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Week 19: January 21-24, 2014 Quarter #2 ENDS 1920s, Great Depression, and New Deal. Americans , Ch. 12-15 History Alive! , Ch. 26-33 *Tuesday’s HW info has been updated so as NOT to confuse you if you are starting with the first slide for this week.

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week 19 january 21 24 2014 quarter 2 ends 1920s great depression and new deal

Week 19: January 21-24, 2014Quarter #2 ENDS1920s, Great Depression, and New Deal

Americans, Ch. 12-15

History Alive!, Ch. 26-33

*Tuesday’s HW info has been updated so as NOT to confuse you if you are starting with the first slide for this week.

Intentions and plans had to be changed due to the weather and new marking period adjustment.

slide2

Homework: MNR New Deal Cards (by Friday) Prepare for Ch. 12 Socratic Seminar (Tuesday, 1/28); Per. 4 & 6:Examine midterm essay (Tues. 2/4)

Tuesday, January 21, 2014

I. “Conversation Piece”Social Studies Business

Individual tests…Socratic Seminar schedule…MNR’s New

Deal Game cards…1920s Celeb “Dance Party”

Academic ONLY: Midterm Essay; Great Depression & New Deal Video #2 (Per. 4, 5, & 6 ONLY)

Upcoming Tests: District Exam & Robinson’s Unit III Test

II. Roaring 1920s Documentary Notes

Review answers via PPT

  • MNR’s New Deal

Chapter-specific, Cranium-like Cards for review Game!

IV. Great Depression & New Deal Video…Per. 4, 5 & 6 ONLY

Documentary NOTES

why are we here today

Why are we here TODAY?

Students will update calendars regarding Social Studies “business” & Unit III. All students will review the Roaring 1920s documentary video worksheet, then complete MNR New Deal Review cards.

Periods 1 & 3 ONLY will watch the Great Depression & New Deal documentary & complete the worksheet during resource.

conversation piece weekly warm up after weekend so we can have a wonderful year
“Conversation Piece”Weekly warm-up after weekend so we can have a wonderful year…
  • a recent news event worthy of discussion OR…

B) a personal experience worth sharing OR…

C) a fact, quote, or “this day in history” event

-a handout will be provided to startthe conversation IF necessary!

THINK…what if I am picked to share?

5 minutes

slide6

1/21/1924 : Soviet leader Vladimir llyich Lenin died. Joseph Stalin began a purge of his rivals for the leadership of the Soviet Union.

The average child will eat 1,500 peanut butter and jelly sandwiches by the he/she graduates from high school.

“No one can make you feel inferior without your consent.”

- Eleanor Roosevelt

today 1 21 14

TODAY…1/21/14

This “lesson” is filled with so much information (some of which changed during the morning due to adjustments being made for the end of Q#2 half-day on Friday, 1/24) that ALL classes are likely to feel slightly overwhelmed. Absentees and students of Periods 5 & 6 (which did NOT meet due to early dismissal) should REVIEW the FYI dates and try to be aware of the general game plan for the remaining Unit III initiatives.

All kids should try to watch the Great Depression and New Deal Video, and/or complete the Roaring 1920s documentary. BOTH programs have WORKSHEETS listed in the DOCUMENTS of Mr. Robinson’s Schoolwires.

Academic students in Periods 4 & 6 should review midterm essay instructions carefully. Period 6 kids can obtain the outline/planning worksheet in the DOCUMENTS area of Schoolwires.

Periods 1, 3 & 4 should START to construct their MNR New Deal game cards, but they are NOT DUE until the end of the class period when we return to school. (Periods 5 & 6 and all absentees are invited to begin the MNR index card assignment.

BE FLEXIBLE, BE SAFE, and see you sooner or later!

slide9

Homework: MNR New Deal Cards (Per. 5 & 6) Prep for Ch. 12 Socratic Seminar (Tuesday, 1/28)Per. 4 & 6:Begin midterm essay workTues. 2/4

PLEASE sit in chapter groups!

