The Crash of 1929 - Photo Gallery: The Roaring 20s

Learning Resource Type

Classroom Resource

Subject Area

Social Studies

Grade(s)

9, 10, 11, 12

Overview

Many Americans spent the 1920s in a great mood. Investors flocked to a rising stock market. Companies launched brand-new, cutting-edge products, like radios and washing machines. Exuberant Americans kicked up their heels to jazz music, tried crazy stunts, and supported a black market in liquor after Prohibition. A popular expression of the time asked, "What will they think of next?" See the blue-skies optimism of the Roaring Twenties with this gallery from American Experience: "The Crash of 1929."

Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.2

Evaluate social and political origins, accomplishments, and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

UP:SS10.US2.2

Vocabulary

  • textual evidence
  • evaluate
  • cite
  • Progressivism
  • muckraker
  • trust
  • antitrust
  • suffrage
  • temperance movement
  • civil rights
  • trust-busting
  • conservation

Knowledge

Students know:
  • The social, economic, and political origins, accomplishments, and limitations of the Progressive.
  • The impact of the Populist Movement on the role of the federal government in American society.
  • The impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell.
  • The influence and impact of social movements, including: women's suffrage, temperance movement, and civil rights for African-Americans.
  • The influence of specific social groups and influential individuals on the Progressive Era, including: Ida B. Wells-Barnett, the Niagara Movement, the National *Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson.
  • National legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act.
  • The significance of the public education movement initiated by Horace Mann.
  • The impact of the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation.

Skills

Students are able to:
  • Effectively evaluate the complexities, origins, limitations, accomplishments and affects of social and political movements such as the Progressive and Populist Movements.
  • Evaluate the influence of prominent individuals and groups from specific historical time periods on public opinion, social and political movements, and national legislation.
  • Explain national legislation that was influence by and that affected social and political movements.
  • Assess the significance of the public education movement initiated by Horace Mann.
  • Compare the presidential leadership during specific historical periods.
  • Analyze primary and secondary historical sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.

Understanding

Students understand that:
  • There were political, economic, and social origins, accomplishments, and limitations of the Progressive Era and these have impacted American society through the present.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.5

Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) (A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.)

UP:SS10.US2.5

Vocabulary

  • prohibition
  • Nineteenth Amendment
  • Scopes trial
  • Ku Klux Klan
  • Red Scare
  • Harlem Renaissance
  • mass culture

Knowledge

Students know:
  • The causes, effects, and impact of social and political events in the United States from World War I through the 1920, including Prohibition, passage of the Nineteenth Amendment, the *Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, and the Jazz Age.
  • The impact of influential individuals on social, political, and economic realities in the United States from World War I through the 1920, including Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald.
  • The impact of media on social and political realities in the United States from World War I through the 1920.
  • The impact of major works of American artists and writers from World War I through the 1920, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes and H.L. Mencken.
  • The importance of technological innovations through the 1920s and the impact these had on social, economic, political, and individual realities in the United States.

Skills

Students are able to:
  • Explain social, economic, political, and cultural changes in the United States during specific historical periods and related to specific historical events.
  • Describe the influence of specific individuals and groups on the United States during specific historical periods into modern times.
  • Analyze the impact of technical innovations and changing media on American social and political realities.
  • Determine central ideas of primary and secondary sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.

Understanding

Students understand that:
  • There were significant impacts of the social changes and the influence of prominent figures in the United States from WWI through the 1920s.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.6

Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 192[A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

UP:SS10.US2.6

Vocabulary

  • assess
  • identify
  • analyze
  • Great Depression
  • stock market crash
  • overproduction
  • speculation
  • Smoot-Haley Tariff Act
  • John Steinbeck
  • William Faulkner
  • Zora Neale Hurston
  • Bonus Army
  • Hoovervilles
  • Dust Bowl
  • Dorothea Lange
  • Jim Crow
  • Japanese Internment
  • Southern Tenant Farmers' Union

Knowledge

Students know:
  • The social, political, and economic conditions from the 1920s through the Great Depression.
  • Social and political factors and policies that were influenced by and that contributed to the deepening crisis during the Great Depression.
  • Economic factors and policies that contributed to the beginning of the Great Depression and the deepening crisis as the Great Depression continued in the United States and globally, including the effects of overproduction, stock market speculation, restrictive monetary policies, the Smoot-Hawley Tariff Act.
  • The ways authors' works during the Great Depression were influenced by and influenced the social, political, and economic realities of the time.
  • The impact of the Great Depression on class, region, race, and gender relations during the time period of the 1920s to the 1940s.

Skills

Students are able to:
  • Analyze the social, political, and economic conditions of a specific historical period.
  • Determine and evaluate the factors that contributed to a specific historical period.
  • Evaluate works of art and literature from a specific time period in order to determine their impact.
  • Determine central ideas of primary and secondary sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.

Understanding

Students understand that:
  • There were various political, social and economic conditions that contributed to the Great Depression.
Social Studies (2010) Grade(s): 09-12 - Contemporary World Issues and Civic Engagement

SS10.CWI.6

Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.

UP:SS10.CWI.6

Vocabulary

  • media bias
  • analyze
  • criticism
  • viewpoints
  • perspective
  • political carton
  • symbolism
  • flawed sampling
  • editorial

Knowledge

Students know:
  • A variety of techniques for analyzing media outlets including television, internet, magazines, newspapers, and journals.
  • A variety of techniques for analyzing the meaning, sources, viewpoints, bias, and sampling involved in media.
  • Media is biased.

Skills

Students are able to:
  • Analyze and compare information from various media sources.
  • Support analysis with evidence from various sources.
  • Determine reliability of news and their sources.
  • Identify bias and viewpoints including symbolism.
  • Apply strategies for media analysis to a variety of media outlets.

Understanding

Students understand that:
  • It is important to analyze media in all forms to determine the reliability, source, meaning, perspective, bias, and sampling when listening to media outlets.

CR Resource Type

Audio/Video

Resource Provider

PBS

License Type

CUSTOM
https://aptv.pbslearningmedia.org/resource/arct14.soc.amexcraroa/the-crash-of-1…

Custom License Type (URL)

https://aptv.pbslearningmedia.org/help/terms-of-use/#.YGKPdlVKjIX

Comments or Notes

PBSLearningMedia is free for teachers. Teachers can create an account to access all available resources. 

Approved Date

ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme