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 1 Unit 6
Transcript
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
1 Unit 6
Unit 6-Ups and Downs:World War I, the Jazz Age, and the Great Depression
Standards and ElementsSS5H3 The student will describe how life changed in America at the turn of the century.
d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.SS5H4 The student will describe U.S. involvement in 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 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
2 Unit 6
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 QuestionsBeliefs 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 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
3 Unit 6
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? How did technological advancements change American business?
4 Unit 6
Lesson 1 VocabularyStandards SS5H4 a
Essential Question What are the MAIN causes of World War I?
Essential Question What are the MAIN causes of World War I?Building Knowledge: ReadingWorld 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. MilitarismAs 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. AlliancesOver 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. ImperialismImperialism 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. NationalismMuch 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
7 Unit 6
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.
____________________________________ (South Central Europe) had an alliance with Germany.
8 Unit 6
• ___________________________________________ 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 ______________________________________________
World War I beginsOn 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
9 Unit 6
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.
Central Powers Allied Powers
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ________________________________
5. ________________________________
6. ________________________________
10 Unit 6
7. ________________________________
8. ________________________________
11 Unit 6
Lesson 3 US enters World War IStandards 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. isolationist2. Lusitania3. Woodrow Wilson4. neutral5. U-boats6. Trench Warfare 7. No Mans Land
Complete a Frayer Model on each term.
12 Unit 6
13 Unit 6
14 Unit 6
Lesson 4 US enters World War IStandards 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 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
15 Unit 6
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 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 _______________________________________________
16 Unit 6
• 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.
17 Unit 6
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 _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
18 Unit 6
____________________: a form of war where each side dug trenches. Soldiers stayed in trenches. Some long as 400 miles. The area between the trenches was called ____________________
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
_______________________________________
19 Unit 6
20 Unit 6
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 Versailles4. League of Nations
Complete a Frayer Model on each term.
21 Unit 6
22 Unit 6
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: ReadingThe Treaty of Versailles and the Impact on Germany
By Walter S. ZapotocznyThe 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.
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
23 Unit 6
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 groupbecame the Nazi’s. They still felt like they had more fighting to do and the Versailles Treaty fueledtheir anger. It created aggressive resentment and nationalism in Germany. There was a lot ofincreasing hostility towards the allied nations. Leaders like Hitler saw this treaty as something thatweakened the great empire he was striving for. He didn’t sign it and he was not about to follow it. Butbecause of this treaty he was able to conquer and manipulate people by justifying his actions on theunfairness of the Versailles Treaty. This lead to the emergence of the National Socialist Party inGermany.
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.
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
24 Unit 6
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
Physicalo 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
Financialo 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.
Politicalo 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
In January 1919, President Wilson and other Allied leaders met in ____________________________ to draw up a peace treaty. The _________________________, signed May 7, 1919, ______________________________________.
25 Unit 6
• 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 ___________________________________________________________________________________.
26 Unit 6
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 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 __________________________________.
27 Unit 6
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.
28 Unit 6
Lesson 8 VocabularyStandards SS5H4 b
SS5E1c.d.Essential Question Why was the period from 1918 to 1929 called
the “Jazz Age”?1. Jazz Age2. mass production3. assembly line4. 19th amendment5. prosperity6. prohibition
29 Unit 6
30 Unit 6
31 Unit 6
Lesson 9 The Jazz AgeStandards SS5H4 b
SS5E1c.d.Essential Question Why was the period from 1918 to 1929 called
the “Jazz Age”?
Building Knowledge: ReadingThe 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. Hire-purchase 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 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
32 Unit 6
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 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
33 Unit 6
34 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 LivingThe 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. AutomobilesHenry Ford: ________________________________________________Founded ______________________________________Created the ___________________________ Assembly Line: ______________________________________________________________Built the __________, a car that was _________________________ for most people (mass produced) Cost ____________
2. New Industries
35 Unit 6
widespread use of ______________________ allow for many new industries, jobs, and profits
some of the new industries1. ___________________________________________2. ___________________________________________3. ___________________________________________
3. Efficient production techniques New techniques in manufacturing and industrial production,
such as the ___________________________________ allow industry to be more efficient
Change…Change…ChangeEconomic 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 working-
class people in the early 1900s. 1. _____________________________________________________2. _____________________________________________________3. _____________________________________________________4. _____________________________________________________
This increased the ______________________ and for __________________________ to be produced.
