1920 PRODUCTION, CONSUMERISM & WOMEN
PURPOSE
This lab will provide the opportunity for students to analyze causes and effects of production and consumerism
by interlacing concepts and facts introduced throughout the 1920s unit. The lab is designed to be a review of
information from the unit, and, therefore, students will have the most success if the lab is assigned towards the
end of a unit.
This lab is created for students who have participated in a history lab a couple of times prior to this lab. The
students need to be familiar with the steps/questions for analyzing an artifact. Students will work in pairs or
groups of three while analyzing the artifacts, but produce their own writing samples in response to central
questions of their choice at the end of the lab.
U.S. HISTORY TEKS
(2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The
student is expected to: (A) identify the major characteristics that define an historical era
(6) History. The student understands significant events, social issues, and individuals of the 1920s. The student is
expected to: (A) analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics,
race relations, nativism, the Red Scare, Prohibition, and the changing role of women
(16) Economics. The student understands significant economic developments between World War I and World War II.
The student is expected to: (A) analyze causes of economic growth and prosperity in the 1920s, including Warren
Harding's Return to Normalcy, reduced taxes, and increased production efficiencies
(23) Citizenship. The student understands efforts to expand the democratic process. The student is expected to:
(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and
congressional acts such as the American Indian Citizenship Act of 1924
(26) Culture. The student understands how people from various groups contribute to our national identity. The student is
expected to: (A) explain actions taken by people to expand economic opportunities and political rights, including those for
racial, ethnic, and religious minorities as well as women, in American society
(27) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise
system on the economic development of the United States. The student is expected to: (C) understand the impact of
technological and management innovations and their applications in the workplace and the resulting productivity
enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer
management, and just-in-time inventory management.
(28) Science, technology, and society. The student understands the influence of scientific discoveries, technological
innovations, and the free enterprise system on the standard of living in the United States. The student is expected to: (A)
analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system,
including those in transportation and communication, improve the standard of living in the United States
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MATERIALS
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One color copy of each artifact (suggested to keep in plastic sheet protector or laminated with cardstock)
Copies of the assignment sheet for students - each student will need 2-3 copies (generic form that can be
used for multiple labs)
Students can use a textbook or unit materials (articles or assignments) throughout the lab
Laptops or iPads, if desired
INSTRUCTIONS
Lab time: 90 minute class period and 30 minutes of following class period
Before the class starts: Organize the classroom in a way that promotes movement and easy access to
artifact stations.
1. As students enter the classroom, they will pick up the assignment sheets and sit in their groups
2. Briefly review with the students regarding the three steps/questions for analyzing artifacts:
a. What do you SEE?
b. What can you INFER?
c. What do you NEED TO KNOW?
3. Post the Central Questions list on the projector and explain expectations of their research -- they must
respond to two of the four central questions using a combination of prior knowledge and
examples/details from the artifacts.
4. Each group is assigned their first artifact and begins analysis. Students can freely move around
classroom to empty artifact stations as they become open. Teacher should walk around and help groups
who may need extra guidance on specific artifacts and/or to answer questions.
5. 20-25 minutes before the class period ends, the teacher should ask students to stop working in groups
and begin the written prompts. Teacher should remind students to address all parts of the question and
use complete sentences to form a full paragraph. (if students do not finish writing responses, I
generally allow them to finish for homework)
6. At the beginning of the following class, discuss each of the central questions with the entire class.
Students can share their written responses or just participate in the discussion for the topics to which
they responded. This would be a good option for teachers focusing more on writing samples and skills.
a. Alternate form of discussion -- the teacher can project 8-10 of the artifacts onto the board
and facilitate a conversation based on the individual artifacts. Students who used the
artifact in their writing response can lead the discussion, but other students can also
participate based on their initial observations or assignment notes. This would be a good
option for teachers to use if their students are still learning artifact analysis skills.
PLANNING TIPS
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If your classroom is too small for stations, you can organize desks into pairs or groups of three and have
one central artifact station - instead of students moving stations when the group is finished with an artifact,
they can switch their artifact with an available artifact from the artifact station.
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Some artifacts may be too small for a single sheet of paper - if available, you can have some artifacts pulled
up on laptops/iPads (each device has one artifact loaded; students rotate between devices at artifact
stations). This would work well for maps or artifacts that were originally printed on large sheets of paper.
It is not essential for all students to analyze all artifacts, though they should see a majority of the artifacts.
After student groups analyze 3-5 documents, they can decide which central questions they want to respond
to and focus on documents that relate to those questions. This works well for large classes, especially when
there is a large discrepancy in working speed between groups.
Accommodations: For students who may struggle with trying to analyze the artifacts, the teacher can
determine 4-5 artifacts that answer one of the central questions and provide only these resources to these
groups of students. The teacher can either make separate copies, or bring these groups the specific artifacts
throughout the period. For example, in this lab the teacher can give the students the artifacts only
regarding production and assembly lines; the students can then respond to the central question on this
topic.
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ACTIVITY RESOURCE: CENTRAL QUESTIONS (TO PROJECT ON BOARD)
Central Questions
1) How did the assembly line contribute to the increase
of prosperity and consumerism during the 1920s?
2) Explain how the automobile assembly line impacted
other industries, both directly and indirectly, throughout
the 1920s.
Hint: direct impact = tire industry, as one example
3) By 1919 women had earned the right to vote -- what
rights were women fighting for in the 1920s? How are
these ideals influenced by the consumerism of the era?
4) What effect did advertising have on the roles of
women throughout the 1920s?
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ACTIVITY RESOURCE: STUDENT ASSIGNMENT SHEET (FRONT)
Artifact Name: ___________________________________________________________________________________________________
What do I see?
What do I know?
What questions do I have?
Artifact topic & keywords: ________________________________________________________________________________________________________________
This artifact might help me answer central question(s) # _____________________________________________________________________________
Artifact Name: ___________________________________________________________________________________________________
What do I see?
What do I know?
What questions do I have?
Artifact topic & keywords: ________________________________________________________________________________________________________________
This artifact might help me answer central question(s) # _____________________________________________________________________________
Artifact Name: ___________________________________________________________________________________________________
What do I see?
What do I know?
What questions do I have?
Artifact topic & keywords: ________________________________________________________________________________________________________________
This artifact might help me answer central question(s) # _____________________________________________________________________________
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ACTIVITY RESOURCE: STUDENT ASSIGNMENT SHEET (BACK)
Artifact Name: ___________________________________________________________________________________________________
What do I see?
What do I know?
What questions do I have?
Artifact topic & keywords: ________________________________________________________________________________________________________________
This artifact might help me answer central question(s) # _____________________________________________________________________________
Artifact Name: ___________________________________________________________________________________________________
What do I see?
What do I know?
What questions do I have?
Artifact topic & keywords: ________________________________________________________________________________________________________________
This artifact might help me answer central question(s) # _____________________________________________________________________________
Artifact Name: ___________________________________________________________________________________________________
What do I see?
What do I know?
What questions do I have?
Artifact topic & keywords: ________________________________________________________________________________________________________________
This artifact might help me answer central question(s) # _____________________________________________________________________________
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DOCUMENT 1: FORD FACTORY (DETROIT, MI)
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DOCUMENT 2: FINISHED MOTORS ON THE CONVEYOR LINE, WHICH IS TAKING THEM TO THE ASSEMBLY POINT IN THE PLANT. THIS CONVEYOR
LINE IS PART OF A CONVEYOR SYSTEM 135 MILES LONG THROUGHOUT THE PLANT. FORD RIVER ROUGE PLANT
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DOCUMENT 3: MAP OF PRINCIPAL TRANSPORTATION LINES OF THE UNITED STATES 1921
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DOCUMENT 4: WESTERN MOTOR CAR ROUTE GUIDE.
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DOCUMENT 5: TOURING MAP OF THE CUSTER BATTLEFIELD HIWAY: THE SCENIC ROUTE TO THE WEST
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DOCUMENT 6: "THE BACKWARD ART OF SPENDING"
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DOCUMENT 7: 32 SALES PER CLERK PER HOUR
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DOCUMENT 8: MOTOR TRANSPORT CORPS TRAINING SCHOOL
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DOCUMENT 9: NATIONAL LEAGUE OF WOMEN VOTERS
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DOCUMENT 10: MAYTAG WASHING MACHINE COMPANY
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DOCUMENT 11: WASHING MACHINE AND IRONER DISPLAY
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DOCUMENT 12: CAREERS FOR WOMEN
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DOCUMENT 13: PERRYSBURG JOURNAL
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DOCUMENT 14: WOMEN’S SPHERE REVISED
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DOCUMENT 15: DON’T FORGET HER
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RESOURCES
Lib. of Cong. U.S. Govt. Web. 30 June 2014. <http://www.loc.gov/>.
