ALEX Classroom Resource

  

The Crash of 1929 - Photo Gallery: The Roaring 20s

  Classroom Resource Information  

Title:

The Crash of 1929 - Photo Gallery: The Roaring 20s

URL:

https://aptv.pbslearningmedia.org/resource/arct14.soc.amexcraroa/the-crash-of-1929-photo-gallery-the-roaring-20s/

Content Source:

PBS
Type: Audio/Video

Overview:

Many Americans spent the 1920s in a great mood. Investors flocked to a rising stock market. Companies launched brand-new, cutting-edge products, like radios and washing machines. Exuberant Americans kicked up their heels to jazz music, tried crazy stunts, and supported a black market in liquor after Prohibition. A popular expression of the time asked, "What will they think of next?" See the blue-skies optimism of the Roaring Twenties with this gallery from American Experience: "The Crash of 1929."

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
2 ) Evaluate social and political origins, accomplishments, and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

•  Explaining the impact of the Populist Movement on the role of the federal government in American society
•  Assessing the impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell
Examples: women's suffrage, Ida B. Wells-Barnett, temperance movement

•  Explaining national legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act
•  Determining the influence of the Niagara Movement, the National Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson on the Progressive Era
•  Assessing the significance of the public education movement initiated by Horace Mann
•  Comparing the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Evaluate the political, economic, and social origins, accomplishments, and limitations of the Progressive Era and determine the influence it has had on American society through the present.
Teacher Vocabulary:
  • textual evidence
  • evaluate
  • cite
  • Progressivism
  • muckraker
  • trust
  • antitrust
  • suffrage
  • temperance movement
  • civil rights
  • trust-busting
  • conservation
Knowledge:
Students know:
  • The social, economic, and political origins, accomplishments, and limitations of the Progressive.
  • The impact of the Populist Movement on the role of the federal government in American society.
  • The impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell.
  • The influence and impact of social movements, including: women's suffrage, temperance movement, and civil rights for African-Americans.
  • The influence of specific social groups and influential individuals on the Progressive Era, including: Ida B. Wells-Barnett, the Niagara Movement, the National *Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson.
  • National legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act.
  • The significance of the public education movement initiated by Horace Mann.
  • The impact of the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation.
Skills:
Students are able to:
  • Effectively evaluate the complexities, origins, limitations, accomplishments and affects of social and political movements such as the Progressive and Populist Movements.
  • Evaluate the influence of prominent individuals and groups from specific historical time periods on public opinion, social and political movements, and national legislation.
  • Explain national legislation that was influence by and that affected social and political movements.
  • Assess the significance of the public education movement initiated by Horace Mann.
  • Compare the presidential leadership during specific historical periods.
  • Analyze primary and secondary historical sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.
Understanding:
Students understand that:
  • There were political, economic, and social origins, accomplishments, and limitations of the Progressive Era and these have impacted American society through the present.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.2- Identify the goals of the Progressive movement; identify people and/or describe major events and developments in the United States during the Progressive movement.


Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Analyzing radio, cinema, and print media for their impact on the creation of mass culture
•  Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s
•  Determining the relationship between technological innovations and the creation of increased leisure time
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Evaluate the short- and long-term impacts of social changes and the influence of prominent figures in the United States from WWI through the 1920s.
Teacher Vocabulary:
  • prohibition
  • Nineteenth Amendment
  • Scopes trial
  • Ku Klux Klan
  • Red Scare
  • Harlem Renaissance
  • mass culture
Knowledge:
Students know:
  • The causes, effects, and impact of social and political events in the United States from World War I through the 1920, including Prohibition, passage of the Nineteenth Amendment, the *Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, and the Jazz Age.
  • The impact of influential individuals on social, political, and economic realities in the United States from World War I through the 1920, including Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald.
  • The impact of media on social and political realities in the United States from World War I through the 1920.
  • The impact of major works of American artists and writers from World War I through the 1920, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes and H.L. Mencken.
  • The importance of technological innovations through the 1920s and the impact these had on social, economic, political, and individual realities in the United States.
Skills:
Students are able to:
  • Explain social, economic, political, and cultural changes in the United States during specific historical periods and related to specific historical events.
  • Describe the influence of specific individuals and groups on the United States during specific historical periods into modern times.
  • Analyze the impact of technical innovations and changing media on American social and political realities.
  • Determine central ideas of primary and secondary sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.
Understanding:
Students understand that:
  • There were significant impacts of the social changes and the influence of prominent figures in the United States from WWI through the 1920s.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.5- Identify key social changes that occurred after World War I.
SS.AAS.11.5a - Identify notable people of the 1920s including Babe Ruth, Charles Lindbergh, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederick Remington, Langston Hughes, Louis Armstrong, Henry Ford, W.C. Handy, Zora Neale Hurston, and Al Capone.


Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
6 ) Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 1929. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Assessing effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis
•  Describing the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression
•  Identifying notable authors of the 1920s, including John Steinbeck, William Faulkner, and Zora Neale Hurston (Alabama)
•  Analyzing the Great Depression for its impact on the American family
Examples: Bonus Army, Hoovervilles, Dust Bowl, Dorothea Lange

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Analyze the social, political, and economic conditions that contributed to the Great Depression.
  • Identify and describe the effects of the Great Depression on American life and art.
Teacher Vocabulary:
  • assess
  • identify
  • analyze
  • Great Depression
  • stock market crash
  • overproduction
  • speculation
  • Smoot-Haley Tariff Act
  • John Steinbeck
  • William Faulkner
  • Zora Neale Hurston
  • Bonus Army
  • Hoovervilles
  • Dust Bowl
  • Dorothea Lange
  • Jim Crow
  • Japanese Internment
  • Southern Tenant Farmers' Union
Knowledge:
Students know:
  • The social, political, and economic conditions from the 1920s through the Great Depression.
  • Social and political factors and policies that were influenced by and that contributed to the deepening crisis during the Great Depression.
  • Economic factors and policies that contributed to the beginning of the Great Depression and the deepening crisis as the Great Depression continued in the United States and globally, including the effects of overproduction, stock market speculation, restrictive monetary policies, the Smoot-Hawley Tariff Act.
  • The ways authors' works during the Great Depression were influenced by and influenced the social, political, and economic realities of the time.
  • The impact of the Great Depression on class, region, race, and gender relations during the time period of the 1920s to the 1940s.
Skills:
Students are able to:
  • Analyze the social, political, and economic conditions of a specific historical period.
  • Determine and evaluate the factors that contributed to a specific historical period.
  • Evaluate works of art and literature from a specific time period in order to determine their impact.
  • Determine central ideas of primary and secondary sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.
Understanding:
Students understand that:
  • There were various political, social and economic conditions that contributed to the Great Depression.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.6- Define economic depression; recognize the general causes of the Great Depression including overproduction of crops, stock market crash; recognize the effects of the Great Depression including collapse of the farm economy, unemployment, bank failure, homelessness and soup kitchens.


Social Studies
SS2010 (2010)
Grade: 9-12
Contemporary World Issues and Civic Engagement
6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.

•  Explaining the reliability of news stories and their sources
•  Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips
•  Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints
•  Describing the role of intentional and unintentional bias and flawed samplings
Unpacked Content
Strand: Elective
Course Title: Contemporary World Issues and Civic Engagement
Evidence Of Student Attainment:
Students:
  • Compare and contrast information from various media outlets.
  • Explain the reliability of news stories and their sources from the television, newspapers, magazines, journals, and the internet.
  • Analyze and describe the meaning of different media materials and how the materials are used and misused.
  • Critique viewpoints used in editorials and political cartoons; Analyze symbolism used in media.
  • Analyze and describe the role of bias and flawed sampling used in media.
Teacher Vocabulary:
  • media bias
  • analyze
  • criticism
  • viewpoints
  • perspective
  • political carton
  • symbolism
  • flawed sampling
  • editorial
Knowledge:
Students know:
  • A variety of techniques for analyzing media outlets including television, internet, magazines, newspapers, and journals.
  • A variety of techniques for analyzing the meaning, sources, viewpoints, bias, and sampling involved in media.
  • Media is biased.
Skills:
Students are able to:
  • Analyze and compare information from various media sources.
  • Support analysis with evidence from various sources.
  • Determine reliability of news and their sources.
  • Identify bias and viewpoints including symbolism.
  • Apply strategies for media analysis to a variety of media outlets.
Understanding:
Students understand that:
  • It is important to analyze media in all forms to determine the reliability, source, meaning, perspective, bias, and sampling when listening to media outlets.
Tags: jazz, prohibition, Roaring Twenties, stock market crash of 1929
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Author: Ginger Boyd