American Democracy in Word and Deed
MDUSD/UCB H-SSP
11th Grade Lesson: “I’ll Gladly Pay You Tomorrow For A Higher Standard of Living Today”
Developed by: Brian Corbett, Lorie Johnson, Karen Sundberg, Lauren Weaver.
Teaching American History Grant Focus Question:
How have the words and deeds of people and institutions shaped democracy in the U.S.?
Grant Yearly Theme: Economics
History-Social Science Standard/s: 11.5 & 11.5.7
Unit Topic: The 1920’s
Lesson Focus Question:
How did new consumer goods, the expansion of credit, and the introduction of mass marketing impact
the standard of living for Americans in the 1920s?
Lesson Teaching Thesis:
The expansion of credit. New consumer goods, and introduction of mass marketing combined to
increase many Americans’ expectations for their standard of living, their actual standard of living, and their
willingness to go into debt to meet this new higher standard.
Reading and Writing Strategies:
 READING Strategy:
o Cause and Effect
o Primary Source Analysis (Advertisement Analysis)
 WRITING Strategy:
o “Deconstructing the Writing Prompt” strategy with analytical paragraph
Lesson Assessment:
Students will be assessed based on their Cause and Effect worksheet & the analytical paragraph
Suggested Amount of Time:
One two-hour block periods or two one-hour periods
Textbook:
Danzer, Gerald et al. The Americans: Reconstruction to the 21st Century. Evanston, Illinois:
McDougal Littell Inc., 2006, Chapter 12 Section 3 pp.425-427
Primary Source Citation:
"Laun-DRY-ette." New York Tribune [New York] 28 Nov. 1920: 8. Print.
"Enjoy Your Ford Now." The Big Stone Gap Post [Big Stone Gap] 14 Dec. 1921: 12. Print.
"Frigidaire." New York Tribune [New York] 25 June 1922: 12. Print.
Context of the lesson in the unit:
This lesson is to be taught in the middle or end of the 1920’s unit. Students should have an
understanding of the changes brought about by industrialization, including the invention of the
automobile and availability of electricity. This lesson will fit well as a transitioning lesson from
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teaching the “Roaring Twenties” into the Great Depression. With its focus on the impact of credit and
mass advertising, this unit will help give students a grasp of the economic trends of the 1920’s.
Lesson Procedure:
1. Introduction
 Starter activity: Ask students to describe a current popular commercial. Ask them who this
commercial is targeting and what its message is. Ask them whether they think the product being
advertised is a “want” or a “need”.
o Another option would be to bring in a pre-selected advertisement (example: the Apple vs. PC
commercial) and ask the same questions.
2. Read pages 425-427 in text (The Americans)
4. Reading Strategies
 Use the “Cause and Effect” worksheet (p3, key p4) to dissect the conversation quoted on page 427 in
the text.
o Choose whether to complete as a class, groups, or individually.
o After completing and reviewing the causes and effects, have students answer the analysis
question at the bottom of the page.
 Pass out the 3 advertisements from the 1920s (pp5-7)
 Use the “Analyzing An Ad” worksheet (pp8-9, key 10-11) to look at multiple advertisements from the
1920s.
o After giving instruction on how to complete the worksheet, allow students to analyze the ads
independently
o After giving sufficient time, discuss each ad as a class.
5. Writing Strategy
 The students will end by writing an analytical paragraph in response to the focus question. Before
writing the paragraph, give students the “Understanding the Question” worksheet (p12). Go over the
worksheet together with class, but allow students time to put things into their own words and
eventually have a unique thesis of their own.
History-Social Science Content Standards:
11.5 Students analyze the major political, social, economic, technological, and cultural developments
of the 1920s.
11.5.7 Discuss the rise of mass production techniques, the growth of cities, the impact of new
technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the
American landscape.
Historical and Social Sciences Analysis Skills:
1. Students show the connections. Causal and otherwise, between particular historical events and
larger social, economic, and political trends and developments.
Common Core State Standards:
Reading: Informational Text
RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media
or formats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem
Writing:
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.
Language:
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L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a range of
strategies
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NAME____________________________
Cause and Effect
Overheard Conversation on a Train, 1920s
Woman 1: “Have you an automobile yet?”
Woman 2: “No, I talked it over with John [husband] and he felt we could not afford one.”
Woman 1: “Mr. Budge who lives in your town has one and they are not as well off as you are.”
Woman 2: “Yes I know. Their second installment came due, and they had no money to pay it.”
Woman 1: “What did they do? Lose the car?”
Woman 2: “No, they got the money and paid the installment.”
Woman 1: “How did they get the money?”
Woman 2: “They sold the cook-stove.”
Woman 1: “How could they get along without a cook-stove?”
Woman 2: “They didn’t. They bought another on the installment plan.”
-conversation cited in a letter written by a business owner to President Coolidge, In the Time of Silent Cal (Page 427 in The Americans)
Cause
Effect
Because owning an automobile was
becoming a common expectation,
Because
She feels that they cannot afford an
automobile.
Because Mr. Budge has a car and is not
as well off as she and her husband,
Because
Mr. Budge sold the cook stove to pay
the car installment.
Because Mr. Budge needed a cook stove
after selling his old one,
Because
Mr. Budge was willing to go deep into
debt to achieve this new standard of
living.
Analysis Question: How does this conversation shed light on the ways that Americans were affected by
the expansion of credit and the introduction of mass advertising?
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TEACHER KEY
Cause and Effect
1920s conversation overheard while riding a train
Woman 1: “Have you an automobile yet?”
Woman 2: “No, I talked it over with John [my husband] and he felt we could not afford one.”