Thursday, January 23, 2014

I. Social Studies Business…Updates

Individual tests (Per. 5 & 6)…Socratic Seminar schedule MNR’s New Deal Game cards…1920s Celeb “Dance Party”

Academic ONLY: Midterm Essay

Upcoming Tests: District Exam & Robinson’s Unit III Test

II. Roaring 1920s Documentary Video Notes

Review answers via PPT

  • MNR’s New Deal

Chapter-specific, Cranium-like Cards for review Game!

*Great Depression & New Deal Video*

Watch documentaryNOTES during Resource TODAY

(Per. 1-morning) and regular resource (Per. 3)

why are we here today1

Why are we here TODAY?

Students will participate in “Conversation Piece,” including Social Studies “business” items, as part of our weekly relationship-building activity. All students will review the Roaring 1920s documentary video worksheet, then begin MNR New Deal Review cards.

Periods 5 & 6 ONLY will start the Great Depression & New Deal documentary & worksheet.

fyi all dates subject to change
FYI…all dates subject to change
  • Ch. 12, 13, 14, OR 15 tests (20 major pts)…end of Q#2 (Peer Teaching = 10 minor)
  • Socratic Seminars (Ch.12-15) Tues. 1/28Fri. 1/313rd quarter 40-pt. major
  • MNR’s New Deal “game cards” due TODAY (Per. 1-4); Friday (Per. 5 & 6)
  • 1920s Celebrity “Dance Party” ????…props & Charleston moves required!
  • Per. 4-6 will watch Great Depression & New Deal Safari Montage documentary & complete worksheet on Friday, 1/24 (Per. 1 & 3 = resource)
  • Midterm essay academic Per. 4 & 6 ONLYTodayTues. Feb. 4rd…Lab 341
  • Unit III district assessment is Friday, February 7th
  • Robinson’s Ch. 12-15 test will be Tuesday, February 11th
chapter summary index card the roaring 20s the great depression and the new deal
Chapter Summary INDEX CARD: The Roaring 20s, The Great Depression, and the New Deal
  • By Wednesday, FILL one side of the index card, plus half of the back as your READ The AmericansTEXTBOOK:
  • key facts:noteworthy description of people, places, events, etc.
  • vocabulary terms: define ALL relevant words
  • 2 or more original discussion questions: suitable for sharing in Socratic circle (debating?)
  • Draw “something” small that represents the chapter

Two, 10-point minor grades

2nd quarter

The Americans

Ch. 12 (p. 410-431)

The Politics of the Roaring Twenties

Ch. 13 (p. 432-461)

The Roaring Life of the 1920s

Ch. 14 (p. 462-485)

The Great Depression

Ch. 15 (p. 486-523)

The New Deal

With at least one partner, you will be REVIEWING the “ttt” answers & main ideas for a group of classmates who did NOT specialize in your chapter, plus sharing the “essentials” from your index card. Timed, peer evaluated, & DONE!

  • Your group of “resident experts” will also work with History Alive! (Ch. 26-33)…you will LEAD a Socratic seminar related to the focus questions (from both books)…1-2 PPT slides per person…equitable division of ?s and material…TEACHER & SELF-EVALUATED...happening “later.”40-point major…3rd quarter
  • ALL students will complete textbook “quizzes” for marking period grades (collaborative AND/OR individual), plus your own Unit III district exam!

Two, 20-pt. chapter-specific major grades…2nd quarter

2nd District Exam & Robinson’s Ch. 12-15 Test coming up during the 3rd quarter

socratic seminar scoring rubric 40 major points
Socratic SeminarScoring Rubric (40 major points)

Content(Verbal)

Advanced (10-9)

-displays an extensive command of accurate historic information

-answers, examples, comparisons, & “connections” to EUs & EQs are detailed & relevant

-analysis of issues and events, plus their effects, show a high level of thought/insight

Proficient (8.5-7)

-displays an adequate command of mostly accurate historic information

-answers, ex., comparisons, & “connections” to EU/EQs are somewhat detailed or relevant

-analysis of issues, events, or their effects, show evidence of thought/insight

Basic (<7 pts)

-displays limited command of accurate historic information

-answers, ex., comparisons, & “connections” to EU/EQs are NOT detailed and/or relevant