Chamberlain, Kenneth Russell. “Revised.” Cartoon. C1917. Lib. Of Cong. 30 June 2014.
<http://www.loc.gov/pictures/item/98502833>.
Don't forget her--The importance of putting your campaign with the women can not be overstressed. “American Women: a
Library of Congress guide for the study of women’s history and culture in the United States.” Lib. Of Cong. C1925. Web. 30 June
2014. <http://hdl.loc.gov/loc.pnp/ppmsca.02974>.
Filene, Catherine. Careers for women compiled and edited by Catherine Filene. C1920. Printed Ephemera Collection. Lib. Of
Cong., Washington D.C. Lib. Of Cong. Web. 30 June 2014. <http://hdl.loc.gov/loc.rbc/rbpe.07905000>.
Horydczak, Theodor. Electric Institute of Washington. Washing machine and ironer display. c1920. Photograph. Lib. Of Cong.,
Washington D.C. Lib. Of Cong. Web. 30 June 2014. <http://www.loc.gov/pictures/item/thc1995005101/PP>.
Horydczak, Theodor. Maytag Washing Maching Company. Profiler by which boring is done. c1920. Photograph. Lib. Of Cong.,
Washington D.C. Lib. Of Cong. Web. 30 June 2014. <http://www.loc.gov/pictures/item/thc1995000126/PP>.
Lib. Of Cong. “Emergence of Advertising in America: 1850-1920.” 32 Sales per clerk per hour. J. Walter Thompson Company.
C1920. Web. 30 June 2014. <http://hdl.loc.gov/loc.award/ncdeaa.J0089>.
Lib. Of Cong. “Emergence of Advertising in America: 1850-1920.” The Backward Art of Spending. J. Walter Thompson Company.
C1920. Web. 30 June 2014. <http://hdl.loc.gov/loc.award/ncdeaa.J0090>.
Lib. Of Cong. “Images of America: Lantern Slide Collection” Ford factory, first assembly line, Highland Avenue, Detroit, MI. c1913.
Illustration. 30 June 2014. <http://hdl.loc.gov/loc.award/mhsalad.220102>.
Map of principal transportation lines of the United States. Map. United States, 1921. Lib. Of Cong. Web. 30 June 2014.
<http://lccn.loc.gov/2007627464>.
Motor Transport Corps training school Earn while you learn. C1919. Chromolithograph. Lib. Of Cong., Washington D.C. Lib. Of
Cong. Web. 30 June 2014. < http://www.loc.gov/pictures/item/00651837 >.
Palmer, Alfred T. Blitz buggies. Finished motors on the conveyor line, which is taking them to the assembly point in the plant. This
conveyor line is part of a conveyor system 135 miles long throughout the plant. Ford River Rouge plant . c1941. Photograph. Lib.
Of Cong., Washington D.C. Lib of Cong. Web. 30 June 2014. <http://www.loc.gov/pictures/item/oem2002000655/PP>.
Perrysburg journal [Perrysburg, Ohio] 21 March 1918. Lib. Of Cong. Web. 30 June 2014.
<http://chroniclingamerica.loc.gov/lccn/sn87076843/1918-03-21/ed-1/seq-8>.
Photograph. Lib. Of Cong., Washington D.C. Lib. Of Cong. Web. 30 June 2014. <http://loc.gov/rr/mss/guide/ms011008.jpg>.
Touring map of the Custer Battlefield Hiway: the scenic route to the west. Map. Northwestern States, 1925. Lib. Of Cong. Web. 30
June 2014. < http://lccn.loc.gov/99466708 >.
Western Motor Car Route Guide. Map. Pacific States, 1915. Lib. Of Cong. Web. 30 June 2014. <http://lccn.loc.gov/99446217>.
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