Woman 1: “Mr. Budge who lives in your town has one and they are not as well off as you are.”
Woman 2: “Yes I know. Their second installment came due, and they had no money to pay it.”
Woman 1: “What did they do? Lose the car?”
Woman 2: “No, they got the money and paid the installment.”
Woman 1: “How did they get the money?”
Woman 2: “They sold the cook-stove.”
Woman 1: “How could they get along without a cook-stove?”
Woman 2: “They didn’t. They bought another on the installment plan.”
-From a letter written by a business owner to President Coolidge, In the Time of Silent Cal (Page 427 in The Americans)
Cause
Effect
Because owning an automobile was
becoming a common expectation
She is asked whether she has an
automobile yet
Because automobiles are expensive
She feels that they cannot afford an
automobile
Because Mr. Budge has a car and is not
as well off as she and her husband
The person she is talking to assumes
that they should be able to afford a
car too
Because Mr. Budge didn’t have
enough money to pay the second
payment on the car
Mr. Budge sold the cook stove to pay
the car installment
Because Mr. Budge needed a cook stove He bought another cook stove on
after selling his old one
an installment plan
Because Mr. Budge believed that an
automobile was an essential item to
own
He was willing to go deep into debt to
achieve this new standard of living
Analysis Question: How does this conversation shed light on the ways that Americans were affected by the
expansion of credit and the introduction of mass advertising?
-Answers will hopefully mention that Americans had new expectations of what
they needed and that they were willing to go into debt (and businesses were willing to
extend credit) even when the new “needs” were unaffordable.
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Ad #1
The Luxury of Electric Refrigeration
FRIGIDAIRE will bring to your home a new sense of
luxury. It satisfies a fine instinct in living – the love
for nicety and cleanliness in kitchen habits.
Without care or attention, Frigidaire preserves your food in a cold,
dry, circulating air of unvarying temperature, 10 degrees colder
than is usual with ice.
Fruit comes to your table perfectly chilled, vegetables have the
delightful freshness that is customarily associated with only the
finest hotel service.
Dainty ice cream and frozen puddings are easily made. There is a
special compartment to freeze them and also to make sparkling,
crystal clear cubes of ice from your favorite drinking water, just the
right size for a glass.
Frigidaire eliminates the uncertainty of ice delivery. It is entirely
automatic, is easily installed and is operated from any electric light
current.
Frigidaire was developed and perfected by the engineers of the
General Motors Corporation. It is a single, self-contained unit and
is safe and dependable in operation.
And with all its advantages, Frigidaire will cost you no more to
operate than you now pay for ice.
Frigidaire is a year-round utility, serving every day in the year. It is
the most used and most appreciated of all modern conveniences.
Frigidaire may be seen in operation in any of the places listed
below. Or a copy of the Frigidaire booklet will be sent on request.
New York Tribune, June 25, 1922, Page 12
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Ad #2
The Big Stone Gap Post., December 14, 1921, Page 12
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Ad #3
.
Convenient Terms
New York Tribune, November 28, 1920, Page 8
The Laund-dry-ette may
be purchased for cash,
or, if preferred, on
the following convenient
terms. A first payment
of $50 and following
payments of $15
monthly until the
balance is paid. Figure
your present cost of
having the weekly wash
done. You can see how
quickly the Laun-dryette will more than pay
for itself besides saving
labor and having much
more playtime
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NAME________________________________
Advertisement Analysis Chart
Background Context: In the 1920s, the number of homes with electricity increased alongside the introduction of new
consumer goods that ran on electricity. To increase sales, companies launched wide-scale advertising campaigns designed to
reach massive amounts of Americans. Today, this is known as mass marketing. These ad campaigns were persuasive so the
new products appeared to be a “need” instead of a “want.”
Ad #1
Name of Company? Name of Product?
When & where is the document from?
DESCRIPTION OF SOURCE:
What images and key words do you see?
MESSAGE: What is the advertiser trying to get the
reader to believe about the product?
PAYMENT INFORMATION:
How does this ad promote the affordability of this product?
WANT or NEED:
Do you see this type of product as a want or a need
today? Why?
Ad #2
Name of Company? Name of Product?
When & where is the document from?
DESCRIPTION OF SOURCE:
What images and key words do you see?
MESSAGE: What is the advertiser trying to get the
reader to believe about the product?
PAYMENT INFORMATION:
How does this ad promote the affordability of this product?
WANT or NEED:
Do you see this type of product as a want or a need
today? Why?
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Ad #3
Name of Company? Name of Product?
When & where is the document from?
DESCRIPTION OF SOURCE:
What images and key words do you see?
MESSAGE: What is the advertiser trying to get the
reader to believe about the product?
PAYMENT INFORMATION:
How does this ad promote the affordability of this product?
WANT or NEED:
Do you see this type of product as a want or a need
today? Why?
Analysis / Prediction Questions:
1. How might wide-scale advertising, also known as mass marketing, have influenced peoples’
perceptions of these new products, changing their view from a “want” to a “need?”
2. How did the expansion of credit impact the buying trends for Americans?
3. How might new electrified consumer goods, such as the refrigerator or washing machine, change the
lives of Americans?
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TEACHER KEY
Advertisement Analysis Chart
Ad #1
Name of Company? Name of Product?
Frigidaire (developed by engineers from General Motors
Corporation)
Electric Refrigerator
DESCRIPTION OF SOURCE:
What images and key words do you see?
 Mom and child standing in front of the refrigerator,
which is full of food