Mass production – _______________________________________________________
Political ChangeThree ____________________________________ presidents
These presidents supported big business and a very limited involvement from the ______________________________________________, also known as laissez faire economics.
Social Change18th Amendment -- passed in 1919
36 Unit 6
_________________________________________________________________Women gain the vote
Many more women join the ____________________________________________
37 Unit 6
Lesson 10 Henry FordStandards 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 world-famous 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.
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
38 Unit 6
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 ____________
Radio
39 Unit 6
• Mass production made radios ____________________________
• Radio was _________________________ and could be heard in ________________________
o 21st Amendment was passed (1933): ___________________________________________ __________________________________________________________________________
41 Unit 6
Lesson 11 The Jazz AgeStandards 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 African-American 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 artsWho 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 HughesWhere did the Harlem Renaissance take place? The Harlem Renaissance centered around the Harlem district in New York CityWhen was the Harlem Renaissance? The period known as the Harlem Renaissance was 1917 - 1932 (from WW1 and the 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
42 Unit 6
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 ChangesJazz Music
Louis Armstrong Armstrong's charismatic stage presence impressed not only the jazz world but all of popular music. He recorded several songs throughout his 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
subsequently, argued for an embrace of his entire career's output, not just the revolutionary recordings from the 1920s.
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
Louis Armstrong, nicknamed "Satchmo," "Pops" and, later, "Ambassador Satch," was born on August 4, 1901, in New Orleans, Louisiana. An all-star virtuoso, he came to prominence in the 1920s, influencing countless
43 Unit 6
musicians with both his daring trumpet style and unique vocals.
only continued to grow. A series of new biographies on Armstrong made his role as a civil rights pioneer abundantly clear and,
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. 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,
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 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
45 Unit 6
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
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 __________________________________
SportsBabe Ruth in order to complete the contract. 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 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
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 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
46 Unit 6
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 thetime, Dunn had to become George’s legal guardian
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 full-time 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 re-wrote 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. Babe’s mythical stature grew even more in 1927 when, as a member of “Murderer’s Row”, he set a new homerun record of 60, a record that would stand for 34 years. During his time with the Yankees, Babe ignited the greatest dynasty in all of American sport. Prior to his arrival, the Yankees had never won a title of any kind. After joining the Yankees prior to the 1920 season, Babe helped the 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
Major League Career Statistics Batting average: .342 Home runs: 714 Hits: 2,873 RBI: 2,213 Pitching W/L record: 94-46 ERA: 2.28
Top Ten in MLB history in the following categories: 3rd on home run list – 714 10th in batting average – .342 2nd on RBI list – 2,213 1st on all-time slugging % – .690 2nd on all-time on-base % – .474 1st on all-time OPS – 1.164 4th on all-time runs list – 2,174 6th on all-time total bases list –
5,793 3rd on all-time walks list – 2,062
47 Unit 6
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.
48 Unit 6
Aviation
Charles LindbergLindbergh, 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.
49 Unit 6
Lesson 12 Great DepressionStandards 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.
50 Unit 6
• Many Americans blamed ______________________ for the Great Depression. They called shantytowns “_________________________________________________” • Charities started ___________________________________ to give people hot food.
Rural MigrationDue 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 AdministrationThe Works Progress Administration was created in 1935. As the largest New Deal Agency, the WPA impacted millions of Americans. It provided jobs across the nation.
51 Unit 6
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 AuthorityThe 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 AdministrationThe 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 ActThe 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.
The Federal Deposit Insurance
52 Unit 6
CorporationThe 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.
Essential Question How does the Constitution protect voting rights?
15th Amendment
19th Amendment
23rd Amendment
24th Amendment
26th Amendment
55 Unit 6
Unit 6 Review/Study GuideVocabulary: Definition ExampleCompetition (in relationship to the economy)
When two companies or individuals are trying to accomplish the same goal.
When companies compete it usually causes prices to go down, because they are trying to get people to buy from them.Propaganda Posters and
advertisements trying to get people to feel a certain way.
In World War I Uncle Sam was a famous piece of propaganda, trying to get people to join the war effort.Armistice or
TreatyAn armistice is an agreement to stop fighting. A treaty is the agreement between the countries after the fighting
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.Isolationism
(in relationship to U.S. foreign policy)
Isolationism is the belief that our country should not get involved in other countries’ business.
