That’s an essential question for this unit, and you will be developing a foundation of information regarding the New Deal in a lengthy study guide in order to help answer this question. Don’t wait until the last minute on this one!
You have seen many of the effects of the Depression on the general public, and also a little bit about the approach of the Hoover administration. What about specific groups of the population that were affected in various ways? Remember, the Depression only directly affected one-third of the population – but those that were hit really suffered! you will be one of those people in our next class as we share depressing stories created by … YOU!
You will be given a role for the next class and will have the opportunity to create a single “scrapbook” page that summarizes your life during the Great Depression. Consult your section of the Life During the Depression” reading “LifeDuringtheGreatDepression Life During the Depression” reading and follow the instructions and rubric carefully. You can check out any other resource you want to consult, especially if you can get a great primary source quote! An example of an African American during the Depression is available here! Last Hired - Life in the Depression rubric
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Hope you did okay in the stock market today, young historian! You got a little crazy there, didn’t it? Crazy enough to cause the greatest financial crisis in American history? Let’s find out.
Obviously, we are moving from the roaring 20s to the very depressing 30s – the Great Depression. To prepare for our next class, your task is to spend some time looking at some basic information about the Great Depression – some arguments for studying it, some general statements and statistics, and an overview of the causes of the economic disaster. Use the document provided in class andthe blend space here to get some background knowledge.
In our next class, we will take a look at some of the statistics of the depression, the causes, and how President Hoover handled – or didn’t handle – the challenges of the nation.
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As you learned in your breakout, advertising was a big part of the growing consumer society in the 1920s. Instead of just informing people about a product, 20s advertisers tried to influence consumers to buy products through the use of slogans, temptation, and guilt. The modern advertisements we see today started in the 20s – can you create one? Let’s find out …
You will receive a 1920s topic in class today, and your goal is to create an advertisement that describes the historical topic and “sells” the topic’s importance to your classmates. Your process is as follows …
Research your topic for 10-15 minutes to find out the basic information and importance the topic had in relation to the 1920s (and the present).
Create a visual/print advertisement (one page of a Word, Pages, or Google Doc, saved as a PDF) in the tradition of the 1920s. The ad should have visuals and a catch phrase or slogan that helps sell the topic’s importance in the 20s (and today, if possible).
Create a 20-30 second radio advertisement to go along with the print ad. The radio advertisement should provide some essential information about the topic and discuss the importance of the topic in the 20s (and today, if possible). The radio ad should be saved as an .mp3.
SAVE BOTH ADVERTISEMENTS and upload them on Google Classroom. We will use these in class on Wednesday and Thursday for a little bit of 1920s MADNESS.
It was the best of times, it was the worst of times … a famous opening of a Charles Dickens novel? (yes) A description of Taft’s hairline? (no … only the worst there) A framework for a way to look at the decade of the 1920s? Absolutely!
Then, on your separate document, start to evaluate the decade by classifying the events and idea of the decade in a different manner – was the decade “The Best of Times” or “The Worst of Times”? Using your notes and the materials provided online, evaluate the various topics discussed by classifying them as positive or negative legacies of the decade.
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After almost three weeks of diving into the role of WWI in America’s story, we are excited to see how you will educate, commemorate, and honor the role of WWI in America’s story. As you close your current study of WWI (and hopefully continue to investigate this under publicized yet incredibly important part of our country’s story), please take some time (90 seconds) to respond clearly and confidently to the flipgrid prompt below.