6 plated food/drink items--Appetizing deserts, fruits,
ice cold drinks, etc
Written information about the electric refrigerator full
of appealing descriptors: luxury, nicety, delightful
freshness, entirely automatic, easily installed,
cleanliness, safe, dependable, cost no more than to
operate than you now pay for ice, year-round utility,
most appreciated of modern conveniences, etc
When & where is the document from?
New York Tribune Ad
June 25, 1922
MESSAGE: What is the advertiser trying to get the
reader to believe about the product?

It will bring a new sense of luxury to your
house


It preserves food
Allows ice to be made and frozen deserts to be
stored
It’s safe and dependable
It runs itself and can be used year-round
It’s the “most appreciated of all modern
conveniences”



PAYMENT INFORMATION:
How does this ad promote the affordability of this product?
WANT or NEED:
Do you see this type of product as a want or a need
today? Why?
The ads states: “Frigidaire will cost no more than to
operate than you now pay for ice” The ad only mentioned
the cost to operate the convenience; it does not mention the
cost to BUY the item.
Answers might vary.
Most will likely identify it as a NEED
Ad #2
Name of Company? Name of Product?
General Motor Company, Ford car
DESCRIPTION OF SOURCE:
What images and key words do you see?
 Drawing of a car
 Text that suggests now is the time to buy the car- new
roads, you can pay for the car as you drive it
PAYMENT INFORMATION:
How does this ad promote the affordability of this product?



