production
Consumer industries and
advertising
Hire purchase
Share purchase and the
stock market boom
The policies of
Republican presidents
You should approximately at least ten
minutes on each to make detailed notes on
the grid, before moving onto the next area.
Simplified information data capture sheet
for weaker students.
Exam practice of source
inference
Use these 5 factors to create a diagram on
the A3 sheet entitled ‘The Cycle of
Prosperity’
Source task
What does Source A suggest about why an
economic boom occurred in the USA in the
1920s? (4 marks) Print from the PPT
Using the Teacher Feedback in their books
from the previous lessons source work task
attempt another source question.
Self assessment of answer. Highlight the
evidence of them using the EBI comment.
Page 4 of 10
Explain the effects that
mass production had on
the USA in the 1920s. [6
marks]
Think, Pair, Share
Why was there a
consumer boom in
the 1920s?
Explain in no more
than 3 sentences
Stratford School Academy
Schemes of Work
Unit 2: The Roaring 20s:USA, 1918-1929
3
What role did
entertainment and
advertisement play
in the boom years of the
1920s?
E/F – Will be able to
describe the role that
entertainment played in
the boom years of
1920s.
C/D – Will be able to
explain how factors of
entertainment led to
America’s boom
A quote from F Scott
Fitzgerald Echoes of the
Jazz Age (1931) Analyses
this quote.



PPT
Information
sheet about
entertainme
nt
Homework
sheet
B+ - Will be able to
analyse the
consequences of the
boom on the average
American.
Main:
Peer assessment of H/wk using mark
scheme.
What are the main similarities/differences
between how people entertain themselves
now and in the 1920s? Video embedded in to
the Slide!
Create your own A3 spider diagram using
the text book page 61 and 62 and also the
information sheets.
weaker students should work as pairs to find
3 facts about each of the sections
Teacher input – how to answer an explain
question – Use mark scheme

Developments in the
entertainment
industries
Students attempt question
Explain how the boom in ENTERTAINMENT
changed the lives of ordinary Americans? (6
marks) Sentence starters for E/F students.
Exam Practice
1B explain question
Page 5 of 10
What does the Source
suggest about the
popularity of Jazz in the
1920s in the USA? (Total
4 marks)
Peer assessment
(wwe ebi) of explain
question.
Stratford School Academy
Schemes of Work
Unit 2: The Roaring 20s:USA, 1918-1929
4
Poverty in the midst of
Plenty:
Why didn't everyone
benefit
from the boom?
E/F – will be able to
describe why some
groups of Americans did
not benefit from the
boom.
C/D – Will be able to
explain the difference in
prosperity experienced
in America.
B+ - will be able analyse
a source to explain how
useful it is in telling
them about the disparity
of wealth in America
during the 1920s



Recap of knowledge
Why is this period
described as the ‘Roaring
20s’?



PPT
Information
on different
groups.:
Farmers:
Black
Americans:
Industry
workers
Source plan
sheet
Main:
Graph analysis
Describe what is happening in this graph.
Challenge for A/A* - How does this show
that not everyone prospered during the
boom?
Students provided with information about
one group that did not benefit from the
boom.
Farmers (Low)
Black Americans (Medium)
Industry Workers (High)
You have ten minutes answer the questions
on the group and create a presentation for
the rest of the class.
Class take notes while presentation
happening
Then you will feed back to the class
Peer assessment – while listening students
should come up with questions for the
presenting groups about their group of
people.
The contrast
between rich and
poor.
Immigration and
restrictions
The Ku Klux Klan and
its activities
Create a story board for the story of Sacco
and Vanzetti. Page 200 of Walsh
Challenge for able students:
What does this tell you about America’s
feelings towards immigrants?
1c exam practice
Make flow diagram of America’s
immigration policy (Page 64 AQA text book)
Exam question planning – NOP = Nature,
Origin and Purpose
1927 cover of Sears and Roebuck Catalogue
How useful is this source for studying living
standards in the 1920s?
Use the source and your own knowledge to
answer this question (10 marks)
Page 6 of 10
To what extent
were
Americans
prosperous in
the 1920s?
(Total 15
marks)
Plenary:
Study the source and
explain how this
gives us and un
realistic view of
America in the
Stratford School Academy
Schemes of Work
Unit 2: The Roaring 20s:USA, 1918-1929
5
How did the Ku Klux Klan
and organised crime take
over in American during
the 1920s?

E/F – will be able to
describe the effects
of organised crime
and the KKK on
American society.

D/C – Will be able to
explain how the
presence of
Organised Crime and
the KKK led to a loss
of control in society

Think Pair Share
• In 1926 the KKK
proudly marched
through
Washington. What
does this tell us
about society in
the 1920s?


