Objectives
1.
Chapter 20 Menu
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
2.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
3.
CCSS.ELA-LITERACY.RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text
complexity band independently and proficiently.
Appetizers (Pick one)
Due:
1. Chapter 20 Vocabulary and People Worksheet
2. Create Flashcards defining all Vocabulary and Important People
3. Quiz over Chapter 20 Vocabulary and Important People
4. Create a Song using all of the Vocabulary and Important People
5. Create a Short Story using all of the Vocabulary and Important People correctly
Main Course (Pick one) Due:
1. Annotated Bibliography of the 1920s
 You need 5 sources total with a paragraph for each explaining what is in the source
 Sources: 4 primary sources and 1 secondary sources
 Chicago Style format
 You cannot use your textbook or the websites provided on the next page
Example to help you: https://owl.english.purdue.edu/owl/resource/614/03/
Dessert (Pick one)
Due:
1. Chapter 20 Main Idea Questions/ Critical Thinking Questions Worksheet
2. Complete the Note-taking suggestion for each section
3. Make a collage highlighting the main points of each section of the chapter
4. Create a timeline of 10 events from the chapter. (Date, Short Description, Full Description or
explanation, and a visual needed) Click on “timeline” to begin (Organize by Date)
Expanding Your Knowledge (Optional)
1. http://www.thepeoplehistory.com/1920s.html
a. Timeline of the 1920s
Book Suggestions in the High School Library
 (25 points extra credit to read and write a book summary and analysis – 2 pages double- spaced)

Hanson, Erica. 1999. The 1920s. San Diego, Calif: Lucent Books.

Russell, Francis. 1968. The shadow of Blooming Grove: Warren G. Harding in his times. New
York: McGraw-Hill.
Chapter 20 Debate Questions
Remember: you will need to explain all of your answers!
Questions:
1. Which had more of an impact on society: Automobile, Installment buying, or buying on margin?
2. Do you think the Dawes Plan was a good move for the United States?
3. Do you agree with the Quota System that was established by the Emergency Quota Act of 1921 and
the National Origins Act of 1924?
4. Do you think Prohibition was a good idea?
5. Do you agree with Marcus Garvey’s “Back to Africa” movement?
Chapter 20 – The Twenties
Vocabulary
Mass Production
Model T
Scientific Management
Assembly Line
Consumer Revolution
Installment buying
Bull Market
Buying on Margin
Teapot Dome Scandal
Washington Naval
Disarmament Conference
Kellog-Briand Pact
Dawes Plan
Modernism
Fundamentalism
Scopes Trial
Quota system
Ku Klux Klan
Prohibition
Eighteenth Amendment
Volstead Act
Bootlegger
The Jazz Singer
Flapper
“Lost Generation”
Jazz
Harlem Renaissance
Important People
Henry Ford
Andrew Mellon
Herbert Hoover
Calvin Coolidge
Clarence Darrow
Charlie Chaplin
Babe Ruth
Charles Lindbergh
Sigmund Freud
F. Scott Fitzgerald
Ernest Hemingway
Marcus Garvey
Louis Armstrong
Bessie Smith
Claude McKay
Langston Hughes
Zora Neale Hurston
Main Idea Questions
Section 1
How is the rise of the automobile an example of
technology affecting attitudes or values?
Why do you think many advertisers began to focus
on the benefits of their products rather than on the
products themselves?
Section 2
How did the approach to government of Harding and
Coolidge differ from that of the Progressives?
Do you think that Harding should be held responsible
for the scandals in his administration? Why or why
not?
Section 3
How did the two sides in the Scopes Trial represent
conflicting value systems? What did each side value
most?
Why do you think the revived Ku Klux Klan was able
to spread beyond the South and even into some
urban areas?
Section 4
How did the political role of American women
change in years after World War I?
Reread the selection from The Great Gatsby, in
section 4. How does it reflect other information you
have learned about the society of the 1920s?
Section 5
Why do you think Marcus Garvey rejected the goals
of earlier African American leaders such as
Washington and Du Bois?
How did jazz blend cultural influences and crosscultural divides?
Analyzing Political Cartoons (Page 667)
1.
2.
Compare (Page 673)
1.
2.
Transfer Activities (Page 674)
1.
2.
Thinking Critically (page 677)
1.
2.
Thinking Critically (Page 683)
1.
2.
Thinking Critically (page 689)
1.
2.
Thinking Critically (page 695)
1.
2.
Document-Based Assessment (page 699)
1.
2.
3.