-analysis of issues, events, and/or their effects, show little evidence of thought/insight

socratic seminar scoring rubric 40 major points1
Socratic SeminarScoring Rubric (40 major points)

Speaking & Listening Skills

Advanced (10-9)

-contributions are delivered efficiently with highly effective volume and clarity

-eye contact and body language show excellent engagement and active listening

-verbal contributions address others’ points of view and reflect awareness of time limits

Proficient (8.5-7)

-contributions are delivered with acceptable efficiently with effective volume and clarity

-eye contact and body language show some engagement and active listening

-verbal contributions may reflect awareness of others’ points of view and/or time limits

Basic (<7 pts)

-contributions are not delivered efficiently; volume and/or clarity are ineffective

-eye contact and/or body language show little or no engagement/active listening

-verbal contributions do not reflect awareness of others’ points of view and/or time limits

socratic seminar scoring rubric 40 major points2
Socratic SeminarScoring Rubric (40 major points)

Visual Aid(PowerPoint slides)

Advanced (10-9)

-precise and highly effective verbiage displayed in questions and “answers” or prompts

-images, text, & effects utilized effectively to create content-filled & appealing slide(s)

-highly effective utilization of slide(s) during performance exhibit mastery of EUs and EQs

Proficient (8.5-7)

-acceptable verbiage displayed in questions and “answers” or prompts

-images, text, & effects create acceptable slide(s); content and/or appeal may be lacking

-utilization of slide(s) during performance exhibit familiarity with EUs and EQs

Basic (<7pts)

-verbiage displayed in questions and “answers” or prompts is confusing or ineffective

-images, text, and/or effects not utilized effectively to create detailed or appealing slide(s)

-slide(s) not used much or at all during performance; does not exhibit awareness of EU/EQs

self reflection
Self-Reflection

(CIRCLE 10 or 9 for “advanced;” 8 or 7 for “proficient;” or 6 for “basic.”

10…9…8…7…6I spoke with accuracy & confidence using detailed historical info to explain the EUs & EQs.

10…9…8…7…6My contributions were insightful & often expanded/enhanced or challenged other’s ideas.

10…9…8…7…6 My slide(s) were detailed, creative, error-free, and used effectively to share my thoughts.

10…9…8…7…6 I participated respectfully and enhanced the group’s effectiveness through my actions.

Describe your performance, including your best contribution(s) and area(s) that need(s) improvement.

/10 (??/40)

a p ersonal v oice a mitchell palmer
A PERSONAL VOICE A. MITCHELL PALMER

“ The blaze of revolution was sweeping over every American institution of law and order . . . . eating its way into the homes of the American workman, its sharp tongues of revolutionary heat . . . licking the altars of the churches, leaping into the belfry of the school bell, crawling into the sacred corners of American homes, . . . Burning up the foundations of society.”

—“The Case Against the Reds”

slide19

The elephant, shaped like a teapot here, is the symbol of the Republican Party (Grand Old Party). The cartoonist implies that Republicans were responsible for the Teapot Dome scandal.

fact or fiction
Fact or Fiction?
  • Ch. 14…

On October 29, 1929 over 16 million shares were “dumped” in a day, and by mid-November roughly $30 billion dollars were lost in the stock market.

unit iii 1920s great depression new deal
Unit III: 1920s, Great Depression, & New Deal

Essential Questions

What happens when traditional and modern cultures interact?

What influences do economic excesses have on American society?

What is the proper role of the government in people’s lives?

Did America move closer to or further away from its founding ideals during the interwar period?

Enduring Understandings

Cultural patterns established between the world wars are still relevant today.

Conflict occurs when people perceive that traditional values and culture are threatened by modern changes.

Economic excess and the unequal distributions of wealth can lead to instability in society.

Liberals and Conservatives have different beliefs about individual responsibility and the proper role of the government.

