Era 4: The Roaring Twenties and the Great Depression
Chapter 28 Popular Culture in the Roaring Twenties
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Essential Question
Learning Targets
Formative
Assessment
1 - I need extra help.
2 - I am getting it but I need to
review.
3 - I got it.
4 - I own it!
What social trends and innovations shaped popular culture in the 1920s?
1. I know key participants from the 20s, including Alice Paul, Henry Ford, Louis Armstrong,
Langston Hughes, Bessie Smith, F. Scott Fitzgerald, Georgia O’Keefe, and Margaret Sanger, and
can explain their contribution to the culture of that time.
2. I can explain the differences between the major cultural trends of the 20s, including
consumerism, mass media, women’s rights, and literature & art.
3. I can describe the Harlem Renaissance and the predominant themes that came through in its
works of art, music, and literature.
Formative Work
Title
Date
Page
2/23
85
RAP
2/23
86
Pop Culture of the 1920s Vocabulary
2/23
87-88
Significant People of the Twenties: Research Notes &
Roaring Twenties Party Participation Grade
2/24
89-90
Roaring Twenties Party: Guest List
2/25
91-92
Themes of the Harlem Renaissance &
Examining Works from the Harlem Renaissance
Stamp
Chapter 29 The Clash Between Traditionalism and Modernism
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
Essential Question
Learning Targets
Formative
Assessment
1 - I need extra help.
2 - I am getting it but I need to
review.
3 - I got it.
4 - I own it!
How did social, economic, and religious tensions divide Americans during the Roaring
Twenties?
1. I can describe a flapper.
2. I can describe the differences between traditionalists and modernists and give examples of
what each group believed in and stood for.
3. I know what Prohibition was and why people supported and opposed it.
4. I can describe the central issues of the Scopes Trial.
5. I can describe the cultural differences between the youth and older generations on the 1920s.
Date
Page
2/26
93
Formative Work
Title
RAP
Stamp
2/26
94
Clash Over Youth Culture
2/26
95
Clash Over Prohibition
2/26
96
Clash Over Evolution
Chapter 30 The Causes of the Great Depression
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
Essential Question
Learning Targets
Formative
Assessment
1 - I need extra help.
2 - I am getting it but I need to
review.
3 - I got it.
4 - I own it!
What caused the most severe economic crisis in American history?
1. I can describe the events of Black Tuesday.
2. I can identify the causes of the Great Depression.
3. I can define the terms: overproduction, underconsumption, and buying on margin.
4. I know the purpose of the Hawley Smoot Tariff Act and why it made the depression
worse.
Formative Work
Title
Date
Page
2/27
97
Causes of the Great Depression: The Stock Market
2/27
98
Causes of the Great Depression: Production
3/2
99
RAP
3/2
100
Dust Bowl: Background Questions
3/2
101
Dust Bowl: Pre-Bucketing
3/2-3/3
102-103
3/3
104
Dust Bowl: Bucketing
3/3
105
Essay Outline
3/3
106
Dust Bowl Essay
Dust Bowl: Document Analysis
Stamp
Chapter 32 The Human Impact of the Great Depression
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
Essential Question
Learning Targets
Formative
Assessment
1 - I need extra help.
2 - I am getting it but I need to
review.
3 - I got it.
4 - I own it!
How did ordinary Americans endure the hardships of the Great Depression?
1. I can describe the natural disasters during the Depression and their impact.
2. I can describe several hardships Americans faced during the Depression.
3. I am familiar with John Steinbeck’s Grapes of Wrath and its depiction of depression
era migrants.
4. I can write an essay using evidence from primary sources about the causes of the
Dust Bowl.
Formative Work
Title
Date
Page
3/4
107
RAP
3/4
108
Human Impact Vocabulary
3/4-3/5
109-112
3/6
113
Mini-Drama Prep Work
3/6
114
Impact of the Great Depression on American Social Groups
Stamp
Tour of the Country During the Great Depression
Chapter 33 The New Deal and Its Legacy
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
Essential Question
Learning Targets
How did the expansion of government during the New Deal affect the nation?
1. I can describe the purpose of Hoover’s Reconstruction Finance Corporation (RFC) and
who it was intended to help.
2. I know the purpose of the Agriculture Adjustment Administration (AAA) and how it
helped farmer.
3. I can describe the National Industrial Recovery Act (NIRA) and what it was designed to
do for business, unions, and the unemployed.
4. I can identify the objectives of the Social Security Act.
5. I can name some of the major projects created by the Public Works Administration
(WPA).
6. I know how the Civilian Conservation Corps (CCC) helped young men and typ0es of jobs
it provided.
7. I understand the purpose of the Tennessee Valley Authority (TVA) and how it
contributed to rural electrification.
8. I know how the Federal Deposit Insurance Corporation (FDIC) protected banks deposits.
9. I can describe the various arts projects of the Works Progress Administration (WPA),
Formative
Assessment
1 - I need extra help.
2 - I am getting it but I need to
review.
3 - I got it.
4 - I own it!
including murals, folk music, etc.
10. I can identify ways in which the Wagner Act aided labor organizations.
11. I know the chief criticisms the American Liberty League had of Roosevelt and his
programs.
12. I can explain the ideology of New Deal critics like Huey Long Dr. Francis Townsend,
Robert La Follette, and Charles Coughlin.
13. I can describe the legacy of the New Deal, including the foundations of the welfare state
and the expansion on the federal power.
Formative Work
Title
Date
Page
3/9
115
RAP
3/9
116
Lasting Impact of the New Deal
3/9
117
The First New Deal
3/9-3/10
118
The Second New Deal
3/9-3/10
119-120
3/11
121-122
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Influence of New Deal Programs
Mid-Term Review
Notebook Score ____________
Mid-Term Exam Date: __March 12th & 13th____
Pre-Assessment Reflection:
What overall grade am I hoping to achieve in this course?
What grade am I hoping to achieve on this exam?
Did I complete all of your formative work?
How I will study for this exam:
Student Signature _______________________________
*There are no retakes on mid-term exams.