UNIT #6
Ups and Downs:
World War I, the Jazz Age, & the
Great Depression”
In this unit, students will understand the involvement
of the United States in World War I, the impact of the
Great Depression, and the cultural developments of the
early
20th
century.
Students
will
explore
the
connecting themes of beliefs and ideals; conflict and
change;
individuals,
groups,
and
institutions;
location;
movement
and
migration;
scarcity;
and
technological innovations. These themes will enable
students to make connections to a broader understanding
of patterns that continue to occur over time
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Unit 6
Unit 6-Ups and Downs:
World War I, the Jazz Age, and the Great Depression
Standards and Elements
SS5H3 The student will describe how life changed in America at
the turn of the century.
d. Describe the reasons people emigrated to the United
from will
wheredescribe
they emigrated,
and wherein
they
settled.
SS5H4States,
The student
U.S. involvement
World
War I
and post-World War I America.
a. Explain how German attacks on U.S. shipping during the
war in Europe (1914-1917) ultimately led the U.S. to join
the fight against Germany; include the sinking of the
Lusitania and concerns over safety of U.S. ships, U.S.
contributions to the war, and the impact of the Treaty of
Versailles of 1919.
b. Describe the cultural developments and individual
contributions in the 1920s of the Jazz Age (Louis
Armstrong), the Harlem Renaissance (Langston Hughes),
baseball (Babe Ruth), the automobile (Henry Ford), and the
airplane (Charles Lindbergh).
SS5H5 The student will explain how the Great Depression and New
Deal affected the lives of
millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover,
Franklin Roosevelt, the Dust Bowl, and soup kitchens.
b. Analyze the main features of the New Deal; include the
significance of the Civilian Conservation Corps, Works
Progress Administration, and the Tennessee Valley
Authority.
c. Discuss important cultural elements of the 1930s;
include Duke Ellington, Margaret Mitchell, and Jesse
Owens.
SS5G2 The student will explain the reasons for the spatial
patterns of economic activities.
b. Locate primary agricultural and industrial locations
since the turn of the 20th century and explain how factors
such as population, transportation, and resources have
influenced these areas.
SS5CG3 The student will explain how amendments to the U. S.
Constitution have maintained
a representative democracy.
b. Explain how voting rights were protected by the 15th,
19th , 23rd, 24th , and 26th
amendments.
SS5E1 The student will use the basic economic concepts of
trade, opportunity cost,
specialization, voluntary exchange, productivity,
and price incentives to illustrate
historical events.
c. Describe how specialization improves standards of
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living, (such as how specific economies in the north and
south developed at the beginning of the 20th century).
f. Give examples of technological advancements and their
impact on business productivity during the continuing
development of the United States.
SS5E2 The student will describe the functions of four major
sectors in the U. S. economy.
c. Describe the bank function in providing checking
accounts, savings accounts, and loans.
d. Describe the government function in taxation and
providing certain goods and services.
Enduring Understandings- Essential Questions
Beliefs and Ideals: The student will understand that the beliefs and
ideals of a society influence the social, political, and economic
decisions of that society.
EU: The student will understand that people’s ideas and feelings
influence their decisions.
 Why were women given the right to vote?
 What impact did baseball and baseball stars like Babe Ruth have
on American society?
 How did Americans help the poor during the Great Depression?
Conflict and Change: The student will understand that when there is
conflict between or within societies, change is the result.
EU: The student will understand that conflict causes change.
 Why did America choose to remain neutral for so long?
 How did German attacks on US shipping change America’s policy of
neutrality?
 What were the U.S. contributions to WWI?
 What was the impact of the Treaty of Versailles (1919)?
 Why is the period from 1918 to 1929 called the “Jazz Age”?
 How did the Jazz Age change America?
Individuals, Groups, Institutions: The student will understand that
the actions of individuals, groups, and/or institutions affect
society through intended and unintended consequences.
EU: The student will understand that what people, groups, and
institutions say and do can help or harm others whether they mean to
or not.
 How did individuals such as Louis Armstrong, Langston Hughes,
Babe Ruth, Duke Ellington, Margaret Mitchell, and Jesse Owens
influence American culture?
 How did individuals such as Henry Ford and Charles Lindbergh
change the face of American transportation?
 How did Herbert Hoover and Franklin D. Roosevelt handle the
problems facing Americans during the Great Depression?
 How did groups like the Civilian Conservation Corps, the Works
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Progress Administration, and the Tennessee Valley Authority help
to improve the country while putting unemployed Americans back
to work?
 What role did institutions such as banks play in the Great
Depression?
Location: The student will understand that location affects a
society’s economy, culture, and development.
EU: The student will understand that where people live matters.
 How did the location of the “fighting zone” of WWI affect how
the United States used their resources (money, food, weapons)?
 How does a business choose the best location to build its
factories or shops?
 Why is choosing a good location important in distributing goods
and services among the United States and other countries?
Movement/Migration: The student will understand that the movement or
migration of people and ideas affects all societies involved.
EU: The student will understand that moving to new places changes the
people, land, and culture of the new place, as well as the place that
was left.
 How did the ideas of the artists, musicians, and writers of the
Harlem Renaissance impact the rest of American society?
 How did ideas from Harlem, New York spread to other parts of the
United States?
 Why did farmers living in the Dust Bowl move to other regions of
the United States?
 How did areas change when farmers from the Dust Bowl moved in?
Scarcity: The student will understand that scarcity of all resources
forces parties to make choices and that these choices always incur a
cost.
EU: The student will understand that because people cannot have
everything they want, they have to make choices.
 What is the stock market?
 How did life change for Americans during the Great Depression?
 How did the stock market crash of 1929 affect American’s
economic choices?
 How did price incentives help Americans to get out of debt
during the Great Depression?
Technological
Innovation:
The
student
will
understand
that
technological innovations have consequences, both intended and
unintended, for a society.
EU: The student will understand that new technology has many types of
different consequences, depending on how people use that technology.
 How did the greater availability of the automobile and airplane
transportation affect American society?
What new technologies
were created during the 1920s and 1930s?
 How did these technological advancements change the lives of
Americans?
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
How did technological advancements change American business?
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Lesson 1
Vocabulary
Standards SS5H4 a
Essential Question What are the MAIN causes of World War I?
Vocabulary – Words to Know
1.
2.
3.
4.
imperialism
alliance
nationalism
militarism
Complete a Frayer Model on each term.
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Lesson 2
Causes of World War I
Standards SS5H4 a
Essential Question What are the MAIN causes of World War I?
Building Knowledge: Reading
World War I is actually much more complicated than a simple list of
causes. While there was a chain of events that directly led to the
fighting, the actual root causes are much deeper and part of
continued debate and discussion. This list is an overview of the MAIN
reasons that are cited as the root causes of World War 1.
1. Militarism
As the world entered the 20th century, an arms race had begun. By
1914, Germany had the greatest increase in military buildup. Great
Britain and Germany both greatly increased their navies in this time
period. Further, in Germany and Russia particularly, the military
establishment began to have a greater influence on public policy.
This increase in militarism helped push the countries involved to
war.
2. Alliances
Over time, countries throughout Europe made mutual defense agreements
that would pull them into battle. Thus, if one country was attacked,
allied countries were bound to defend them. Before World War 1, the
following alliances existed:
 Russia and Serbia
 Germany and Austria-Hungary
 France and Russia
 Britain and France and Belgium
 Japan and Britain
Austria-Hungary declared war on Serbia, Russia got involved to defend
Serbia. Germany seeing Russia mobilizing, declared war on Russia.
France was then drawn in against Germany and Austria-Hungary. Germany
attacked France through Belgium pulling Britain into war. Then Japan
entered the war. Later, Italy and the United States would enter on
the side of the allies.
3. Imperialism
Imperialism is when a country increases their power and wealth by
bringing additional territories under their control. Before World War
1, Africa and parts of Asia were points of contention amongst the
European countries. This was especially true because of the raw
materials these areas could provide. The increasing competition and
desire for greater empires led to an increase in confrontation that
helped push the world into World War I.
4. Nationalism
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Much of the origin of the war was based on the desire of the Slavic
peoples in Bosnia and Herzegovina to no longer be part of Austria
Hungary but instead be part of Serbia. In this way, nationalism led
directly to the War. But in a more general way, the nationalism of
the various countries throughout Europe contributed not only to the
beginning but the extension of the war in Europe. Each country tried
to prove their dominance and power.
Note Taking from PowerPoint
In the 19th and 20th centuries, __________________________________
____________were seizing territory in
_____________________________________________________________________
_.
When one country takes over another country it is called
_________________________________

Many smaller European nations wanted ___________________to
________________________ from being taken over by an imperialist
nation.

Alliance
___________________________________________________________________
____
________________________________________________________________
_______
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Counties competed for military power and ownership of European lands.
Strong feelings of ____________________________________________
existed.