As a result of the New Deal, the United States government took on greater responsibilities for promoting the general welfare.

readings for unit iii the roaring 20s the great depression and the new deal
READINGS for Unit III: The Roaring 20s, The Great Depression, and the New Deal

History Alive!Era 4, p. 326-327:

The Roaring Twenties and Great Depression

Unit 8: The Twenties

Ch. 26 (p. 330-341)

Understanding Postwar Tensions

Ch. 27 (p. 342-351)

The Politics of Normalcy

Ch. 28 (p. 353-367)

Popular Culture in the Roaring Twenties

Ch. 29 (p. 369-379)

Clash Between Traditionalism & Modernism

Unit 9: Great Depression and the New Deal

Ch. 30 (p. 382-391)

The Causes of the Great Depression

Ch. 31 (p. 392-399)

The Response to the Economic Collapse

Ch. 32 (p. 400-411)

Human Impact of the Great Depression

Ch. 33 (p. 412-427)

The New Deal and its Legacy

The AmericansUnit 4, p. 408-409:

The 1920s and the Great Depression

Ch. 12 (p. 410-431)

The Politics of the Roaring Twenties

Ch. 13 (p. 432-461)

The Roaring Life of the 1920s

Ch. 14 (p. 462-485)

The Great Depression

Ch. 15 (p. 486-523)

The New Deal

1920s celebrity dance party monday 2 3
1920s Celebrity “Dance Party” Monday, 2/3???

“RESEARCH” your assigned person from History Alive! Ch. 28: Popular Culture of the 1920s

READ about your “celebrity,” record notes

  • Prepare prop(s) and/or costume representing your “celebrity”
  • PRACTICE your Charleston moves!
charleston video tips clips bessie smith sings the blues louis armstrong his hot five
Charleston Video Tips & ClipsBessie Smith sings the blues…Louis Armstrong & his Hot Five!

Basic Charleston

The British Version

British Version of the Charleston

Al and Leon’s Version

Al and Leon's Charleston

Funky tune version

Funky Tune for the Charleston

http://www.youtube.com/watch?v=JZEmJ_XEAoQ

http://www.youtube.com/watch?v=YtElKZHRISg

http://www.youtube.com/watch?v=meuwKhPGItk

http://www.youtube.com/watch?v=xKn-QVQzISo

unit iii roaring 1920s great depression and new deal
Unit III: Roaring 1920s, Great Depression, and New Deal
  • What happens when traditional

and modern cultures interact?

  • What influences do economic excesses have on American society?
  • What is the proper role of government in people’s lives?
  • We’ll examine a variety of domestic issues in post-WW I America involving new economic, social, political, ideological, and cultural developments from the “roaring” decade of the 1920s and into the horrendous economic crisis of the 1930s. The presidencies of Harding, Coolidge, Hoover, and Roosevelt will be encountered, and finally, the lasting impact of the New Deal will be evaluated.
  • Did America move closer to or further from its founding ideals during the interwar period?
unit iii district exam items the 1920 s great depression new deal
Unit III District Exam ItemsThe 1920’s, Great Depression, New Deal

Great Depression

Causes

EffectsDust Bowl

Hoover’s response to the Depression

Philosophy

Tariffs

New Deal

Philosophy

Key programs (AAA, FDIC, Social Security)

Legacy

Criticisms of the New Deal

Red Scare

Great Migration

Harlem Renaissance

Scopes Trial

Role of women

Reemergence of the KKK

Mass Media

Superficial wealth

Friday, 2/7

chapter 12 15 test items

Tuesday, 2/11

Chapter 12-15 Test Items

long-lasting New Deal programs:

social security & Tennessee valley authority

mass media (types)

New Woman (flappers)

Red Scare & communism

Scopes Trial

shantytowns (Hoovervilles)

speakeasies & bootleggers

Teapot Dome Scandal & Alfred B. Fall

Great Depression:

number of bank closures

cities unemployment rates

View of the New Deal by:

conservatives and the Supreme Court

Congress and the majority of Americans

“New Deal Coalition”

women & minorities

New Deal effects on:

unemployment rate

size & power of the federal government

labor unions

natural environment

retirees over age 65, unemployed or injured

workers, and people with disabilities

18th Amendment & effects of Prohibition

airplanes and automobiles

anarchists, radicals (Sacco & Vanzetti)

