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Chapter 11: 1920-1932 Inquiry Organizer

📎 Inquiry Organizer Summary of chapter objectives and resources
📖 Chapter Introductory Essay In-depth overview of significant events in the time period
🔎 Narratives Shorter essays on a dramatic story or individual
📍 Decision Points Narratives that describe a pivotal decision in history
💬 Point-Counterpoints Differing sides of an argument presented by scholars or historical figures
✒️ Primary Sources Firsthand accounts from the time period
📝 Lessons Instructions and handouts to engage students in the classroom
✏️ Unit Essay Activity Culminating essay based on AP LEQs to assess chapter objectives
Unit 6: Chapter 11 (1920-1932)
Compelling Question: How did the modernization of the American economy and society lead to cultural conflict during the 1920s?
Chapter Objectives:

  • Students will explore whether the role of government changed from the Progressive Era to the 1920s and Great Depression.
  • Students will understand the different examples of cultural conflict that arose from the modernization of the economy and society.
  • Students will explore the different causes of the Great Depression and the debate over the government’s response to the crisis.
Supporting Question 1: What challenges did the government face during the Progressive Era and the 1920s? Resources:

  • Was Prohibition a Success or a Failure?Point-Counterpoint
  • The Red Scare and Civil LibertiesNarrative
  • U.S. Foreign Policy between the WarsNarrative
  • “Silent Cal” CoolidgeNarrative
  • Postwar Race RiotsNarrative
  • Mitchell Palmer, “The Case against the Reds,” 1920Primary Source
  • Ellison DuRant Smith, “Shut the Door,” 1924Primary Source
Supporting Question 2: How did culture change as a result of the modernization of the economy and society? Resources:

  • The Scopes TrialNarrative
  • Charles Lindbergh and FlightNarrative
  • Andy Razaf (lyrics), Thomas “Fats” Waller and Harry Brooks (score), “Ain’t Misbehavin’,” Jazz and the Radio, 1929Primary Source
  • Cartoon Analysis: Elmer Andrews Bushnell, “The Sky Is Now Her Limit,” 1920Primary Source
  • Marcus Garvey, “Declaration of the Rights of the Negro Peoples of the World,” 1920Primary Source
  • Charlie Chaplin,The Kid, 1921Primary Source
  • Alice Paul and the Equal Rights Amendment (Lucretia Mott Amendment), 1923Primary Source
  • Langston Hughes, “I, Too” and “The Weary Blues,” 1920 and 1925Primary Source
  • Ernest Hemingway and the Lost GenerationLesson
  • The Blues and the Great MigrationLesson [from teachrock.org]
Supporting Question 3: What caused the Great Depression and what were the government’s responses to the crisis? Resources:

  • Should Herbert Hoover Be Considered an Activist President?Point-Counterpoint
  • The Bonus ArmyDecision Point
  • The Crash of 1929Narrative
Additional Resources:

  • Chapter 11 Introductory Essay: 1920-1932
  • The Spanish Flu of 1919Narrative
  • The KKK during Reconstruction vs. the KKK in the 1920sLesson
  • Henry Ford and Alfred P. Sloan: Industrialization and CompetitionNarrative
Unit 6 Essay Activity
How did the modernization of the American economy and society lead to cultural conflict during the 1920s?
Option B: Explain the causes of the Great Depression and its effects on two of the following: American political, social, or economic life.
Through this inquiry, students will evaluate primary and secondary sources to explain the factors that contributed to a shift in U.S. relations with the rest of the world. Ultimately, students will use the primary and secondary sources in this chapter to practice constructing an essay in AP Long Essay Question format, demonstrating their skills in explaining continuity and change. Students should be evaluated using the AP Rubric. Assess students’ progress in understanding the compelling question for this chapter by assigning the Unit 6 Essay Activityactivity.

Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.