Nationalism ____________________________________________________
___________________________________________________________________
____________________________________ (South Central Europe) had an
alliance with Germany.
•
•
___________________________________________ is the belief or
desire of a government or people that a country should maintain
a strong military capability and be prepared to use it
aggressively to defend or promote national interests.
In Germany, ____________________________________________argued
that military force was a way of proving the superiority of the
German people. This clearly glorified military action and made
military aggression desirable.
•In 1914,
____________________________________________________________ of
Austria and his wife were assassinated by
a__________________________________________________________
•
Austria-Hungary declared war on
__________________________________________.
•
Serbia had an alliance with
______________________________________________
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Unit 6
World War I begins
On July 28, 1914, Austria declared war on Serbia, and this caused
Russia, an ally of Serbia, to mobilize. Germany sent an ultimatum to
Russia to halt its mobilization or face German action. Russia
refused, and Germany then declared war on Russia on August 1. As if
this wasn't enough wrangling between world powers, France, a Russian
ally, refused to urge the Russians to stop. France wanted to regain
the Alsace Lorraine region, which it had lost to Germany in the
Franco-Prussian War of 1870–71. Germany declared war on France on
August 3, and also invaded Luxembourg and Belgium.
The French joined the fighting, and the Austro-Hungarian Empire
declared war on Russia in August 1914. President Wilson was committed
to neutrality while the other countries began to fight the Great War,
named World War I years later. Eventually thirty-two nations became
embroiled in the conflict. The French-British-Russian alliance became
known as the Allied Forces. Germany and Austria-Hungary formed the
Central Powers.
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Central Powers
1. _________________________
_____
2. _________________________
_____
3. _________________________
_____
4. _________________________
_____
Allied Powers
1. ______________________________
_____
2. ______________________________
_____
3. ______________________________
_____
4. ______________________________
__
5. ______________________________
__
6. ______________________________
__
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7. ______________________________
__
8. ______________________________
__
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Lesson 3
US enters World War I
Standards SS5H4 a
Essential Question How did German attacks on US shipping during
the war in Europe led to the US joining the
fight against Germany?
Vocabulary – Words to Know
1.
2.
3.
4.
5.
6.
7.
isolationist
Lusitania
Woodrow Wilson
neutral
U-boats
Trench Warfare
No Mans Land
Complete a Frayer Model on each term.
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Lesson 4
US enters World War I
Standards SS5H4 a
Essential Question How did German attacks on US shipping during
the war in Europe led to the US joining the
fight against Germany?
Building Knowledge: Reading
Britain's sea power had effectively halted German shipping, but this
created problems for the United States, which had supplied food and
arms to both sides. The British tightened their blockade, and as
Germany's supply routes were closed off, the Germans faced starvation
unless they worked around it. By April 1917, more than $2 billion
worth of goods had been sold by the United States to England and the
Allied countries. The German navy used submarines, called U-boats, to
torpedo vessels supplying England. Unfortunately, this included U.S.
ships.
In April 1915, the British Cunard liner Lusitania prepared to leave
New York harbor. While the German embassy had issued a warning to
travelers to cross the Atlantic at their own risk, many gave little
heed to that admonition. Only one passenger canceled his ticket. On
May 7, the Lusitania was passing Ireland on its way to England when a
German submarine attacked, sinking the ship with 1,198 passengers
onboard, including 126 Americans. Germany insisted that the Lusitania
carried munitions; the United States denied the allegations (though
it would later be learned that there were cases of shells,
cartridges, and small-arms ammunition onboard). Even though the
ship's sinking enraged Americans, who felt the Germans had attacked a
defenseless civilian vessel, the Wilson administration was determined
to keep the country out of war. The United States forced Germany to
modify its method of submarine warfare, but in no time at all, the
Germans sunk a French steamer, causing the loss of additional
American lives.
Wilson won re-election in 1916 while the war in Europe raged on. The
numbers of casualties mounted: in the Battle of the Somme, 1.25
million men on both sides were killed, wounded, or captured, and the
Battle of Verdun resulted in 1 million French and German casualties.
A year later, Germany declared all-out submarine warfare; the United
States could not remain neutral much longer.
Wilson warned the German command of the United States' strong
opposition to unrestricted submarine warfare. Therefore, when Germany
announced that, effective February 1, 1917, unrestricted submarine
warfare would be launched on all shipping to Great Britain, the
president had little choice but to break off diplomatic relations. At
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Wilson's request, a number of Latin American countries also broke off
relations with Germany. In a speech before Congress, Wilson suggested
that if American ships were attacked, he would be forced to act. Not
heeding the U.S. signals, the Germans sent secret telegrams to Mexico
promising an alliance in return for help in defeating the United
States should it enter the war. The British intercepted a telegram
from Arthur Zimmerman, the German foreign minister to Mexico, which
encouraged Mexican attacks upon the United States, offering the
return of Arizona, Texas, and New Mexico in exchange. When the
Zimmerman telegram was published in the newspapers, with Wilson's
blessings, public opinion supporting war against Germany increased
dramatically. Newspaper headlines read, “Kill the Kaiser!”
Undaunted, German U-boats torpedoed two American ships (the Illinois
and the City of Memphis) on March 16, 1917, and Wilson asked Congress
to declare war. “It is a fearful thing to lead this great peaceful
people into war, into the most terrible and disastrous of all wars,
civilization itself seeming to be in the balance,” Wilson said. “The
world must be made safe for democracy” was the sentiment he declared,
and most of the nation rallied behind him. Only limited antiwar
activism prevailed, particularly in small towns in the Midwest and
South. The United States officially declared war on Germany on April
6, 1917.
Note Taking from PowerPoint
U.S. Policy Changes
U.S. President was
______________________________________________________________
The U.S. was
_________________________________________________________________
they believed that countries should
______________________________________________________

During the first 2 years of the war, the U.S. remained
_______________________________, but when a German submarine sank a
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passenger ship called the _______________________________ in 1917,
1,200 innocent people died, including 128 Americans.

President Wilson still wanted to avoid war.
Zimmerman Telegram
•
Then a _____________________________ was intercepted and printed
in newspapers.
•
The message is known as the
_______________________________________________
•
The Zimmerman note stated Germany promised to help Mexico gain
back land in the United
States.
•
This message was decoded by the
______________________________________________.
•
It suggested an alliance between Mexico and Germany
_________________________________
•
This ___________________________________________ the Americans
and on April 6, 1917,
_____________________________________, joining the
Allied powers.
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Most of the fighting was on two fronts:

Eastern Front:
____________________________________________________

Western Front:
____________________________________________________

June 28, 1914 –Austria-Hungary declares war on
___________________________

July 30, 1914 – ____________________________________prepares
to help Serbia.

August 1, 1914 - Germany declares war on
__________________________________.

August 3, 1914 – Germany declares war on
_________________________________

August 4, 1914 – German Army invades
____________________________________
therefore ________________________________________ declares
war on Germany
WWI was a new kind of war. There were new technologies like
 _____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________
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
____________________:

Soldiers stayed in trenches.

The area between the trenches was called ____________________
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a form of war where each side dug trenches.
Some long as 400 miles.
How Americans Helped in the War Effort

___________________________________________________________________
________

Gave money to
______________________________________________________________

Raised “__________________________________” to help feed people at
home and overseas

Government encouraged
people to
______________________________________________

Women went to work in factories to make
_________________________________________
___________________________