Black Tuesday

Bonus Army & the Patman Bill

Boulder Dam, Reconstruction Finance Corporation (RFC), & Federal Home Loan Bank Act

Calvin Coolidge

civil rights vs. support from southern whites

conservative vs. liberal ideology

direct relief

double standard

Dust Bowl

Eleanor Roosevelt

Emergency Quota Act 1921 & 1924

FDR’s first important step as president

fireside chats

fundamentalism

Glass-Steagall Act (1933)

goals of the New Deal (3)

Great Migration

Harlem Renaissance

Herbert Hoover

installment plan & easy credit

isolationism

Ku Klux Klan

mnr s new deal a challenging cranial endeavor
MNR’s New Deal: A challenging cranial endeavor!

OBJECTS of the GAME

Demonstrate your understanding of *UNIT III by CONSTRUCTING game cards,* then PLAYING a fast-paced, competitive game that tests your ability to score points by drawing, recalling, acting, deciphering, etc.  *THREE, chapter-specific CARDS will be created by each student from the Americans and/or History Alive!

MATERIALS

Each chapter group will "equitably" divide the chapters from The Americans and History Alive! so that each student has 3 unique & specific CONCEPTS: vocabulary terms, people, events, laws, etc.

Each individual student will construct 3playing cards (on 3 x 5 index cards) in three different styles described below:

sketcher:list SIMPLE, easy-to-draw things, followed by 3 "clues" or drawing ideas….like Pictionary

(players will DRAW and their teammates will try to GUESS what you have listed)

actor:list any specific person, event, or concept that could be dramatized (with or without words)….like charades

(you must list a few suggested actions, phrases, or hints…your may have forbidden words if you choose

no-know?: list concept, esp. challenging ones, followed by 5 obvious related words that cannot be said…like

CAT cannot say feline, mouse, dog, kitty, or furry…bulleted list of prohibited words Taboo

orwd: scramble the letters of a fairly challenging concept, then write a definition beneath it…who/what am I?

dunsternadgin Ability to know and appreciate wise & important things

imagine:draw or arrange picture(s) or clip art representing a specific concept, then EXPLAIN…who/what am I?

(during game teams try to GUESS what your picture represents…”fill” white side of card)

INCLUDE your NAME, Period #, and CHAPTER (12,13,14, or 15) on your cards!!!

homework prep for ch 12 socratic seminar tuesday 1 28 per 4 6 continue midterm essay work tues 2 4
Homework: Prep for Ch. 12 Socratic Seminar (Tuesday, 1/28)Per. 4 & 6:continue midterm essay workTues. 2/4

Friday, January 24, 2014

I. Roaring 1920s Documentary Video Notes

Review answers via PPT

II. Great Depression & New Deal Video

Watch documentary and complete worksheet

III. Periods 4 & 6 ONLY: Midterm Essay WORK

MNR’s New Deal Cards DUE today!

Chapter-specific, Cranium-like Cards for review Game!

why are we here today2

Why are we here TODAY?

Students will review the Roaring 1920s documentary video worksheet, then watch theGreat Depression & New Deal documentary (worksheet completed in class today). Periods 4 & 6 will work on the midterm essay organizer. All periods will submit their 3 MNR New Deal cards by the end of the day.

slide34

What was ROARING in post-World War I America in the 1920s?

“The return to normalcy ushered in an exciting new era, including the start of the automobile culture, flappersand the revolution in manners andmorals. The consumer revolution, the rise of advertising and motion pictures, the Harlem Renaissance, the Jazz Age and the golden age of sportswere all glamorous new aspects of American life. Meanwhile, social polarization, prohibition, the Scopes Trial and the rebirth of the KKK represented the more sober social realities.”

the roaring 1920s
The Roaring 1920s

ratification normalcy women prosperity innovations international automobile

Americans turned away from affairs in the aftermath of World War I, an attitude reflected in newly elected President Warren G. Harding’s call for a return to “.” The country’s focus shifted instead to the material benefits associated with America’s unprecedented postwar . Spurred by new inventions and technological , the United States’ economy was in the midst of a third industrial revolution. The became a dominant feature of America’s new consumer culture and created a more mobile society, and consumer goods such as electrical appliances caused fundamental changes in daily life. Along with the consumer revolution came dramatic cultural changes, especially for . With the of the 19th Amendment, women experienced increased participation in public affairs, improved educational and employment opportunities and enjoyment of the many glamorous aspects of the Roaring Twenties.

