H Unit 3 – Prosperity Depression and the New Deal

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Content Statement addressed

  • HCS 17
  • 1 week

 

Learning Targets

  • Describe how racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I.  Explain how this manifest itself in American Society

Vocabulary

  • Great migration
  • Lynching
  • Jim Crow laws
  • Racial intolerance
  • KKK
  • Nativism
  • Bolshevik Revolution
  • Red Scare
  • communism, socialism, capitalism
  • Sacco and Vanzetti
  • deportation
  • incarceration

Learning Strategies
Students examine political cartoons, advertisements and media coverage of social unrest to understand stereotypes, racial intolerance, fear of communism and violence against immigrants. Have students demonstrate their understanding by making posters or presentations (e.g., performance, dramatic reading, newscast, media presentation).

Diverse Learners Strategies
Have students demonstrate their understanding by making posters or presentations (e.g., performance, dramatic reading, newscast, media presentation).

Content Statements Addressed

  • HSC 18
  • 1 week

Learning Targets

  • Describe innovations in technology
  • Analyze the social and cultural changes of the time period
  • Develop ways the US could have dealt with change better

Vocabulary

  • Social values
  • suburbs
  • urbanization
  • standard of living
  • commercialization
  • role of mass media

Learning Strategies

Life Without Technology
http://www.pbs.org/wnet/1900house/lessons/lesson2a.html

This PBS website has lessons and resources that can be adapted to this content statement.

Diverse Learners Strategies

Students with a music background or interest in broadcasting will produce a radio program from the 1920s focusing on how an improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions.

Content Statements Addressed

  • HSC 19
  • 1 week

Learning Targets

  • Describe the Harlem Renaissance, African American Migration, womens suffrage, and Prohibition.  Analyze why these movements happened during the 1920’s.
  • Compare and contrast the differences in rural and urban values.

Vocabulary

  • harlem renaissance
  • great migration
  • suffrage
  • prohibition
  • jazz
  • fundamentalism
  • secular
  • modern/traditional
  • rural/urban
  • speakeasies
  • flappers
  • organized crime
  • Scopes Trial

Learning Strategies
Have students read examples of the literature of the Harlem Renaissance to interpret the feelings of the urbanized African-American population of the 1920s. Have students discuss how the popularity of such works could contribute to social change.

Discuss the rationale behind Prohibition. Ask students if the social changes it prompted were in line with the proponents of Prohibition. Have students compare it to current laws that make certain substances illegal for consumption. How are the rationale for illegality and the problems with enforcement the same and different?
Have students look beyond the literal meaning of the 19th Amendment to the U.S. Constitution. What social changes came about in part as a result of women gaining the right to vote

Teaching With Documents: The Volstead Act and Related Prohibition Documents
http://www.archives.gov/education/lessons/volstead-act/
This National Archives website contains primary source documents and teaching activities.
Teaching With Documents: Woman Suffrage and the 19th Amendment
http://www.archives.gov/education/lessons/woman-suffrage/
This National Archives website contains primary source documents and teaching activities on the women’s movement for suffrage
.

Diverse Learners Strategies
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
Construct what the US would look like had these movements not taken place – present in a digital format

Content Statements Addressed

  • HCS 20
  • 1 week

Learning Targets

  • identify the causes of the great depression
  • analyze the need for the role of the federal government to expand
  • compare and contrast the policies of the Hoover administration and Roosevelt

Vocabulary

  • consumer debt
  • monetary policy
  • stock market
  • speculation
  • great depression
  • Federal Reserve
  • investors
  • buying on margin
  • New Deal
  • public works
  • communism, socialism, capitalism

Learning Strategies
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.

Instructional Resources
Lesson Plan: Where Did All the Money Go? The Great Depression Mystery
http://www.econedlink.org/lessons/index.php?lid=558&type=educator
This lesson plan from the Council on Economic Education provides activities and resources on the causes of the Great Depression. Search for great depression.
Lesson Plan: Economics of the New Deal
http://www.econedlink.org/lessons/index.php?lid=459&type=educator
This lesson plan from the Council for Economic Education provides activities and resources on the economics of the Great Depression.
American Memory
http://memory.loc.gov/ammem/index.html
Students can access WPA photographs and oral history projects through the Library of Congress’ American Memory website.
Lesson Plan: The Great Depression and the Federal Government
http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80531d14
This ODE model lesson can be adapted to Content Statement 15.

Diverse Learners Strategies
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.

examine primary source documents from the time period and design a web based portfolio of the ways the government brought change via the New Deal