African Americans took over many jobs that
_______________________________________
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Lesson 5
The war is over!!!
Standards SS5H4 a
Essential Question How did German attacks on US shipping during
the war in Europe led to the US joining the
fight against Germany?
Vocabulary – Words to Know
1. reparations
2. armistice
3. Treaty of Versailles
4. League of Nations
Complete a Frayer Model on each term.
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Lesson 6
The war is over!!!
Standards SS5H4 a
Essential Question How did German attacks on US shipping during
the war in Europe led to the US joining the
fight against Germany?
Building Knowledge: Reading
The Treaty of Versailles and the Impact on Germany
By Walter S. Zapotoczny
The Paris Peace Conference opened on January 12, 1919. Meetings were
held at various locations in and around Paris until January 20, 1920.
Leaders of 32 states representing about 75% of the world's
population, attended. However, the five major powers, the United
States, Britain, France, Italy, and Japan dominated negotiations.
Important figures in these negotiations included Georges Clemenceau
(France) David Lloyd George (Britain), Vittorio Orlando (Italy), and
Woodrow Wilson (United States).
The Versailles Treaty was one of the products of the conference. The
Germans believed that the treaty would be based on President Wilson’s
Fourteen Points, which offered a framework for a just peace, and the
hopes that any future international tension would be prevented. The
Germans believed the Fourteen Points would have resulted in
drastically less devastation to Germany if used in the treaty.
However, the Big Four were determined to punish Germany for the war,
and so they did.
This treaty held Germany solemnly responsible for WWI. Germany was
forced to pay reparations totaling 132,000,000,000 in gold marks,
they lost 1/8 of its land, all of its colonies, all overseas
financial assets, a new map of Europe was carved out of Germany, and
the German military was basically non-existent. To the German people
they were being ruthlessly punished for a war not only were not
responsible for but had to fight. The main terms of the Versailles
Treaty were:
(1) the surrender of all German colonies as League of Nations
mandates
(2) the return of Alsace-Lorraine to France
(3) German reparations of £6,600 million
(4) a ban on the union of Germany and Austria
(5) an acceptance of Germany's guilt in causing the war
(6) limitation of Germany's army to 100,000 men with no
conscription, no tanks, no heavy
artillery, no poison-gas supplies, no aircraft and no
airships
(7) the limitation of the German Navy to vessels under 100,000
tons, with no submarines
Germany signed the Versailles Treaty under protest. The USA Congress
refused to ratify the treaty. Many people in France and Britain were
angry that there was no trial of the Kaiser or the other war leaders.
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The treaty devastated Germany politically and economically. Because
of the treaty, many Germans were desperate to find a new leader to
get them out of the Great Depression, which they blamed on the
extravagant reparations they had to pay to the Allies. They found
this leader in Adolf Hitler. Hitler believed Germany had given up to
easily to the allies and still had a chance to win the war because
there had been no fighting on German soil. He encouraged many
German’s feelings of being betrayed
by their own government and therefore thought they had no obligation
to follow the treaty; this group
became the Nazi’s. They still felt like they had more fighting to do
and the Versailles Treaty fueled
their anger. It created aggressive resentment and nationalism in
Germany. There was a lot of
increasing hostility towards the allied nations. Leaders like Hitler
saw this treaty as something that
weakened the great empire he was striving for. He didn’t sign it and
he was not about to follow it. But
because of this treaty he was able to conquer and manipulate people
by justifying his actions on the
unfairness of the Versailles Treaty. This lead to the emergence of
the National Socialist Party in
Germany.
Reading II
Conditions of the Treaty of Versailles




Accept full responsibility for causing the war
Not be allowed to make or export weapons
Give up many of its territories
Pay countries hurt by the war
The conditions imposed upon Germany by the Treaty of Versailles were
severe and wide-ranging. Germany's military was to be limited to
100,000 men, while the once formidable Kaiserliche Marine was reduced
to no more than six battleships (not to exceed 10,000 tons), 6
cruisers, 6 destroyers, and 12 torpedo boats. In addition, production
of military aircraft, tanks, armored cars, and poison gas was
prohibited. Territorially, Alsace-Lorraine was returned to France,
while numerous other changes reduced Germany's size. Key among these
was the loss of West Prussia to the new nation of Poland while Danzig
was made a free city to ensure Polish access to the sea. The province
of Saarland was transferred to League of Nations control for a period
of fifteen years. At the end of this period, a plebiscite was to
determine whether it returned to Germany or was made part of France.
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Financially, Germany was issued a war reparations bill totaling 33
billion (later reduced to 84 million in 1921). This number was
determined by the Inter-Allied Reparations Commission. While Wilson
took a more conciliatory view on this issue, Lloyd George had worked
to increase the demanded amount. The reparations required by the
treaty included not only money, but a variety of goods such as steel,
coal, intellectual property, and agricultural produce. This mixed
approach was an effort to prevent hyperinflation in postwar Germany
which would decrease the value of the reparations.
Several legal restrictions were also imposed, most notably Article
231 which laid sole responsibility for the war on Germany. A
controversial part of the treaty, its inclusion had been opposed by
Wilson and it became known as the "War Guilt Clause." Part 1 of the
treaty formed the Covenant of the League of Nations which was to
govern the new international organization.
Impacts of the Treaty on Germany



Physical
o Required Germany to give up one million square miles of
land, Germany felt these lands were rightfully theirs and
that they should not have to surrender theses lands
Financial
o Required Germany to pay $33 billion (US dollars) in
reparations but Germany did not have the money to pay this
and they needed to rebuild their own country.
Political
o Required Germany to put a new government in place but the
German people did not support the leader of this new
government or the government.
Note Taking from PowerPoint:
The War Is Over
•
November 11, 1918, both sides signed an agreement, called
an ____________________,
to end the fighting.
The Central Powers
surrendered,

This took place on the 11th day of the 11th month at
11:00 am. Today we celebrate this
date as Veteran’s Day.
Treaty of Versailles
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In January 1919, President Wilson and other Allied leaders met in
____________________________
to draw up a peace treaty.
The _________________________, signed May 7, 1919,
______________________________________.
•
A total of almost 10 million soldiers died in the war, 21
million were wounded. 5 million civilians,
people who are not soldiers, died.
The ____________________________ made Germany take
__________________________________ for the war.
______________________________________ for the cost of the war. These
repayments are known as ____________________________________________
It also said that countries should form an organization to try to
_____________________ another war.
This organiztion was called the
______________________________.
Even though the League of Nations was the idea of President Wilson of
the United States, the
_____________________________________________________________________
______________.
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Lesson 7
Show what you know!
Standards SS5H4 a
Essential Question How did German attacks on US shipping during
the war in Europe led to the US joining the
fight against Germany?
World War I Review:
1. An ________________ is when countries agree to help each other
if one of them is attacked.
2. In 1914, ____________________________________ was assassinated.
3. All of Europe was at war, Germany and Austria- Hungary formed an
alliance called _______________________________. Russia, Great
Britain, and France became the leaders of an alliance called
____________________________________.
4. The MAIN causes of World War I were:
M
____________________________________________________________
A
____________________________________________________________
I
_____________________________________________________________
N
____________________________________________________________
5. President ___________________________________________ vowed to
keep the U.S. out of the war, but a number of things happened.
6. Germany used ___________________. They stayed hidden beneath the
surface of the water and fired torpedoes that sank enemy ships
and ships from other nations.
7. German submarines sank a U.S. passenger ship called the
_________________ and over _________________ people died. This
made the U.S. furious even though the U.S. government was
secretly using the ___________________________ and other
passenger ships to sneak ___________________________________ to
__________________________________________ and its allies.
8. Before the U.S. entered the war they sent
__________________________ to Britain,
_________________________and _______________________________ to
war torn areas in Europe, and helped block food from getting to
____________
9. In the Zimmerman Telegram Germany asked
___________________________ to attack the
_______________________________ if the American troops ever
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attacked Germany.
Germany promised
_______________________________ they would help them take gain
back the land lost to the United States
10.
The U.S. soldiers reached Europe in
__________________________________.
11.
The presence of ________________________________ made it
clear that ____________________________ had no hope to win.
12.
Germany signed an ______________________________________,
and agreement to stop fighting, November ______________________.
13.
President Wilson and the _________________________ met and
drafted a _______________________. The treaty is called the
_________________
__________________________. It forced ____________________ to
take total blame for the war. It also made
________________________ pay ____________ for the war and
greatly decreases the size of its military.
14.
This made many German’s bitter. Many in the U.S. feared
that the treaty would lead the U.S. into
_______________________________ with foreign countries.
15.
The United States ________________________________refused
to ratify the treaty and begin the
______________________________, claiming it feared the
_____________________ could lead to future wars.
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Lesson 8
Vocabulary
Standards SS5H4 b
SS5E1c.d.
Essential Question Why was the period from 1918 to 1929 called
the “Jazz Age”?
1. Jazz Age
2. mass production
3. assembly line
4. 19th amendment
5. prosperity
6. prohibition
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Lesson 9
The Jazz Age
Standards SS5H4 b
SS5E1c.d.
Essential Question Why was the period from 1918 to 1929 called
the “Jazz Age”?
Building Knowledge:
Reading
The powerful economic might of America from 1920 to October 1929 is
frequently overlooked or simply shadowed by the more exciting topics
such as Prohibition and the gangsters, the Jazz Age with its crazies
and the Klu Klux Klan. However, the strength of America was generated
and driven by its vast economic power.
In this decade, America became the wealthiest country in the world
with no obvious rival. Yet by 1930 she had hit a depression that was
to have world-wide consequences. But in the good times almost
everybody seemed to have a reasonably well paid job and almost
everybody seemed to have a lot of spare cash to spend.
One of the reasons for this was the introduction of hire-purchase
whereby you put a deposit on an item that you wanted and paid
installments on that item, with interest, so that you paid back more
than the price for the item but did not have to make one payment in
one go. Hire-purchase was easy to get and people got into debt
without any real planning for the future. In the 1920’s it just
seemed to be the case that if you wanted something then you got it.
But simply buying something had a major economic impact. Somebody had
to make what was bought. This was the era before robot technology and
most work was labour intensive i.e. people did the work. The person
who made that product would get paid and he (as it usually was in the
1920’s) would not save all that money. He, too, would spend some of
it and someone somewhere else would have to make that and so he would
get paid. And so the cycle continued. This was the money flow belief
of John Maynard Keynes. If people were spending, then people had to
be employed to make things. They get paid, spent their money and so
the cycle continued.
A boom in the car industry came from Ford’s with the legendary Ford
Model -T. This was a car for the people. It was cheap; mass
production had dropped its price to just $295 in 1928. The same car
had cost $1200 in 1909. By 1928, just about 20% of all Americans had
cars. The impact of Ford meant that others had to produce their own
cheap car to compete. The benefits went to the consumer. Hirepurchase made cars such as these very affordable. But there were
major spin-offs from this one industry as 20% of all American steel
went to the car industry; 80% of all rubber; 75% of all plate glass
and 65% of all leather. 7 billion gallons of petrol were used each
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Unit 6
year and, of course, motels, garages, restaurants etc. all sprung up
and all these outlets employed people and these people got paid.
To cope with the new cars new roads were built which employed a lot
of people. But not everybody was happy with cars. Critics referred to
cars as “prostitution on wheels” as young couples courted in them and
gangsters started to use the more powerful models as getaway cars
after robberies. But cars were definitely here to stay.
Not only were cars popular. Radios (10 million sold by 1929),
Hoover’s, fridge’s and telephones sold in huge numbers.
By 1928 even the president, Hoover, was claiming that America had all
but rid itself of poverty. The nation was fulfilling a previous
president’s pronouncement: “The business in America is business” –
Calvin Coolidge.
But 2 groups did not prosper at all :
1) The African Americans were forced to do menial labor for very poor
wages in the southern states. They lived lives of misery in total
poverty. The KKK made this misery worse. In the northern states,
decent jobs went to the white population and discrimination was just
as common in the north as it was in the South (though the Klan was
barely in existence in the north and the violence that existed in the
South barely existed in the north) and many black families lived in
ghettoes in the cities in very poor conditions. In the 1920’s the
black population did not share in the economic boom. Their only real
outlet was jazz and dancing though this was done to entertain the
richer white population, and sport, especially boxing.
2) The share croppers of the south and mid-Americas. These people
rented out land from landlords or got a mortgage together to buy land
to farm. When they could not afford the rent or mortgage payments
they were evicted from the land. There was such a massive boost in
food production that prices tumbled as farmers desperately tried to
sell their produce and failed. The European market was out of the
question. Europe had retaliated at tariffs on their products going
into the American market by putting tariffs on American goods
destined for the European market thus making them far more expensive
– this included grain. Many farmers in the mid-west lost their homes.
Unmarried male farmers became the legendary hobos – men who roamed
the mid-American states on trains looking for part-time work.
These two groups were frequently forgotten in the “Jazz Age“. To many
people, they were “out of sight and out of mind”. It appeared that
everybody had money – even factory workers and shoe-shine boys on
city streets. In fact, people had spare money with nothing to do with
it. They invested whatever they could in the Stock Market in Wall
Street, New York. There were huge fortunes to be made here and many
35
Unit 6
invested money they could ill afford to lose. However, the lure was
too great and everybody knew that there was money to be made.
Stockbrokers were at fault as they were happy to accept a ‘margin’ to
buy shares for a person ; this was accepting just 10% of the cost of
the shares that were to be purchased for a customer. The rest was to
be collected when the price of shares went up – as they would, of
course…. By 1929, over 1 million people owned shares in America. In
October 1929, the Wall Street Crash occurred. Its impact was felt
worldwide
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Unit 6
Note Taking from the PowerPoint:
After WW I ended, life improved.