international

normalcy

prosperity

innovations

automobile

ratification

women

the roaring 1920s1
The Roaring 1920s

pivotal

nativist Harlem Renaissance flight revival pivotal jazz sportstemperance

The motion picture industry was born and quickly assumed a role in American culture. Americans were also entertained by music, just one aspect of the emergence of a distinctively African-American culture, known as the. Heroes from the “Golden Age of ” led by Babe Ruth and Jack Dempsey excited many, and Charles Lindbergh thrilled the world with his daring . However, old social tensions flared up during this period of rapid cultural change. advocates had succeeded in making Prohibition the law of the land, but enforcement proved very difficult. The Ku Klux Klan experienced a strong , expressing hatred towards those they regarded as un-American, and groups rejected many elements of the new culture that they believed were destroying American values.

jazz

Harlem Renaissance

sports

flight

Temperance

revival

nativist

the roaring 1920s2
The Roaring 1920s

prosperity

gap prosperity stocks production

The excitement generated by the economic of the time tended to overshadow underlying weaknesses such as high speculation in , cutbacks in industrial and the increasing between rich and poor. The causes for an abrupt end to the economic optimism of the Roaring Twenties were in place.

“Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination are omnipotent. The slogan 'press on' has solved and always will solve the problems of the human race.”

- Calvin Coolidge

stocks

production

gap

use the documentary video other internet resources and your books to fill in the blanks below
Use the documentary video, OTHER internet resources, and your books to fill in the blanks below.

assembly

1913 — Henry Ford sets up the first moving line.

1913 — John Watson publishes Psychology as the Behaviorist Views It.

1914 — Marcus founds the Universal Negro Improvement Association.

1919 — The 18th Amendment, prohibiting the sale of , is ratified.

1920 — Women gain the right to with ratification of the 19th Amendment.

1920s — For the first time, more Americans live in than in the countryside

1924 — The Immigration Act establishes the first national origins system.

1925 — The Scopes is held in Tennessee.

1927 — Duke Ellington brings his band to the Club in Harlem.

1927 — The Jazz Singer, the first “talkie” , is released.

1927 — Charles Lindbergh is first to fly solo across the Ocean.

1929 — The stock market signals the end of the Roaring Twenties.

Garvey

alcohol

vote

cities

quota

trial

Cotton

movie

Atlantic

crash

vocabulary
Vocabulary

Progressivism— An American reform movement within both major political parties, from about 1890 to World War I, that pressed for legislation to reform many aspects of America’s urban and industrial systems.

“The Jazz Age” and “The Roaring Twenties” — Terms used by historians to characterize the decade of the 1920s.

Third Industrial Revolution — The shift in the 1920s towards relying on electricityfor power and utilizing the assembly line for the mass production of consumer goods.

Model T— A reliable, affordable car that was designed, manufactured and sold by Henry Ford. It became one of the most popular American-made cars in history.

mass consumer culture — The desire of producersto sell, and of consumersto buy, the many new products developed in the 1920s, such as electrical appliances.

19th Amendment — The Constitutional amendment that gave women the right to vote.

Speakeasies— Places where alcoholic drinks were sold illegally during the time of Prohibition.

Flappers— Young women of the 1920s who sought to liberate themselves from old social rules and customs and to enjoy life fully and on a basis equal with men.

snake oil salesmen — A term used to describe dishonestsalesmen in traveling medical shows or in country fairs, who sold bottles filled with worthless mixtures as medicinal cures.

vocabulary1
Vocabulary

Universal Negro Improvement Association — A large African-American organization founded by Marcus Garvey to promote pride, economic self, and the formation of an independent nation in .

Harlem Renaissance — An outpouring of literary and musical creativity by African Americans in the 1920s, centered in City.

The Cotton Club — A popular nightclub in Harlem where patrons came to enjoy entertainment by African-American performers, including Duke Ellington.

