Connecticut Technical High School System
Modern American History 6/28/11
Unit 3: Significant social, political and economic changes post World War I through the Great
Depression.
Goal:
Students will demonstrate an understanding of how the United States changed in the 1920’s.
Specifically, students will be able to explain the causes of the Great Depression, how it affected
American society, and how the New Deal addressed the Great Depression, transformed
American federalism, and initiated the welfare state.
Big Idea (s):
o Changes in technologies of transportation and communication, in values and habits,
and economic life transformed the face of American life in the 1920’s.
o The United States became an urban nation, with a diverse population and variety of
values.
o After the stock market crash of 1929, the United States economy sank into the worst
depression in its history. Franklin D. Roosevelt initiated federal programs that put
Americans back to work and provided an economic safety net.
o The Great Depression and the New Deal dramatically changed the lives of most
Americans and began to change both their understanding of the economic system and
the role of government in American life.
o The New Deal had many long term effects on United States government and society;
and as a result of the New Deal, the role of the Federal government changed,
transforming American politics, the economy and society.
o Business was booming in the 1920’s and the standard of living rose for many Americans
bringing many social, economic and political changes. Inventions and technological advances
transformed production and work, as well as rural and urban life.
o Social and political changes in society brought new attitudes and lifestyles to the nation, bust
some changes caused conflict.
o Popular culture was influenced by the mass media and new forms of popular entertainment
and technology were developed.
o Economic conditions affect politics, individuals and societies. Economic security became
recognized as a condition of personal freedom.
o The ideals of freedom and equality continued to evolve for various groups and in various
ways (i.e. women’s struggle for suffrage and equal rights, African-Americans - racial
tensions manifested in the rise of black nationalism, the Harlem Renaissance, the first great
north migration, the response of the KKK, fear and hysteria over radicals, the closing of the
open door for immigrants, and the resurgence of Protestant fundamentalism).
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
Essential Question (s):
 1920’s
o How and why did technology and American society change during the
twenties?
o Why did problems develop in the American economy in the 1920’s?
o What were the ideas and issues that made the 1920’s “roar”?
o Is what is good for American business good for America?
o How can leadership affect a nation?
 Great Depression
o How did the American view of government and the economy change during
the Great Depression?
o How does the economy affect politics?
o What forces drive an economy? When these forces fail, what impact does it have
on individuals and societies?
 New Deal
o What long term effects did the New Deal have on American politics,
economy, and society?
o What should the role of government be in meeting the needs of its citizens?
o Does regulating the economy infringe upon individual freedom?
Learning Outcomes
Students will:
Literacy 1. Define and apply key
vocabulary/concepts: Red Scare, “Lost
Generation”, Prohibition, Harlem Renaissance,
Great Migration, Normalcy, Business Cycle,
Great Depression, New Deal (Relief, Recovery,
Reform), Inflation/Deflation, Margin Buying,
Bull Market/Bear Market,
Overproduction, Under-consumption,
Unemployment:
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Paraphrase/summarize
Compare/contrast
Classify
Categorize
Discuss/explain
Illustrate
Demonstrate
Reflect/relate
Infer
As evidenced by oral, written, and/or
performance:
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Vocabulary journals
Narrative descriptions
2-3 Column Notes (i.e.
term/definition/illustrate/paraphrase/rel
ate)
Lincs/Frayer
Visual representation (i.e concept
diagram/map, graph, chart, drawing,
poster, comic strip, cartoon)
Discussion
Oral presentation
Short answer
(H) Essay
(H) Make judgments and inferences
related to the historical novel.
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
11.6
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Assess the significant social, political and
economic changes in the United States.
An assessment of social, political and
economic changes in the 1920’s.
Red Scare
“Lost Generation”
Prohibition
Harlem Renaissance
Great Migration
Normalcy
Business Cycle
11.7 Describe and evaluate the causes and
economic, environmental and social
consequences of the Great Depression.
A description and evaluation of the
causes and impact of the Great
Depression on American society.

Causes of the Great Depression
o Unregulated business practices
o Tariffs and trade wars
o Stock market crash
 Effects of Great Depression
o Massive unemployment, poverty
and widespread hardship
o Changing role of government
o Power of Executive Branch-FDR
 Causes/Impact of the Dust Bowl and the
Bonus Army
11.8 Describe and evaluate the impact of the
New Deal:
(H) Create legislation that might have
prevented or minimized the impact of the
Great Depression.
A summary of New Deal programs and
an assessment of the positives/negatives
of these programs.