Factories started producing
__________________________________________________.

Many Americans worked in factories and this allowed them to
______________________________________________________________
___________.

The American economy was booming.
This period is called the
______________________________________________________________
___________.

The United States returned
to
___________________________________________. Americans are
ready to make money and enjoy themselves!!!
Improved Standard of Living
The U.S. became the__________ country in the world. Soldiers went
back to work.
Many consumer goods such as ___________________,
______________________________ were more readily available to
working-class people in the early 1900s.
This increased the ______________________ and for
______________________ to be produced.
Mass production –
_____________________________________________________________________
______
Why did the United States proper following World War I?
1. Automobiles
Henry Ford:
________________________________________________
Founded ______________________________________
Created the ___________________________
Assembly Line:
______________________________________________________________
Built the __________, a car that was _________________________
for most people (mass produced)
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Unit 6
Cost ____________
2. New Industries

widespread use of ______________________ allow for many new
industries, jobs, and profits
 some of the new industries
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
3. Efficient production techniques

New techniques in manufacturing and industrial production,
such as the
___________________________________
allow
industry to be more efficient
Change…Change…Change
Economic Change
Improved Standard of Living

The U.S. became the_______________________________ country
in the world.

Soldiers went back to work.
Consumer goods were more readily available to workingclass people in the early 1900s.
1. _________________________________________________
____
2. _________________________________________________
____
3. _________________________________________________
____
4. _________________________________________________
____

This increased the ______________________ and for
__________________________ to be produced.

Mass production –
_______________________________________________________
_______________________________________________________
Political Change
Three ____________________________________ presidents

These presidents supported big business and
limited involvement from the
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Unit 6
a very
______________________________________________, also
known as laissez faire economics.
Social Change
18th Amendment -- passed in 1919

_________________________________________________________
________
Women gain the vote

19th Amendment___________________________________________________

Many more women join the
____________________________________________
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Unit 6
Lesson 10
Henry Ford
Standards SS5H4 b
SS5E1 c.d.
Essential Question Why was the period from 1918 to 1929 called
the “Jazz Age”?
Building Knowledge: Reading
Born on July 30, 1863, near Dearborn,
Michigan, Henry Ford created the Ford Model T
car in 1908 and went on to develop the
assembly line mode of production, which
revolutionized the industry. As a result, Ford
sold millions of cars and became a worldfamous company head.
What kind of car does your family have? Ford is one company that
makes cars and trucks. A man named Henry Ford started this company.
Henry was born July 30, 111863 in Wayne County, Michigan. He lived on
a farm and helped his father with the farm work when he came home
from school each day. He really hated working on a farm and when he
was 16, he walked to Detroit to see if he could get a job. When he
was a boy he was always making things and even came up with ideas to
make work on the farm a lot easier. He decided to try at a machine
shop and he was hired as an apprentice. He worked making machinery
and he learned how the natural combustion engine worked. After a few
years, he decided to return to the farm and work part time for the
Westinghouse Engine Company. He also set up his own shop on the farm
where he fixed farm machines and engines that were broken.
After he was married, he moved back to Detroit to work as chief
engineer at the Detroit Edison Company. He worked at odd times, so he
had lots of time to experiment with inventions. It took several years
of experimenting for him to come up with a car engine that ran on
gas. These vehicles were called “Horseless buggies” because everyone
used a horse and carriage for traveling. The first car he built was
called the “Quadricycle’ because it had a frame mounted on four
bicycle wheels. Ford sold the car to make money so he could continue
inventing.
He built racing cars and actually drove them himself. In 1903, he
developed a car that he was ready to market and sell to the public.
He formed his own company – the Ford Motor Company and in 1908 he
produced a car called the Model T. This car became very famous and
the company made and sold the cars for 19 years. He was able to make
many of these cars because he invented the first assembly line for a
factory in 1913. This is where different people make specific parts
for the cars and then out them together afterwards. He also started
the first minimum wage policy, which at the time was $5.00 a day.
40 Unit 6
Not everyone was pleased with the way Ford ran his business He had
built the company using money he borrowed from many people and in
1917, some of these people sued him for not giving them a share of
the profit he was making. Ford was able to buy out their share of the
company and he built a huge plant in River Rouge. By this time other
companies had started making and selling cars. When the Ford Company
started to lose money because there were newer models, Ford started
developing new types of cars. He developed the Model A and the V-8.
Although a lot of these cares were sold, General Motors and Chrysler
were two companies that sold more cars than Ford.
When the workers started to form unions to get better working
conditions, Ford refused to sign any contracts. He even hired spies
to keep the workers at his plant from joining a union. However, he
was forced to sign a contract with the UAW in 1941. He died April 7,
1947 and the company was passed on to his grandson, also named Henry
Ford.
Note Taking from Power Point
Henry Ford:
_____________________________________________________________________
____
•
Founded
_____________________________________________________________________
_
•
Created the
___________________________________________________________________
o
Assembly Line:
________________________________________________________
•
Built the __________, a car that was _________________________
for most people (mass
produced)
•
Cost ____________
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Unit 6
Radio
•
Mass production made radios ____________________________
•
Radio was _________________________
________________________
and could be heard in
Why was the radio important?
1. ________________________________________________________________
____________