“easy payment plan”
Small cash payment up front & then 12 easy
installments
Slogan is: “Own-Your-Ford Club and Pay As You
Ride”
When & where is the document from?
Big Stone Gap Post, Dec. 14, 1921 (right before Xmas)
MESSAGE: What is the advertiser trying to get the
reader to believe about the product?

The ad suggests that
WANT or NEED:
Do you see this type of product as a want or a need
today? Why?
Answers will vary.
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Ad #3
Name of Company? Name of Product?
Laun-DRY-ette Sales Company
Electric Washing Machine (but other time-saving
When & where is the document from?
New York Tribune
November 28, 1920
electric conveniences are mentioned—Capitol
Electric Ironer, Hoover Electric Cleaner, Mermaid
Electric Dish Washer)
DESCRIPTION OF SOURCE:
What images and key words do you see?
MESSAGE: What is the advertiser trying to get the
reader to believe about the product?

A smiling woman is doing laundry using the
electric washing machine

The product is a time-saver, and easy
to use

The words mention how hard wives work and how
they should be given shorter hours and more time
/ play time by using electrified
conveniences/appliances to complete the
household chores

The ad is appealing to the person
making the financial decisions,
probably the husband. It promises
more “playtime,” and seems to suggest
that the playtime is for him.
PAYMENT INFORMATION:
How does this ad promote the affordability of this product?


The Electric Washing Machine can be bought using
monthly installments of $15 after an initial payment of
$50
The machine will “more than pay for itself” once you
factor in the cost of having the weekly wash done
WANT or NEED:
Do you see this type of product as a want or a need
today? Why?
Answers will vary.
Analysis / Prediction Questions:
1. How do you think wide-scale advertising, also known as mass marketing, might have influenced
peoples’ perceptions of these new products, changing their view from a “want” to a “need?”
-Answers will vary with each student’s opinion.
-Students should demonstrate an understanding that life shifted from the new onslaught of
advertising, which made it seem like every house must have whatever product was being sold.
-Also, consumers bought new products in response, in part, to the modern, time-saving lifestyle,
which was being sold to them in the ads.
2. How did the expansion of credit impact the buying trends for Americans?
-Students should explain that people could buy items without paying in full up front. This allowed
people to use the new item while paying it off using an installment plan.
3. How did new electrified consumer goods, such as the refrigerator or washing machine, change the
lives of Americans?
-Students might comment on the increase of time/ leisure activities since many of the new
electrified consumer goods were labor-saving devices.
-Students might comment about how the new devices actually changed daily life/ chores (i.e. people
no longer have to shop daily if they can easily preserve food in a refrig), etc.
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Name:_______________________________
Analytical Paragraph to Answer the Focus Question
Focus Question: How did new consumer goods, the expansion of credit, and the
introduction of mass marketing impact the standard of living for Americans in the 1920s?
I. MAKE SURE YOU UNDERSTAND THE FOCUS QUESTION
A. Define key words, terms, concepts, or historical information that you need to understand (and
include) in your answer:
1. BING: _________________________________________
Explain/define term:
2. BANG: _________________________________________
Explain/define term:
3. BONGO: ________________________________________
Explain/define term:
4. Other key words, terms, concepts, or historical information:
B. What is the focus question really asking?
II. DRAFT A THESIS:
_________________________________________________________________________
Score
_________________________________________________________________________
_________________________________________________________________________
III WRITE THE REMAINDER OF THE PARAGRAPH ANSWER:
It must fit the Magic Formula:
Thesis
Evidence (BING)
Evidence (BANG)
Evidence (BONGO)
/10
□Doesn’t answer
question
□Thesis unclear
Analysis
Conclusion
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
□Evidence doesn’t
support thesis
□Lacking specific details
□Shows strong
understanding
□Good details
□Less than minimum # of
sentences
_________________________________________________________________________
□Inspired writing
_________________________________________________________________________
□Needed to be proofed
before turning in
_________________________________________________________________________
□Messy
_________________________________________________________________________
□Good Organization
_________________________________________________________________________
□Strong Analysis
_______________________________________________________________________[Continue on back]
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