Curriculum Map
Unit 9- Roaring Twenties and Great Depression (12 Days)
Concept 1: Red Scare
Enduring Themes
Conflict and Change
Governance
Culture
Individuals, Groups, Institutions
Standard:
a. Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.
Lesson EQ: How did rising communism and socialism lead to the Red Scare I?
Know
Understand
 How beliefs on government
among immigrants after WWI
 Palmer Raid
led to a fear of communism,
 Anarchist
socialism, and anarchism.
 Sacco & Vanzetti
 How the US government
 Socialism
reacted to an perceived
 Red Scare
increase in communist threat
 Communism
in the country
 Immigrant restrictions
Resources
 1920’s Carousel
 1920s Carousel DRC
 Sacco and Vanzetti Newspaper Article
Be Able To Do (DOK 3)
Evaluate if government action against
a perceived rise in communism was
justified.
Concept 2: Prohibition and suffrage
Enduring Themes
Conflict and Change
Time, Change Continuity
Individuals, Groups, Institutions
Production, Distribution, Consumption
Standard:
d. Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment,
establishing woman suffrage
Lesson EQ:
How did the 18th and 19th Amendments impact American society?
Know
Understand
Be Able To Do (DOK 2)
th
 18th Amendment
 The significance of the 18
 Evaluate how the rise of
amendment on the rise of
organized crime was linked to
 19th Amendment
organized
crime.
the banning of production and
 Flappers
consumption of alcohol.
 The changing role of women
 Suffrage
th

Compare the role of women

How
the
19
Amendment
was
 Suffragettes
prior to the Era of the Flapper
passed in large part due to the
 Organized crime
and the passage of the 19th
works of suffragettes
Amendment.
Resources
 1920’s Carousel
 1920s Carousel DRC
Concept 3: Cultural Expression and Entertainment
Enduring Themes
Technological Advances
Conflict and Change
Culture
Individuals, Groups, Institutions
Standard:
c. Describe the impact of radio and the movies.
d. Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes
and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.
Lesson EQ: How was African American culture expressed in society during the 20th century?
How did radio and movies impact American society in the 1920s?
Know
Understand
Be Able To Do (DOK 2)
 Tin Pan Alley
 African American culture was
 Distinguish how African
shared with other cultures
American culture was able to
 Jazz
due to the Harlem
flourish and disseminate
 Irving Berlin
Renaissance.
during the Harlem
 Jazz Age
Renaissance.
 Radio and movies increased
 Louis Armstrong
the
spread
of

Describe the impact of radio
 Langston Hughes
information/news.
and movies in the 1920s.
 Harlem Renaissance

Identify
the
leaders
of
the
 Radio
Harlem Renaissance.
 Movies
Resources
 1920’s Carousel
 1920s Carousel DRC
Concept 4 : Mass Production and the Automobile
Enduring Themes
Technological Innovation
Standard:
b. Identify Henry Ford, mass production, and the automobile.
Lesson EQ: How did mass production and the automobile impact American society during the 1920s?
Know
Understand
Be Able To Do (DOK 2)
 Henry Ford
 How Henry Ford mass
 Evaluate how the use of the
produced the automobile
assembly line to mass
 Automobile
using
the
assembly
line.
produce goods led to a
 Assembly Line
consumer boom!
 Mass production
 Interchangeable parts
Resources
 1920’s Carousel
 1920s Carousel DRC
Concept 5 : Great Depression
Enduring Themes
Conflict and Change
Scarcity
Production, Distribution, Consumption
Individuals, Groups, Institutions
Movement/Migration
To what extent is the federal government justified in expanding its constitutional powers over it citizens?
Standard:
SSUSH17. The student will analyze the causes and consequences of the Great Depression.
a. Describe the causes, including overproduction, under-consumption, and stock market speculation that led to the
stock market crash of 1929 and the Great Depression.
b. Explain factors (include over-farming and climate) that led to the Dust Bowl and the resulting movement and
migration west.
c. Explain the social and political impact of widespread unemployment that resulted in developments such as
Hoovervilles.
Lesson EQ:
What were the causes and effects of the Great Depression?
How did the Dustbowl affect farming?
How were Americans impacted by the Great Depression?
Know
Understand
 The contributing factors that
led to the Great Depression
 Herbert Hoover
including overproduction,
 Dustbowl
under-consumption, easy
 Migration
credit and unequal
 Great Depression
distribution of wealth.
 Overproduction
 The impact of the Great
 Under-consumption
Depression on American
 Easy credit
citizens.
 Buying on margin

How poor farming practices
 Stock market crash
and drought led to the Dust
 Stock market speculation
Bowl and caused a migration
 Unequal distribution of
to the West.
wealth
 Hoovervilles were
 Hoovervilles
shantytowns satirically named
after the President.
Resources
 Crash Course Causes of Great Depression Video
 The Great Depression
Be Able To Do (DOK 2-3)
 Analyze the role the
government played under
President Hoover and the lack
of intervention to
prevent/stop the Great
Depression.
 Synthesize the causes of the
Great Depression.
Concept 6 : Political Response
Enduring Themes
Conflict and Change
Governance
Distribution of Power
Individuals. Groups, Institutions
Standard:
SSUSH18. The student will describe Franklin Roosevelt’s New Deal as a response to the depression and compare
the ways governmental programs aided those in need.
a. Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the
environment.
b. Explain the Wagner Act and the rise of industrial unionism.
c. Explain the passage of the Social Security Act as a part of the second New Deal.
Lesson EQ:
How did President Franklin Roosevelt’s New Deal counter the Great Depression?
Know






Wagner Act
FDR
Direct Relief
New Deal
Social Security Act
Tennessee Valley Authority
Resources
 FDR’s New Deal
Understand
 The immediate goals of the
New Deal: Relief, recovery,
reform.
 Expanding role of the
government under the New
Deal.
 How programs like the TVA,
SSA, and CCC were designed
to provide direct aid to
citizens.
Be Able To Do (DOK 2-3)
 Contrast the policies of
Roosevelt under the New Deal
with the non-intervention
policy of Hoover.
 Analyze the changing role of
the National Government
through the implementation
of the New Deal.
Concept 7 : Social and Political Changes
Enduring Themes
Conflict and Change
Individuals, Groups, Institutions
Governance
Standard:
18d. Identify Eleanor Roosevelt as a symbol of social progress and women’s activism.
e. Identify the political challenges to Roosevelt’s domestic and international leadership; include the role of Huey
Long, the “court packing bill,” and the Neutrality Act.
Lesson EQ:
How did President Franklin Roosevelt’s New Deal counter the Great Depression?
Know
Understand
 Eleanor Roosevelt’s role as a
 Eleanor Roosevelt
social activist
 Huey Long
 How Roosevelt threatened to
use the Court Packing Bill to
 Social progress
push his New Deal reforms
 Women’s activism
through
 Neutrality Act

Demagogues against the New
 “Court Packing Bill”
Deal- Huey Long
 Use of Neutrality Act to shift
policy towards isolationism.
Resources for this concept are covered in the previous concepts
Be Able To Do (DOK 2)
 Evaluate Eleanor Roosevelt’s
contribution to social progress
and women’s activism.
 Describe the changing
relationship between
Congress, the Supreme Court
and the President in FDR’s
Second New Deal.