1920s and 1930s
The 1920s and 1930s were times of great change and diversity. One decade brought prosperity, innovation and an ease of living, while the next brought poverty and desperation.
Because these decades fall between two World Wars, they are often overlooked in history. But many things happened. This lesson will highlight a few of those events.
USE PEN AND PAPER OR...Open a Word Document or Email account to type your responses, then return to this page. Be sure to share your account or send your document when done.
http://www.pcdon.com/-AckerBilk-BourbonStreetParade.wav
1. Watch the following 2 clips on the 1920s. They show many of the changes made in the 1920s. Before you start the first clip, look at the description (including more..) to understand what each picture represents. http://www.youtube.com/watch?v=O6BJsuc68UQ and http://www.youtube.com/watch?v=QJSdk44gWIE. a. Pretend you are a travel agent and want to bring someone back to this era... What would your "Catch Phrase" be to describe this time period?
2. The 1920s emphasized youth. Along with youth comes slang (lol)... Look at this list of 1920s era slang: http://local.aaca.org/bntc/slang/slang.htm. a. Choose 5 terms that you DID not know. List them here... would you ever use them today? Why/Why not?
3. Watch the following clip on the 1930s. http://www.youtube.com/watch?v=KebHqCxOGZY. It introduces the era as the time of the Great Depression and racial segregation. a. After watching, define the following terms: Hoovervilles, Black Tuesday, lynching, Jim Crow Laws. b. Name two government programs put into place to help people during the Depression.
4. Look at this link: americanhistory.about.com/od/greatdepression/tp/greatdepression.htm Summarize the causes of the Depression.
5. Take a look at the Living History site and the clip. These sites explain about farming during the 1930s and the role of the DUST BOWL in the depression. a. Choose 1 farmer's story, read it, look at the pictures, and describe what you would have done if your home was in this area. http://www.livinghistoryfarm.org/farminginthe30s/water_02.html and http://www.youtube.com/watch?v=x2CiDaUYr90
http://www.pcdon.com/-MrsMills-LambethWalk.wav
______________________________
CCSS: Reading
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
8. Assess the extent to which the reasoning and evidence in a text support the author's claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS: Writing
2. Write informative/explanatory texts, including the narration of historical events...
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question or solve a problem.... demonstrating
understanding of the subject under investigation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Because these decades fall between two World Wars, they are often overlooked in history. But many things happened. This lesson will highlight a few of those events.
USE PEN AND PAPER OR...Open a Word Document or Email account to type your responses, then return to this page. Be sure to share your account or send your document when done.
http://www.pcdon.com/-AckerBilk-BourbonStreetParade.wav
1. Watch the following 2 clips on the 1920s. They show many of the changes made in the 1920s. Before you start the first clip, look at the description (including more..) to understand what each picture represents. http://www.youtube.com/watch?v=O6BJsuc68UQ and http://www.youtube.com/watch?v=QJSdk44gWIE. a. Pretend you are a travel agent and want to bring someone back to this era... What would your "Catch Phrase" be to describe this time period?
2. The 1920s emphasized youth. Along with youth comes slang (lol)... Look at this list of 1920s era slang: http://local.aaca.org/bntc/slang/slang.htm. a. Choose 5 terms that you DID not know. List them here... would you ever use them today? Why/Why not?
3. Watch the following clip on the 1930s. http://www.youtube.com/watch?v=KebHqCxOGZY. It introduces the era as the time of the Great Depression and racial segregation. a. After watching, define the following terms: Hoovervilles, Black Tuesday, lynching, Jim Crow Laws. b. Name two government programs put into place to help people during the Depression.
4. Look at this link: americanhistory.about.com/od/greatdepression/tp/greatdepression.htm Summarize the causes of the Depression.
5. Take a look at the Living History site and the clip. These sites explain about farming during the 1930s and the role of the DUST BOWL in the depression. a. Choose 1 farmer's story, read it, look at the pictures, and describe what you would have done if your home was in this area. http://www.livinghistoryfarm.org/farminginthe30s/water_02.html and http://www.youtube.com/watch?v=x2CiDaUYr90
http://www.pcdon.com/-MrsMills-LambethWalk.wav
______________________________
CCSS: Reading
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
8. Assess the extent to which the reasoning and evidence in a text support the author's claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS: Writing
2. Write informative/explanatory texts, including the narration of historical events...
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question or solve a problem.... demonstrating
understanding of the subject under investigation.
9. Draw evidence from informational texts to support analysis, reflection, and research.