Movies
_____________________, communication to ____________________ became
popular in the early 1900’s.
o People went to see movies in theaters called _________________
because the cost was one __________________
 Movies without sound: ________________________
 Movies with sound: ______________
o 1st full length movie with sound, _________________, was made.
Prohibition
During the 1920’s, people believed that some people abused and
spent their money on _________________ instead of on their families
o They called for ____________________a complete ________on the
sale of alcohol
o 18th Amendment was passed (1919): _______________________
______________________________________________________________
____________
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Unit 6
Disadvantages of Prohibition:
1. Criminals known as _________________brought alcohol from other
countries or made their own illegally.
2. Bootleggers sold alcohol illegally in_______________________
3. ________________________________________________________________
_____________
o 21st Amendment was passed (1933):
___________________________________________
______________________________________________________________
____________
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Unit 6
Lesson 11
The Jazz Age
Standards SS5H4 b
SS5E1 c.d.
Essential Question What cultural contributions were made by the
Jazz Age, Harlem Renaissance, the sport of
baseball, the automobile and flight during the
1920s?
Building Background: Reading
Harlem Renaissance
The Harlem Renaissance was a period during the 1920s when AfricanAmerican achievements in art, literature and music flourished. A
period of great diversity and experimentation. The WW1 Great
Migration saw the movement of thousands of African Americans from the
farmlands in the south to the cities in the north in order to find
new opportunities and build better lives. Many made their way to the
New York city neighborhood of Harlem in Manhattan, New York City
which became the home of the movement.
The Harlem Renaissance coincided with the Jazz Age, a time of
innovative ideas and modernism with rapid cultural and social
changes. Harlem became a cultural center buzzing with new ideas and
attracting African American scholars, writers, poets, artists,
actors, musicians and singers. The Cotton Club was the most famous
Harlem night spot where musicians such as Louis Armstrong and Duke
Ellington played Dixie, the blues and developed the improvisational
style of music called Jazz
The 5 W's of the Harlem Renaissance
What was the Harlem Renaissance? The Harlem Renaissance
was a flowering of African American culture embracing
literary, musical, theatrical, and visual arts
Who was involved in the Harlem Renaissance? African
Americans were involved in the Harlem Renaissance.
Significant figures were Louis Armstrong, Duke Ellington,
Claude McKay, Zora Neale Hurston, Bessie Smith, Paul
Robeson and Langston Hughes
Where did the Harlem Renaissance take place? The Harlem
Renaissance centered around the Harlem district in New
York City
When was the Harlem Renaissance? The period known as the
Harlem Renaissance was 1917 - 1932 (from WW1 and the
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Unit 6
Great Migration up to the Great Depression)
Why was the Harlem Renaissance important? The Harlem
Renaissance was important because it inspired an
explosion of cultural pride and was perceived as a new
beginning for African Americans. Black Americans were
inspired to create works rooted in their own culture
instead of imitating the styles of white Americans.
African Americans were encouraged to celebrate their
heritage and to become "The New Negro" a term coined in
1925 by Alain LeRoy Locke (1885 - 1954), writer and
patron of the arts. The following quote by Nathan Huggins
(1927 - 1989), a prominent African American historian and
author, reflects the change in attitudes that would help
lay the foundation of the Civil Rights Movement.
"For the Afro-American in the 1920's being a 'New Negro'
was being 'Modern'. And being an 'New Negro' meant,
largely, not being an 'Old Negro', disassociating oneself
from the symbols and legacy of slavery - being urbane,
assertive militant." - Nathan Huggins
A major factor leading to the rise of the Harlem Renaissance was
the migration of African-Americans to the northern cities.
Between 1919 and 1926, large numbers of black Americans left
their rural southern states homes to move to urban centers such
as New York City, Chicago, and Washington, DC.
This black urban migration combined with the experimental trends
occurring throughout 1920s American society and the rise of a
group of radical black intellectuals all contributed to the
particular styles and unprecedented success of black artists.
What began as a series of literary discussions in lower
Manhattan (Greenwich Village) and upper Manhattan (Harlem) was
first known as the 'New Negro Movement.' Later termed the Harlem
Renaissance, this movement brought unprecedented creative
activity in writing, art, and music and redefined expressions of
African-Americans and their heritage
Cultural Changes
Jazz Music
Louis Armstrong
Armstrong's
subsequently, argued
charismatic
stage for an embrace of his
presence
impressed entire
career's
not only the jazz output, not just the
world
but
all
of revolutionary
popular
music.
He recordings from the
recorded
several 1920s.
songs throughout his
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Unit 6
Louis
Armstrong,
nicknamed "Satchmo,"
"Pops"
and,
later,
"Ambassador
Satch,"
was born on August 4,
1901, in New Orleans,
Louisiana.
An
allstar
virtuoso,
he
came to prominence in
the
1920s,
influencing countless
musicians with both
his
daring
trumpet
style
and
unique
vocals.
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Unit 6
career, including he
is known for songs
like "Star Dust," "La
Via
En
Rose"
and
"What
a
Wonderful
World."
Armstrong
died at his home in
Queens, New York, on
July 6, 1971.
Since
his
death,
Armstrong's
stature
has only continued to
grow. A series of new
biographies
on
Armstrong
made
his
role
as
a
civil
rights
pioneer
abundantly clear and,
Armstrong's home in
Corona,
Queens
was
declared a National
Historic Landmark in
1977.
Arguably the
most important figure
in
20th
century
music,
Armstrong's
innovations
as
a
trumpeter
and
vocalist are widely
recognized today, and
will continue to be
for decades to come.
Harlem Renaissance
Langston Hughes
Langston Hughes wrote from 1926 to
1967. In that time he wrote more
than 60 books, including poems,
novels, short stories, plays,
children's poetry, musicals,
operas, and autobiographies. He was
the first African American to
support himself as a writer, and he
wrote from his own experience.
Langston Hughes, , was born in 1902
in Joplin, Missouri. He was the
only son of James Nathaniel Hughes
and Carrie Mercer Langston. His
parents divorced when he was young
and his father moved to Mexico.
Because his mother traveled a lot
to find work and was often absent,
his grandmother raised Hughes until
he was 12. His childhood was lonely
and he often occupied himself with
books. It was Hughes's grandmother,
a great storyteller, who
transferred to him her love of
literature and the importance of
becoming educated.
In 1914 he moved to Lincoln,
Illinois, to live with his mother
and her new husband. It was here
that he started writing poetry he
wrote his first poem in the eighth
grade. A year later the family
relocated to Cleveland, Ohio.
Despite all the moving around,
Hughes was a good student and
excelled in his studies. He was
also good looking and popular with
the other students, during his
senior year at Central High School
in Cleveland, Ohio, he was voted
class poet and editor of the
yearbook.
After high school, Hughes traveled
in Mexico, Europe, and Africa
sometimes by working on freighters.
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Unit 6
Zora Neale Hurston
Born in Alabama on January 7, 1891,
Zora Neale Hurston spent her early
adulthood studying at various
universities and collecting
folklore from the South, the
Caribbean and Latin America. She
published her findings in Mules and
Men. Hurston was a fixture of the
Harlem Renaissance, rubbing
shoulders with many of its famous
writers. In 1937, she published her
masterwork of fiction, Their Eyes