— A form of melancholy music originated by African Americans in the South.

racial

-sufficiency

New York

Blues

white

Africa

vocabulary2
Vocabulary

Prohibition — A time in American history, following the passage of the 18thAmendment, when it was illegal to produce, transport or consume alcoholic beverages.

Ku Klux Klan — A secret terror organization dedicated to white supremacy, first organized in the South after the Civil War.

nativism — A postwar phenomenon characterized by Americans’ distrustof foreigners and foreign influence.

“Golden Age of Sports” — A time in the 1920s when sports became tremendously popular and top athletes like Babe Ruth, Jack Dempsey, Bill Tilden, and Red Grange became sports heroes.

Scopes trial — A controversial trial in which John Scopes, a high school teacher, was convicted of breaking a Tennessee law outlawing the teaching of evolution.

The Gospel of Business — During the boom of the 1920s, the strong belief in American corporations and prosperity, best expressed by President Calvin Coolidge, that “The chief business of the American people is business.”

1920s video discussion questions
1920s Video Discussion Questions

• After World War I, many Americans bought automobiles and other merchandise using the “buy now; pay later” approach. Consider the pros and cons associated with this type of financing.

• By the 1920s, going to the movies became an extremely popular American pastime. Consider the historic and modern impact of movies and movie stars on American culture.

• Electricity and new electrical appliances were introduced in the 1920s. How would life be different without these technological advancements?

the great depression new deal
“The Great Depression & New Deal”
  • “This program explores the causes of the Great Depression and the impact of the stock market crash as hard times fell on America. It also covers the New Deal, the Dust Bowl and the newly emerging culture of sight and sound. As the New Deal came under fire, the Second New Deal was issued, the Wagner Labor Act was passed, the unions gained power and a modern welfare state was born.”
  • Complete the worksheet AND your cards today!
the great depression new deal1
“The Great Depression & New Deal”

The prosperity of the Roaring Twenties ended as the Stock Market Crash of 1929 ushered in one of the worst economic depressions in history. Although the causes of the Great Depression were clear to many, solutions to problems such as high unemployment and extreme poverty proved to be elusive. President Herbert Hoover tried to alleviate some of the suffering, but his traditional methods did nothing to improve economic conditions. The 1932 presidential election brought Franklin D. Roosevelt to the White House. He promised a “New Deal” to the American people and embarked on a course to restore confidence in the nation’s financial system and to get people back to work. The programs of the Roosevelt administration sought to bring relief to all segments of the economy and were quickly passed by Congress. President Roosevelt’s “fireside chats” convinced the American people he was on their side and First Lady Eleanor Roosevelt became known as a tireless advocate of the poor and downtrodden.

the great depression new deal2
“The Great Depression & New Deal”

The decisions of the Supreme Court to declare key measures of the first New Deal unconstitutional were severe blows to the Roosevelt Administration’s plan. Also, conservative Americans lobbied against what they saw as the New Deal’s reckless spending and socialist reforms, while more radical New Deal critics questioned the viability of American capitalism and embraced socialist or even communist solutions to the economic crisis. Roosevelt launched the second New Deal that included key legislation like the Social Security Act and the Wagner Act which made long and lasting changes to the nation.

the great depression new deal3
“The Great Depression & New Deal”

After his landslide reelection in 1936, Roosevelt’s attempt to pack the Supreme Court with supporters of his New Deal policies failed and the stubborn ravages of the Depression led to new attempts to bring relief through increased federal spending. Eventually, the need to rearm for World War II brought an end to the Great Depression and solidified the reforms of the New Deal. Its legacy would be the assumption of responsibility by the federal government for the health of the economy and for the welfare of its people.

slide47

Time Line

1920s — The United States enjoys an unprecedented economic boom.

1928 — Herbert Hoover is elected president.

1929 — The stock market collapses.

1931 — Several unemployed men are killed in protests at Ford’s River Rouge plant.

1932 — The unemployment rate in the United States reaches approximately 25%.

1932 — Franklin Delano Roosevelt is elected president.

1933 — The first New Deal legislation begins to be enacted.