PPT
Differentiati
on for note
taking
question
Main:
BLP Activity – provides students with a part
of the picture and ask them to decide what
it is showing.
(use slide 6 on the PPT)
Key words:
Segregation and Jim Crow Laws
Lower ability to use definitions on PPT
Challenge to write their own definitions for
these words.
On your tables, make notes on either Black
Americans in the early 20th Century (64-65
AQA text book) or The activities of the Ku
Klux Klan (66-67 AQA text book) (15
minutes)
Use questions for weaker students to focus
their research.
B+ - Will be able to
analyse the causes
and consequences of
organised crime and
KKK in America
during the 1920s
You will then teach each other about the
areas you have looked at (25 minutes)
Organised Crime
Activity of KKK
Exam practice:
What does Source A suggest about American
attitudes towards Black Americans? (4
marks) On PPT
Self Assessment
Using mark scheme (on ppt) highlight the
areas that show description in pink
Highlight the areas that show inferences in
yellow
Highlight your own knowledge in green
Write your own WWW and EBI comments.
Listen to the lyrics of the song (embedded
in the ppt)
Class discussion:
Is “Strange fruit” a fair assessment of
American attitudes to Black people in the
1920s?
Page 7 of 10
Study Source E.
Discuss Martin Luther
King and his speech
Source E: The Ku Klux
in 1963. Imagine
trying to do the
Klan, 1920-1925
same in 1926. The
same year
the judges,
KKK
“The Klan had 5 million members.
Many
policemen and
marched
Klansmen often met in secret
and atthrough
night. Some joined becau
Washington.
Others joined because they
believed they were defending their
What does Source E suggest about the membership of the Ku K
[4 marks]
Stratford School Academy
Schemes of Work
•
6
What were the causes and
consequences of
Prohibition?
•
•
•
D/E – will be able to
describe what
Prohibition is and
why it was
introduced in
America during the
1920s
C/D –Will be able to
explain why
Prohibition was
introduced in the
USA in 1920.
Try to think of as many
arguments FOR and
AGAINST the banning of
alcohol today. 3 MINUTES!



Key word definition of
prohibition students
should copy this in to
their books.

Unit 2: The Roaring 20s:USA, 1918-1929
Ppt
Card sort
Card sort
data
capture
Homework
Main
Group discussion:
Can you think of any reasons why alcohol
may have been banned in the USA in 1920?
Link to previous knowledge of the topic.
Card sort task
Arrange the information under one of the
four headings:
• Social – why ordinary people
supported Prohibition
• Economic – reasons to do with money
• Political – reasons to do with the
government
• Religious - to do with religion
Differentiated card sort available with
simpler language for the less able students
More able students could be asked to create
groupings their selves.
B+ - Will be able to
assess the causes
and consequences of
Prohibition on
American society
during the 1920s.
Prohibition
Students should record this information on
the sheet provided
In your opinion what was the most
important reason why Prohibition was
introduced in the 1920s?
A/A* students should be expected to justify
their choice.
Group discussion:
What do you think that the consequences of
prohibition would be?
Task:
What were the effects of prohibition? Note
taking exercise from the text book (AQA
pages 67-70) regarding the consequences.
This should be split into four headings
1. Speakeasies
2. Moonshine
3. Smuggling
4. Organised crime
Teacher input of further reasons.
Exam practice:
What does source A suggest about why
prohibition was introduced during the
1920s? 4 marks
Page 8 of 10
How useful in Source F
for studying Prohibition
in the USA in the 1920s?
Use Source F and your
knowledge to explain
your answer. [10 marks]
[SPaG 3 marks]
Peer assessment of
exam practice.
Students should set
themselves a target
from the feedback
that they have
received.
Stratford School Academy
Schemes of Work
Unit 2: The Roaring 20s:USA, 1918-1929
7
How far did the role of
women change in the
1920s?

E/F – will be able to
describe how women
acted in the 1920s

C/D – will be able to
explain how women's
role changed during
the 1920s.

What impression do these
photographs give of
women in the 1920s?
Look at the poem:
What does this tell us
about women in the
1920s?
What questions does this
poem pose?


PPT
Women
information
sheet
Main
Use the video to make notes on Women
during the 1920s. embedded in the ppt
Teacher assign one statement to each pair:
‘Women’s lives had changed’ or ‘women’s
lives stayed the same’.
Describe what the
‘flappers’
tell us about
American
society in the
1920s. (Total
5 marks)
As a pair go through the information on the
sheet using highlighters, highlight the
information that agrees with their
statement.
EXT: Write a short two-sided argument to
answer the title Q
B+ - will be able to
create a balanced
argument exploring
the extent of the
changing role of
women during the
1920s
Set up a debate – Make notes using the
highlighted information in their books.
Youth culture and
changing role of women.
Join with another pair that are on your side
– prepare a debate
Motion:
This house believes that the role of women
stayed the same during the 1920’s.
Peer feedback on debate – WWW and EBI
comments – which team won the debate?
Exam practice:
Explain how the role of women changed
during the 1920s.
8
What were the causes and
the effects of the Wall
Street Crash in 1929?
Use your own
knowledge to explain
why the USA fell into
depression in 1929.
(Total 15 marks)
Page 9 of 10
Peer assessment of
the exam question
Stratford School Academy
Schemes of Work
Unit 2: The Roaring 20s:USA, 1918-1929
9
How well can I perform in
a Unit 2 exam?
E – 6 out of 20
C – 10 out of 20
A – 13 out of 20
Tuesday 14
June 2011 AQA
website
Exam Practice
Period 1:
Final revision time – in groups, make an A4
poster and presentation on your given topic.
Present to the rest of the class:
 B Red and orange – USA’s policy
towards Europe.
 D/C Yellow –Mass Production, tariff
policy and Ford T
 E/F Green – Entertainment and
Women
 C/B Blue – Prohibition and Al Capone
 A/A* Purple – Wall Street Crash
Periods 2 and 3:
Teacher marking using AQA mark scheme –
use data to set initial predicted grades and
to revise seating plan
Page 10 of 10
None