Were Watching God. Hurston died in
Florida in 1960.
Hurston was the daughter of two
former slaves. Her father, John
Hurston, was a pastor, and he moved
the family to Florida when Hurston
was very young. Following the death
of her mother, Lucy Ann (Potts)
Hurston, in 1904, and her father's
subsequent remarriage, Hurston
lived with an assortment of family
members for the next few years.
To support herself and finance her
efforts to get an education,
Hurston worked a variety of jobs,
including as a maid for an actress
in a touring Gilbert and Sullivan
group. In 1920, Hurston earned an
associate degree from Howard
University. She published one of
her earliest works in the
university's newspaper. A few years
later, she moved to New York City's
Harlem neighborhood, where she
became a fixture in the area's
thriving art scene.
Living in Harlem in the 1920s,
Hurston befriended the likes of
Langston Hughes and Countee Cullen.
Around this time, Hurston
experienced a few early literary
successes, including placing in
By 1924 he had settled in Harlem,
New York, and was an important
figure during the Harlem
Renaissance. The Harlem Renaissance
was an African-American cultural
movement that focused on
literature, music, theater, art,
and politics. One of his favorite
pastimes was to sit in clubs and
listen to the blues as he wrote his
poetry.
Hughes died on May 22, 1967, in New
York, NY
short-story and playwriting
contests in Opportunity magazine.
Hurston released her first novel,
Jonah's Gourd Vine, in 1934. Two
years later, she received a
Guggenheim fellowship, which
allowed her to work on what would
become her most famous work: Their
Eyes Were Watching God (1937). She
wrote the novel while traveling in
Haiti, where she also studied local
voodoo practices. That same year,
Hurston spent time in Jamaica
conducting anthropological
research.
By the 1920’s, African Americans began to
_________________________ in some parts of the
U.S. for the first time
o
______________________________________________________
______
o
In _________________________
o African American culture blossomed
_____________________________________________
o
____________________________ was one of the best-known
Harlem Renaissance writers.
His poems portrayed African Americans in a
__________________________________
Sports
in order to complete the contract.
Babe Ruth
George Herman Ruth Jr. was born
on February 6, 1895 in Baltimore,
Maryland to parents George Sr. and
Kate. George Jr. was one of eight
children, although only he and his
sister Mamie survived. George Jr.’s
parents worked long hours, leaving
little time to watch over him and
his sister. The lack of parental
guidance allowed George Jr. to
become a bit unruly, often skipping
school and causing trouble in the
neighborhood. When George Jr. turned
7 years old, his parents realized he
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Unit 6
Upon seeing George Jr. for the
first time, the Orioles players
referred to him as “Jack’s newest
babe”, and thus the most famous
nickname in American sports history
was born. Thereafter, George Herman
Ruth Jr. was known as the Babe.
The Babe performed well for Dunn
and the Orioles, leading to the
sale of Babe to the Boston Red Sox
by Dunn. While Babe is most known
for his prodigious power as a
slugger, he started his career as a
pitcher, and a very good one at
that. In 1914, Babe appeared in
five games for the Red Sox,
pitching in four of them. He won
his major league debut on July 11,
1914. However, due to a loaded
needed a stricter environment and
therefore sent him to the St. Mary’s
Industrial School for Boys, a school
run by Catholic monks from an order
of the Xaverian Brothers. St. Mary’s
provided a strict and regimented
environment that helped shape George
Jr.’s future. Not only did George
Jr. learn vocational skills, but he
developed a passion and love for the
game of baseball.
Brother Matthias, one of the
monks at St. Mary’s, took an instant
liking to George Jr. and became a
positive role model and father-like
figure to George Jr. while at St.
Mary’s. Brother Matthias also
happened to help George Jr. refine
his baseball skills, working
tirelessly with him on hitting,
fielding and pitching skills. George
Jr. became so good at baseball that
the Brothers invited Jack Dunn,
owner of the Baltimore Orioles, to
come watch George Jr. play. Dunn was
obviously impressed, as he offered a
contract to George Jr. in February
1914 after watching him for less
than an hour. Since George Jr. was
only 19 at the
time, Dunn had to become George’s
legal guardian
roster, Babe was optioned to the
Red Sox minor league team, the
Providence Grays, where he helped
lead them to the International
League pennant. Babe became a
permanent fixture in the Red Sox
rotation in 1915, accumulating an
18-8 record with an ERA of 2.44. He
followed up his successful first
season with a 23-12 campaign in
1916, leading the league with a
1.75 ERA. In 1917, he went 24-13
with a 2.01 ERA and a staggering 35
complete games in 38 starts.
However, by that time, Babe had
displayed enormous power in his
limited plate appearances, so it
was decided his bat was too good to
be left out of the lineup on a
daily basis. As a result, in 1918,
the transition began to turn Babe
into an everyday player. That year,
he tied for the major-league lead
in homeruns with 11, and followed
that up by setting a single season
home run record of 29 dingers in
1919. Little did he know that the
1919 season would be his last with
Boston. On December 26, 1919, Babe
was sold to the New York Yankees
and the two teams would never be
the same again.
After becoming a New York Yankee, Babe’s transition to a fulltime outfielder became complete. Babe dominated the game, amassing
numbers that had never been seen before. He changed baseball from a
grind it out style to one of power and high scoring games. He rewrote the record books from a hitting standpoint, combining a high
batting average with unbelievable power. The result was an assault on
baseball’s most hallowed records. In 1920, he bested the homerun
record he set in 1919 by belting a staggering 54 homeruns, a season
in which no other.
Major League Career Statistics
Babe’s mythical stature grew
even more in 1927 when, as a
 Batting average: .342
member of “Murderer’s Row”, he set  Home runs: 714
a new homerun record of 60, a
 Hits: 2,873
record that would stand for 34
 RBI: 2,213
years. During his time with the
Yankees, Babe ignited the greatest  Pitching W/L record: 94-46
 ERA: 2.28
dynasty in all of American sport.
Prior to his arrival, the Yankees
had never won a title of any kind. Top Ten in MLB history in the
After joining the Yankees prior to following categories:
the 1920 season, Babe helped the
 3rd on home run list – 714
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Unit 6
Yankees capture seven pennants and
four World Series titles. The 1927
team is still considered by many
to be the greatest in baseball
history. Upon retiring from the
Boston Braves in 1935, Babe held
an astonishing 56 major league
records at the time, including the
most revered record in baseball...
714 homeruns.
In 1936, the Baseball Hall of
Fame was inaugurated and Babe was
elected as one of its first five
inductees. During the fall of
1946, it was discovered that Babe
had a malignant tumor on his neck,
and his health began to
deteriorate quickly. On June 13,
1948, his jersey number “3” was
retired by the Yankees during his
last appearance at Yankee Stadium.
Babe lost his battle with cancer
on August 16, 1948. His body lay
in repose in Yankee Stadium, with
his funeral two days later at St.
Patrick’s Cathedral in New York.
In all, over 100,000 people lined
up and paid their respects to the
Babe.
Despite passing over 60 years
ago, Babe still remains the
greatest figure in major league
baseball, and one of the true
icons in American history. The
Babe helped save baseball from the
ugly Black Sox scandal, and gave
hope to millions during The Great
Depression. He impacted the game
in a way never seen before, or
since. He continues to be the
benchmark by which all other
players are measured. Despite last
playing nearly 75 years ago, Babe
is still widely considered the
greatest player in Major League
Baseball history.
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Unit 6