Goals of the New Deal (Relief, Recovery,
Reform).
 Major legislation and programs.
 Costs and benefits of the New Deal.
 Expanded role of government in the
economy.
Extension Activity:
Teacher(s) Designed Formative
Assessment(s)
 TBD
(H) Defend or dispute the effectiveness of
the New Deal.
District-wide Trimester Assessment(s)
http://sde-cthsi/DWTA/academic.html
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
Concepts
Skills
Students need to know about:
Students need to be able to do:
Literacy 1. Red Scare, “Lost Generation”,
Define and apply (Red Scare, “Lost
Prohibition, Harlem Renaissance,
Great Migration, Normalcy, Business Cycle,
Dust Bowl, Bonus Army,
Great Depression, New Deal (Relief,
Recovery, Reform), Inflation/Deflation,
Margin Buying,
Bull Market/Bear Market,
Overproduction, Under-consumption,
Unemployment:
Generation”, Prohibition, Harlem Renaissance,
Great Migration, Normalcy, Business Cycle,
Dust Bowl, Bonus Army,
Great Depression, New Deal (Relief,
Recovery, Reform), Inflation/Deflation,
Margin Buying,
Bull Market/Bear Market,
Overproduction, Under-consumption,
Unemployment):
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





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Paraphrase/summarize
Compare/contrast
Classify
Categorize
Discuss/explain
Illustrate
Demonstrate
Reflect/relate
Infer
11.6
Harlem Renaissance
“Lost Generation”
Great Migration
Normalcy
Business Cycle
11.7 The causes and economic,
environmental and social consequences of
the Great Depression.
Causes of Depression:
Inflation/Deflation
Margin Buying
Bull Market/Bear Market
Overproduction
Under-consumption
Unemployment
Unregulated business practices
Compose (diary of life of a minority in the
1920’s)
Role play (major personality of the Jazz Age)
Analyze (primary sources)
Examine (advertisements to determine
effectiveness)
Define (key terms)
Create (a graph/chart of the business cycle)
Describe and evaluation (the causes and
economic, environmental and social
consequences of the Great Depression)
Simulate (stock market crash)
Define (key business terms)
Compare/contrast FDR vs. Hoover in 1932
Election.
Discuss (group-effects of Great Depression
using statistics)
Debate (major causes of Great Depression)
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
Tariffs and trade wars
Stock market crash
Effects of Great Depression
Massive unemployment, poverty and
widespread hardship
Changing role of government
Power of Executive Branch-FDR
Causes/Impact of the Dust Bowl and the
Bonus Army
11.8 The impact of the New Deal:
o Goals of the New Deal (Relief,
Recovery, Reform).
o Major legislation and programs.
o Costs and benefits of the New
Deal.
o Expanded role of government in
the economy.
Describe and evaluate (the impact of the
New Deal- Goals of the New Deal (Relief,
Recovery, Reform), Major legislation and
programs., Costs and benefits of the New
Deal, Expanded role of government in the
economy).
Compare/Contrast (effectiveness of New
Deal Agencies.)
Compose (letter to suggest a course of
action)
Define (key terms)
Summarize (New Deal plan)
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
Resources: Bringing History Alive, TCI United States History Program
Depression era photos: http://extras.denverpost.com/archive/captured.asp
Great Depression/New Deal
American Nation-Ch. 14, 15
Primary Source Reading 14, 15
Literature Reading 14, 15
American History Cartoon 23, 24
Geography Activity 14
America: Pathways-Ch. 22, 23
Literature Activity-In Search of Work, Migrant Farmers
*Honors-The Americans-Ch. 14, 15
Guided Reading-Ch. 23 sec. 1, A New Deal Fights the Depression. Primary Source-The
Stock Market Crash, Political Cartoon, Attack on the Bonus Army, Letter from a Dust
Bowl Survivor. Humanities Transparencies-Dust Storm.
Literature-John Steinbeck’s The Grapes of Wrath
Norwalk WPA Art:
http://www.norwalktransit.com/ntd_murals.htm
New Deal Network
http://newdeal.feri.org/
Library of Congress-WPA Life Histories
http://memory.loc.gov/ammem/wpaintro/wpahome.html
DBQ-Impact Great Depression
http://www.murrayschools.org/mhs/apus/dbq/2003/group05.htm
Library of Congress-Voices of the Dust Bowl
http://memory.loc.gov/ammem/afctshtml/tshome.html
PBS-Surviving the Dust Bowl
http://www.pbs.org/wgbh/amex/dustbowl/
Bergen.org Great Depression and New Deal
http://www.bergen.org/AAST/Projects/depression/
1920’s
American Nation-Ch. 12-17
Literature Reading 12, 13
Geography Activity 13
Primary Source Activity 13
Graphic Organizer 15
America: Pathways-Ch. 21-25
*Honors-The Americans-Ch. 12-17
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
Literature-F. Scott Fitzgerald’s The Great Gatsby, Ernest Hemingway’s The Sun Also
Rises, Langston Hughes-Poems
Video-Ken Burn’s Jazz (PBS Video)
The Great Depression and The Arts, A Unit of Study for Grades 8-12, by Robert Gabrick,
Barbara Markham, and James Curtis, NCHS and OAH.
Red Scare
http://newman.baruch.cuny.edu/digital/redscare/
Harlem Renaissance
http://www.si.umich.edu/CHICO/Harlem/
Sacco and Vanzetti
http://www.law.umkc.edu/faculty/projects/ftrials/SaccoV/SaccoV.htm
Scopes Trial
http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm
PBS-Jazz
http://www.pbs.org/jazz/
Hoover Archives
http://www.hoover.archives.gov/
1930’s
http://xroads.virginia.edu/~1930s/front.html
(H) Honors: Honors students will complete assignments during the trade cycle.