1934 — Great Plains dust storms blow soil as far east as Washington, D.C.

1934 — The Supreme Court rules the National Industrial Recovery Act unconstitutional.

1935 — The second New Deal begins.

1935 — The Social Security Act is signed into law.

1936 — President Roosevelt is reelected.

1938 — Congress authorizes federal deficit spending to stimulate the struggling economy.

1940 — President Roosevelt is elected to an unprecedented third term.

vocabulary3
Vocabulary

RoaringTwenties — A term used to describe the economic boom of the 1920s.

Stock market crash (1929) — The precipitous decline of the stock market on October 29, 1929 that ushered in one of the worst economic depressions in history.

Great Depression — The time period from around 1929 to 1939 in which many people suffered from extreme poverty as a result of high unemployment.

Hoovervilles— A derogatory name given to Depression-era shacks where poor people lived when Herbert

Hoover was president.

trickle down theory — An economic theory that states when taxes are cut for business owners, money will

eventually trickle down to the poor in the form of new jobs.

Reconstruction Finance Corporation (RFC) — A U.S. Government Agency formed by Congress to give

financial aid to banks and businesses and to support public works projects during the Depression.

first New Deal — Name given to the set of laws initiated by President Roosevelt in 1933 and 1934 to fight the Depression.

National Industrial Recovery Act (NIRA) — The first of the New Deal measures enacted to help businesses

recover from the Depression. The Act created a new administrative bureau called the National Recovery Administration, or NRA.

Dust Bowl — The calamitous soil erosion caused by the removal of grasslands and severe droughts that ruined many farms and farmers in the Great Plains in the 1930s.

Agricultural Adjustment Administration — A government agency formed during the New Deal to give aid

to struggling farmers.

Civilian Conservation Corps (CCC) — A New Deal agency formed to put young unemployed men to work

on federal conservation projects.

Works Progress Administration (WPA) — A New Deal agency formed to put the unemployed to work on

federal projects.

vocabulary4
Vocabulary

“Black Cabinet” — A group of leaders consulted by Eleanor Roosevelt about issues of unemployment and

poverty among African Americans during the Depression.

“Blue Eagle” codes — Controversial measures taken by the National Recovery Administration to help

businesses. The Blue Eagle was the symbol of the NRA, which was often criticized for discriminatory rules against African Americans.

Commerce Clause — The power given to the federal government to regulate commerce between the states, but

not within the states.

American Liberty League Organization — A group formed by business leaders and by the wealthy to fight

against the reforms of the New Deal.

Communist Party — A radical political party that questioned the system of capitalism and attracted support in America during the Great Depression.

second New Deal — A new set of New Deal relief measures enacted in 1935, chief of which was the Social

Security Act.

Social Security Act — Far reaching legislation of the New Deal that provided a federal old age and

unemployment insurance system.

National Labor Relations Act — Also called the Wagner Act, a New Deal law passed in 1935 that required

companies to bargain with unions chosen by the workers.

court-packing — An unsuccessful attempt by President Roosevelt to increase the number of justices on the

U.S. Supreme Court to prevent having New Deal measures declared unconstitutional.

Fair Labor Standards Act — One of the last New Deal laws passed in 1938 to set a national minimum wage

and maximum work week hours.

midterm essay for periods 4 6
Midterm Essay for Periods 4 & 6

9th Grade Midterm Essay QuestionEssay written in Lab 341 on Tuesday, 2/4/14

Students will write about one of the following themes & answer the prompt (BELOW):

role of government

America's changing economy

America's role in the world

social equality in America

Explain how the development of one of the themes (above) has moved us closer to or further from America’s founding ideals (equality, rights, liberty, opportunity, & democracy). Answers should address the time period of 1890 to 1940.

Students should use at least three specific examples from history to support their position.

An organizer/outline may be used, but no pre-written essays are allowed.

slide51

Name:

How did (has) change(d) between 1890-1940?

Have our nation's ideals improved or worsened?

Introduction, including thesis & preview of three examples

Paragraph 1

TRANSITION

SENTENCES?

Paragraph 2

Paragraph 3

Conclusion, reinforce thesis & summarize examples