10th in batting
2nd on RBI list
1st on all-time
.690
2nd on all-time
.474
1st on all-time
4th on all-time
2,174
6th on all-time
list – 5,793
3rd on all-time
2,062
average – .342
– 2,213
slugging % –
on-base % –
OPS – 1.164
runs list –
total bases
walks list –
Aviation
Charles Lindberg
Lindbergh, Charles Augustus
(1902-1974), an American
aviator, made the first solo
nonstop flight across the
Atlantic Ocean on May 20-21,
1927. Other pilots had
crossed the Atlantic before
him, but Lindbergh was the
first person to do it alone
nonstop.
Lindbergh's feat gained him
immediate, international
fame. The press named him
"Lucky Lindy" and the "Lone
Eagle." Americans and
Europeans idolized the shy,
slim young man and showered
him with honors.
Before Japan attacked Pearl
Harbor in 1941, Lindbergh
campaigned against voluntary
American involvement in World
War II. Many Americans
criticized him for his
noninvolvement beliefs. After
the war, he avoided publicity
until the late 1960's, when
he spoke out for the
conservation of natural
resources. Lindbergh served
as an adviser in the aviation
industry from the days of
wood and wire airplanes to
supersonic jets.
51
Unit 6
Lesson 12
Great Depression
Standards SS5H5a.b. c.
Essential Question How did the Great Depression impact the lives
of America’s?
The United States was booming and many people invested money in the
stock market.
•
In October, stocks began to lose their value in the
______________________________.
•
Over two days, the stock market fell 23%.
•
It was the beginning of a recession that became the
_________ ___________________
by 1932.
•
By that time, stocks had lost 89% of their value.
A _________________ is a decline in the economy.
•
A ______________________is a long and very bad recession.
•
The Great Depression lasted almost _____________ and stock
prices did not fully
recover until 1954.
•
By 1932, almost one in every four workers in the U.S. was
____________________ or did
not have a job.
Economic Weakness
1920’s, people bought many things by promising to pay for them later.
•
This system is called
_______________________________________________.
•
Few people had savings, but almost everyone had debt.
•
__________ is money that is owed.
•
During the Great
Depression,_________________________________________
•
When loans were not paid back,
_______________________________________
Also, the banks had invested in the _____________________, just like
people had.
•
When the stock market
_________________________________________________.
•
The banking system
______________________________________________ by 1932.
By 1933, 15 million people were
_________________________________________________________.
•
With no money, people couldn’t afford houses.
•
So people lived in _____________________- places where
people lived in tents and
shacks.
52
Unit 6
•
Many Americans blamed ______________________ for the Great
Depression. They
called shantytowns
“_________________________________________________”
•
Charities started ___________________________________ to
give people hot food.
Rural Migration
Due to the Depression, the
_________________________________________________ also suffered.
_________________ was a problem with farmland, when the topsoil of
fields dried up and blew in huge storms throughout the Great Plains.
•
Lower crop prices made __________________________
•
Not enough___________ = _________________
•
The ____________, the upper layer of dirt in the fields,
blew away.
•
Homes were buried up the roof after dust storms.
•
Families lost their farms and moved from the
________________to
__________________.
Franklin Delano Roosevelt (FDR) was elected a the president.
•
Was crippled by ___________________________ and used a
wheelchair and crutches.
•
Elected ___________________________________________________
times in a row.
•
Started the _________________________________- a series of
government programs
to help the country.
Civilian Conservation Corp
The Civilian Conservation Corps
was created in 1933 by Franklin D.
Roosevelt to combat unemployment.
This work relief program had the
desired effect and provided jobs
for many Americans during the
Great Depression. The CCC was
responsible
for
building
many
public
works
and
created
structures and trails in parks
across the nation.
Works Progress Administration
The Works Progress Administration
was created in 1935. As the
largest New Deal Agency, the WPA
impacted millions of Americans. It
53
Unit 6
provided jobs across the nation.
Because of it, numerous roads,
buildings, and other projects were
completed. It was renamed the
Works Projects Administration in
1939. It officially ended in 1943.
Tennessee Valley Authority
The Tennessee Valley Authority was
established in 1933 to develop the
economy in the Tennessee Valley
region
which
had
been
hit
extremely
hard
by
the
Great
Depression. The TVA was and is a
federally owned corporation that
works in this region to this day.
It is the largest public provider
of
electricity
in
the
United
States.
Federal Housing Administration
The Federal Housing Administration
was a government agency created to
combat the housing crisis. The
large number of unemployed workers
combined with the banking crisis
created a situation in which banks
recalled
loans.
The
FHA
was
designed to regulate mortgages and
housing conditions.
Social Security Act
The
Social
Security
Act
was
designed to combat the widespread
poverty among senior citizens. The
government program provided income
to
retired
wage
earners.
The
program has become one of the most
popular government programs and is
funded by current wage earners and
their
employers.
However,
in
recent years concerns have arisen
about the viability of continuing
to fund the program as the Baby
Boom generation reaches retirement
age.
54
Unit 6
The
Federal
Deposit
Insurance
Corporation
The
Federal
Deposit
Insurance
Corporation preserves and promotes
public confidence in the U.S.
financial
system
by
insuring
deposits
in
banks
and
thrift
institutions
for
at
least
$250,000;
by
identifying,
monitoring and addressing risks to
the deposit insurance funds; and
by limiting the effect on the
economy and the financial system
when a bank or thrift institution
fails.
An
independent
agency
of
the
federal government, the FDIC was
created in 1933 in response to the
thousands of bank failures that
occurred in the 1920s and early
1930s. Since the start of FDIC
insurance on January 1, 1934, no
depositor has lost a single cent
of insured funds as a result of a
bank failure.
55
Unit 6
1930s Success
Duke Ellington
Margaret Mitchell
“Peggy”
Jesse Owens
56
Unit 6
Lesson 13
Voting Rights Review
Standards SS5CG3b
Essential Question How does the Constitution protect voting
rights?
15th Amendment
19th Amendment
23rd Amendment
24th Amendment
26th Amendment
57
Unit 6
Unit 6 Review/Study Guide
Vocabulary:
Definition
Competition
(in
relationship
to the
Propaganda
economy)
Armistice or
Treaty
Isolationism
(in
relationship
to U.S.
foreign
Labor (in
policy)
relationship
to the
economy).
Entrepreneur
Economy
Boom (in
relationship
to the
economy
Stock Market
When two companies or
individuals are trying to
accomplish the same goal.
Posters and
advertisements trying to
get people to feel a
certain way.
An armistice is an
agreement to stop
fighting. A treaty is the
agreement between the
countries after the
Isolationism is the
fighting has stopped that
belief that our country
decides who gets what.
should not get involved
in other countries’
business.
People labor, or work, in
order to make money.
An entrepreneur risks
their money and all their
stuff to start a
business.
The flow of money in a
certain place.
A boom is when the
economy is doing very
well.
Example
When companies compete it
usually causes prices to go
down, because they are trying to
get people to buy from them.
In World War I Uncle Sam was a
famous piece of propaganda,
trying to get people to join the
war effort.
In World War I an armistice was
signed in 1918 to stop the
fighting, but the Treaty of
Versailles did not get finalized
until 1919.
President Wilson believed WWI
was none of our business, until
our ships started getting sunk,
because it was being fought on
the other side of the world.
Because the economy was good in
the 1920’s, most people were
part of the labor force and were
making money so they could buy
new inventions and enjoy new
Many entrepreneurs started
entertainment.
businesses in the 1920’s because
the economy was going well.
The economy was booming in the
1920’s.
The 1920’s had a booming
economy. Prices were getting
lower as businesses learned how
to make things faster. The
faster they could make things,
the cheaper they became and even
The stock market was soaring in
more were sold.
the 1920’s, so people had more
money to spend.
People can buy small
parts of companies called
stocks. If the companies
do well, then they make
money, but if they do
poorly they lose money.
Joining World War I
The U.S. didn’t want to get involved in World War I because it was on the
other side of the world. President Wilson wanted the U.S. to be
isolationist. However, in 1915 several hundred Americans died when the
Germans sunk the Lusitania, a British passenger ship. The U.S was
outraged. The Germans agreed to not sink any more ships not involved in
the war, but in 1917 they broke their promise and the U.S. joined World
War
58
Unit 6
U.S. Contributions to the War
When the U.S. entered the war in 1917, millions of men were drafted into
the military. The government started propaganda campaigns, like Uncle
Sam, to convince people that they should help the war effort in whatever
way possible. This often involved women working in factories to take the
place of men who went off to war. It also involved rationing some items,
so
they of
could
be used for the war effort.
Treaty
Versailles
The Treaty of Versailles was signed in 1919 and brought an end to World
War I. The war didn’t have a clear winner, but Germany got blamed for
most everything and was ordered to pay millions in repayment. Most of
the money never got repaid and many people think that the Treaty of
Versailles was partly responsible for Germany starting World War II.
Harlem Renaissance
Roaring Twenties
The Harlem Renaissance was a
After World War I, America’s economy was
time of change for African
booming. The
Americans. Many Americans only
U.S. made a lot of money by selling
thought of blacks as poor
supplies to other countries during
farmers, but in the
the war, and several countries owed
neighborhood of Harlem, in New
the U.S. debt from the war. In
York, many blacks set out to
addition, inventions such as the
change that view. In Harlem,
radio helped music and professional
blacks began writing books,
sports burst onto the scene. This
playing jazz music and even
allowed jazz musicians such as Louis
playing sports. Langston
Armstrong and athletes such as Babe
Hughes became a very famous
Ruth to become famous. Also, because
author and poet who wrote
the economy was doing so well, people
about the struggles of blacks
had money and could finally afford to
in a country that favored
enjoy entertainment such as sports,
whites. Louis Armstrong spent
concerts or movies. Henry Ford also
some time in Harlem playing
helped make some inventions such as
his Jazz and the Harlem
the car, much more affordable by
Globetrotters began their
using the assembly line. His new
famous basketball
specialized technique allowed average
performances.
African
people to begin to buy cars, which
Prohibition
Americans
at the development
time set outduringallowed
them was
to travel
more, of
which
Another
cultural
the 1920’s
the passing
the 18th
to
prove
that
they
were
as
made
going
to
big
sporting
events
amendment. This amendment passed in 1919 and made it illegal to sell or