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.Labor (in
relationship to the economy).
People labor, or work, in order to make money.
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 Entrepreneur An entrepreneur risks their
money and all their stuff to start a business.
Many entrepreneurs started businesses in the 1920’s because the economy was going well.
Economy The flow of money in a certain place.
The economy was booming in the 1920’s.
Boom (in relationship to the economy
A boom is when the economy is doing very well.
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 Stock Market 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.
The stock market was soaring in the 1920’s, so people had more money to spend.
Joining World War IThe 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
56 Unit 6
U.S. Contributions to the WarWhen 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 could Treaty of VersaillesThe 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 RenaissanceThe Harlem Renaissance was a time of change for African Americans. Many Americans only thought of blacks as poor farmers, but in the neighborhood of Harlem, in New York, many blacks set out to change that view. In Harlem, blacks began writing books, playing jazz music and even playing sports. Langston Hughes became a very famous author and poet who wrote about the struggles of blacks in a country that favored whites. Louis Armstrong spent some time in Harlem playing his Jazz and the Harlem Globetrotters began their famous basketball performances. African
Roaring TwentiesAfter World War I, America’s economy was booming. TheU.S. made a lot of money by selling supplies to other countries during the war, and several countries owed the U.S. debt from the war. In addition, inventions such as the radio helped music and professional sports burst onto the scene. This allowed jazz musicians such as Louis Armstrong and athletes such as Babe Ruth to become famous. Also, because the economy was doing so well, people had money and could finally afford to enjoy entertainment such as sports, concerts or movies. Henry Ford also helped make some inventions such as the car, much more affordable by using the assembly line. His new specialized technique allowed average people to Prohibition
Another cultural development during the 1920’s was the passing of the 18th amendment. This amendment passed in 1919 and made it illegal to sell or buy alcoholic drinks. The hope was that America would be betteroff if less people were getting drunk. The plan didn’t really work very well, because people who wanted to drink still found ways to buy and sell alcohol illegally. In 1933, the U.S. government passed the 21st amendment, which Henry FordFord wasn’t the only person to invent a car, he just figured out how to make millions of cars very quickly. This made Ford the most successful and well-known car inventor. His assembly line allowed each worker to be really good at their part of making a
Babe RuthRuth was a famous baseball player for the Boston Red Sox and New York Yankees who helped professional sports take off. The invention of the radio had a big impact on his rise to fame. Now people anywhere with a radio would know his name, instead of just the people who went to the games or read the newspapers. Ruth held the
57 Unit 6
Charles LindberghLindbergh was the first person to make a solo flight across the Atlantic Ocean in 1927. He became an instant American hero, 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
Louis ArmstrongArmstrong was a famous jazz musician, who became part of the Harlem Renaissance and also helped make the 1920’s become known as the Jazz Age.
Langston HughesHughes was a famous African American author and poet during the Harlem Renaissance. He was well known for his writings about the struggles of blacks in a country that still had many racist
Woodrow WilsonWilson was the U.S. President during WWI who wanted to keep the U.S. out of the war. He eventually declared war on Germany when they continued to sink American ships heading to Europe.
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. Roosevelt
The president who promised the American people a “New 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 The first person to fly an airplane solo over the Atlantic Ocean.
Unemployment Unemployment is when a person doesn’t have a job. If you are employed, than you are an employee and you have a job. About 1 in 4 people were Depression In Social Studies, a depression is a time when the economy is doing very poorly. The stocks are doing poorly, unemployment is high and businesses Debt Debt is when you owe someone money. If you can’t afford to buy something you might get a loan. In the Great Depression many people had debts they Hydroelectricity Hydroelectricity is electricity created by moving water. The Tennessee Valley Authority (TVA) created many dams, which provided electricity for
58 Unit 6
Consumption When talking about the economy, consumption is purchasing things. Consumers are people who buy things. When consumption is high then businesses Loan If you can’t afford to buy something than you might borrow money from a bank. Borrowing money is called getting a loan.Budget A budget is when you plan how you are going to spend your money. By planning, you make sure you have enough money for the things that you need, Economy The economy is the flow of money. If the economy is good, businesses are doing well, people are 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
59 Unit 6
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 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.
60 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.