or
talented
as anyone
from
possible.
booming
buy
alcoholic
drinks.
Theany
hope was concerts
that America
would The
be better
raceifand
that’s
howwere
the getting
Harlem drunk.
economy
the country
grow
off
less
people
The caused
plan didn’t
really to
work
very
Renaissance
came
about.
and
the
new
inventions
and
well, because people who wanted to drink still found ways to buy and sell
entertainment
helped the
the 21st
economy
grow
alcohol illegally. In 1933, the U.S.
government passed
amendment,
even
more.
which Ford
made it legal to buy and sell
alcohol
Henry
Babe
Ruth again.
Ford wasn’t the only person to
Ruth was a famous baseball player for
invent a car, he just figured
the Boston Red Sox and New York Yankees
out how to make millions of cars who helped professional sports take off.
very quickly. This made Ford the The invention of the radio had a big
most successful and well-known
impact on his rise to fame. Now people
car inventor. His assembly line
anywhere with a radio would know his
allowed each worker to be really name, instead of just the people who
good at their part of making a
went to the games or read the
car, so cars could be made much
newspapers. Ruth held the record for
faster. Many other businesses
homeruns in a season and for a career
Unit
6
also59
started using assembly
for many years.
lines.
Charles Lindbergh
Louis Armstrong
Lindbergh was the first person
Armstrong was a famous jazz musician,
to make a solo flight across the who became part of the Harlem
Atlantic Ocean in 1927. He
Renaissance and also helped make the
became an instant American hero, 1920’s become known as the Jazz Age.
as people began to think of the
possibilities. Crossing the
Atlantic took weeks by ship, but
the idea of crossing the ocean
in a single
day could change
Langston
Hughes
Woodrow Wilson
business
and
travel
forever.
Hughes was a famous African
Wilson was the U.S. President during WWI
American author and poet during
who wanted to keep the U.S. out of the
the Harlem Renaissance. He was
war. He eventually declared war on
well known for his writings
Germany when they continued to sink
about the struggles of blacks in American ships heading to Europe.
a country that still had many
racist
ideas.
The 19th
amendment, which passed in 1920, gave women the right to vote—
finally. Their help in the war effort helped them gain the final support
they needed to pass the amendment.
Specialization--Henry Ford specialized his workers by using an assembly
line. Each worker became very good at their part of the assembly
process. Cars could be made ten times faster, which allowed Ford to
sell the cars for much cheaper. Cars made transportation much faster,
which allowed people to travel further to shop and even go to sporting
events or concerts that would have been too far away before. Ford’s use
of specialization had a major impact on the economy. Ford also paid his
workers better than other car companies, so that he could keep the best
workers. This allowed his company to be even more productive.
Franklin D.
The president who promised the American people a “New
Roosevelt
Deal” during The Great Depression.
Herbert Hoover
President during the 1930’s who was considered a
failure because he couldn’t fix the Great Depression.
Margaret Mitchell
The Georgia author, who became famous for writing
“Gone With the Wind.”
Jessie Owens
Famous African American athlete who won four gold
medals at the 1936 Olympics in Berlin.
Duke Ellington
Famous Jazz musician of the 1930’s
Charles Lindberg
Unemployment
Depression
Debt
Hydroelectricity
Consumption
60
Unit 6
The first person to fly an airplane solo over the
Atlantic Ocean.
Unemployment is when a person doesn’t have a job.
If you are employed, than you are an employee and
youSocial
have aStudies,
job. About
1 in 4 people
In
a depression
is awere
time when
unemployed
during
the
Great
Depression.
the economy is doing very poorly. The stocks are
doingis
poorly,
unemployment
ismoney.
high and
businesses
Debt
when you
owe someone
If you
can’t
aren’t
making
much
money.
The
1930’s
were
a
time
afford to buy something you might get a loan.
In
of depression
in is
America.
the
Great Depression
many peoplecreated
had debts
they
Hydroelectricity
electricity
by moving
could
to the
bank,Authority
and this caused
water.not
Therepay
Tennessee
Valley
(TVA)
hundreds
of banks
run
out
of money
and close.
created
many
dams,to
which
provided
electricity
When
talking
about
the
economy,
consumption
isfor
thousands.
Thousands
also
got
jobs
working
for
purchasing things. Consumers are people who buy
the TVA on
the
project. is high then businesses
things.
When
consumption
are doing well and the economy is good.
Loan
If you can’t afford to buy something than you
might borrow money from a bank. Borrowing money
Budget
isbudget
calledis
getting
a loan.
A
when you
plan how you are going to
spend your money. By planning, you make sure you
Economy
haveeconomy
enough is
money
the
youeconomy
need,
The
thefor
flow
ofthings
money.that
If the
andgood,
then businesses
can plan how
todoing
use extra
that
is
are
well,money
people
areyou
might
have.
getting
paid,
and
the
money
is
flowing.
Discuss the stock market crash of 1929, Herbert Hoover, Franklin
Roosevelt, the Dust Bowl and soup kitchens.
Throughout the 1920’s the economy was “roaring.” That all came to an end
in 1929, when the stock market crashed causing billions of dollars to be
lost. People who had borrowed to invest money couldn’t pay back the
banks, businesses went out of business and banks were forced to close
because they were out of money. Herbert Hoover was president at the time
and was blamed for the countries problems. Thousands of poor people
lived in boxes or shanties because they couldn’t afford anything else.
These groups of homeless became known as Hoovervilles. Franklin
Roosevelt (FDR) was elected president in 1932. He promised the American
people a “New Deal” which you can learn about in the next question.
While all this was going on, a drought hit the central United States for
several years during the 1930’s. The drought, combined with poor farming
techniques and over farming, caused erosion and giant dust storms to
ruin many farms. The invention of the tractor was great for farmers at
first, because they could farm more land. Unfortunately, farmers often
made fields that were much to large and did not use good farming
techniques, such as windbreaks, to prevent erosion. In cities the
economy and stock market were struggling, and in the farmland the
Dustbowl was ruining crops and destroying farmers’ incomes. Millions no
longer had jobs and couldn’t afford to buy food. Churches, charities and
individuals who had money opened soup kitchens to provide food for the
poor who could not afford food at the time.
Analyze the main features of the New Deal; include the
significance of the Civilian Conservation Corps, Works Progress
Administration and the Tennessee Valley Authority.
The New Deal was FDR’s plan to help get the economy going again and help
the unemployed find jobs. He created many government programs that
provided jobs for people.
The Civilian Conservation Core (CCC) was one of the most notable
programs. This program hired young men ages 18-26 who were unemployed
and paid them to work mostly on outdoor projects such as national parks
and planting trees (helped to prevent erosion which was prevalent
because of over farming).
Another program was the Tennessee Valley Authority (TVA), which is
still in existence. The TVA built dams, which provided hydroelectric
power to Tennessee, northern Georgia, northern Alabama and the whole
river valley. Thousands of men were also employed to build the dams.
This also helped the economy because electricity helped businesses in
61
Unit 6
the area.
The Works Progress Administration (WPA) provided jobs for millions of
Americans, who were given the task of building roads, bridges, parks,
airports and a plethora of other public facilities.
Much was accomplished and many of the projects that were worked on can
still be seen today, but historians debate whether the economy really
improved because of the New Deal or if it was helped mostly by
preparations for World War II, which started in Europe in 1939.
Discuss important cultural elements of the 1930’s; include Duke
Ellington, Margaret Mitchell and Jesse Owens.
The 1930’s were not a busy time for cultural activities like the
1920’s, because people were more careful with their money and most
didn’t have money to spend on entertainment. However, Duke Ellington,
along with Louis Armstrong kept jazz popular throughout the 1930’s.
Margaret Mitchell, a famous Georgia author, wrote her famous bestselling
Novel “Gone with the Wind.” The novel is about life in the south during
and after the Civil War and in 1939 it was turned into one of the top
selling movies of all time.
In athletics, one of the most notable achievements was made by
track star Jesse Owens. The 1936 Olympics were held in Berlin Germany
where Owens became the first athlete to win 4 gold medals. Adolf
Hitler, Germany’s leader, was very racist and believed that the German
race (Aryan) was far superior to other races such as Africans or Jews.
It was rather embarrassing for Hitler when Owens, an African American,
won gold in four events over Hitler’s “superior” race. He refused to
shake Owens hand as he had done for other athletes. Unfortunately for
Owens, despite his success, African Americans were still treated
unfairly in the U.S.
Describe the household function in providing resources and consuming
goods and services.
Individuals and households (families) consume (buy) billions of
dollars in goods every year. How much individuals buy determines a large
part of how the economy does. If individuals are consuming a lot, then
businesses are making more money and the government makes more in taxes.
Individuals also provide a very important resource to the economy—labor.
Individuals work because they need to make money and this labor allows
businesses to make and sell their products, which helps the economy
continue to function. Individuals can also start their own businesses,
which can create jobs and provide goods and services.
Describe the private business function in producing goods and services.
Businesses produce goods and services that people need. People
spend money to buy those goods or services allowing the businesses to
make more money and pay their workers. When a business makes more money
it also means more money goes to the government in taxes. If businesses
are doing well then the government also has more money to work with.
Businesses also provide jobs for individuals.
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Unit 6
Describe the bank function in providing checking accounts, saving
accounts and loans.
Banks are also very involved in the economy. They help people keep
and invest their money. They also provide loans to people who don’t have
enough money for something that they need. Banks are much safer now than
they were in the 1920’s and 1930’s because they must be insured, so you
can’t lose your money, like what happened when hundreds of banks closed
during the Great Depression.
Describe the government function in taxation and providing certain goods
and services.
The government taxes individuals and businesses and uses this money
to pay for programs and services that it provides for Americans. Some of
the major programs that are paid for with tax money include: public
schools, roads, police departments, fire departments, parks and the
military. The amount that people get taxed is a very debated issue, and
there are also many different views on how much money the government
should spend on programs.
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Unit 6