2021-2022

09/12/2021 - 09/18/2021
Mr. Salber

Monday Tuesday Wednesday Thursday Friday

09/13/2021 09/14/2021 09/15/2021 09/16/2021 09/17/2021

10th Grade US History 10th Grade US History 10th Grade US History 10th Grade US History 10th Grade US History
Students analyze the major Students analyze the major Students analyze the major Students analyze the major Students will:
political, social, economic, political, social, economic, political, social, economic, political, social, economic, 1. Analyze the relationship
technological, and cultural technological, and cultural technological, and cultural technological, and cultural between decreases in
developments of the 1920s. developments of the 1920s. developments of the 1920s. developments of the 1920s. consumer spending and
Students analyze the major Students analyze the major Students analyze the major Students analyze the major unemployment.
political, social, economic, political, social, economic, political, social, economic, political, social, economic, 2. Describe the multiplier
technological, and cultural technological, and cultural technological, and cultural technological, and cultural effect that comes into play
developments of the 1920s. developments of the 1920s. developments of the 1920s. developments of the 1920s. when workers who lose jobs
Analyze the passage of the Analyze the passage of the Analyze the passage of the Analyze the passage of the spend less, reducing total
Nineteenth Amendment and Nineteenth Amendment and Nineteenth Amendment and Nineteenth Amendment and spending and causing other
the changing role of women the changing role of women the changing role of women the changing role of women workers to lose jobs.
in society. in society. in society. in society. 3. Analyze the gold standard
Describe the Harlem Describe the Harlem Describe the Harlem Describe the Harlem as it contributed to bank
Renaissance and new trends Renaissance and new trends Renaissance and new trends Renaissance and new trends failures and a reduction in the
in literature, music, and art, in literature, music, and art, in literature, music, and art, in literature, music, and art, money supply.
with special attention to the with special attention to the with special attention to the with special attention to the Direct Instruction
work of writers (e.g., Zora work of writers (e.g., Zora work of writers (e.g., Zora work of writers (e.g., Zora
Project Presentations
Neale Hurston, Langston Neale Hurston, Langston Neale Hurston, Langston Neale Hurston, Langston
Hughes). Hughes). Hughes). Hughes). Guided Practice
Trace the growth and effects Trace the growth and effects Trace the growth and effects Trace the growth and effects Whatdunnit? The Great
of radio and movies and their of radio and movies and their of radio and movies and their of radio and movies and their Depression Mystery
role in the worldwide diffusion role in the worldwide diffusion role in the worldwide diffusion role in the worldwide diffusion MYSTERY
of popular culture. of popular culture. of popular culture. of popular culture. The American economy went
Discuss the rise of mass Discuss the rise of mass Discuss the rise of mass Discuss the rise of mass from unprecedented
production techniques, the production techniques, the production techniques, the production techniques, the prosperity in the 1920s to
growth of cities, the impact of growth of cities, the impact of growth of cities, the impact of growth of cities, the impact of unprecedented misery in the
new technologies (e.g., the new technologies (e.g., the new technologies (e.g., the new technologies (e.g., the 1930s. It
automobile, electricity), and automobile, electricity), and automobile, electricity), and automobile, electricity), and was an extraordinary
the resulting prosperity and the resulting prosperity and the resulting prosperity and the resulting prosperity and reversal. Why did it occur?
effect on the American effect on the American effect on the American effect on the American
landscape. landscape. landscape. landscape. PROCEDURE
Direct Instruction Direct Instruction Direct Instruction Direct Instruction 1. Tell the students that this
lesson will focus on the
A Pre-Search Think-Pair- Project Check in Project Check in Project Check in
causes of the Great
Share Activity: Students will Guided Practice Guided Practice Guided Practice Depression. Distribute
work collaboratively to
Unit Project Unit Project Unit Project Activity 30.1. Invite
analyze 1920s artifacts –
Students will receive a Students will receive a Students will receive a the class to speculate on

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Mr. Salber

including Project Sheet contains a list Project Sheet contains a list Project Sheet contains a list explanations of the mystery.
primary sources, images, of suggested popular 1920s of suggested popular 1920s of suggested popular 1920s 2. Explain that most
video, audio clips, ads, topics and project topics and project topics and project economists agree that the
political cartoons, and articles guidelines. guidelines. guidelines. Great Depression began with
Guided Practice Topics include: Topics include: Topics include: a recession caused by a fall
Women’s Rights Women’s Rights Women’s Rights in
Unit Project
The Evolving Role of Women The Evolving Role of Women The Evolving Role of Women spending. Randomly
Students will receive a
The Resurgence of the KKK The Resurgence of the KKK The Resurgence of the KKK distribute Occupation Cards
Project Sheet contains a list
Red Scare and the Trial of Red Scare and the Trial of Red Scare and the Trial of made from Activity 30.2 to the
of suggested popular 1920s
Vecco and Sanzetti Vecco and Sanzetti Vecco and Sanzetti students. Tell them not to
topics and project
The Jazz Age The Jazz Age The Jazz Age reveal
guidelines.
The Harlem Renaissance The Harlem Renaissance The Harlem Renaissance their occupations to others.
Topics include:
Consumerism and the Consumerism and the Consumerism and the 3. Tell the students that U.S.
Women’s Rights
Economy Economy Economy prosperity in the 1920s had
The Evolving Role of Women
Family and Education Family and Education Family and Education been based to a large extent
The Resurgence of the KKK
Aviation and Lindbergh Aviation and Lindbergh Aviation and Lindbergh on the sale of houses and
Red Scare and the Trial of
Ford and the Automobile Ford and the Automobile Ford and the Automobile automobiles. Consumers for
Vecco and Sanzetti
The Impact of Radio. The Impact of Radio. The Impact of Radio. the first time could buy
The Jazz Age
Independent Practice Independent Practice Independent Practice houses and cars on the
The Harlem Renaissance
installment plan, and they
Consumerism and the Project Work Day - Day 2 Project Work Day - Day 3 Project Work Day - Day 4
were eager to
Economy Students are provided access Students are provided access Students are provided access
do so. These purchases
Family and Education to a Symbaloo Webmix of to a Symbaloo Webmix of to a Symbaloo Webmix of
created jobs for workers who
Aviation and Lindbergh over 50 1920s over 50 1920s over 50 1920s
built homes and cars,the
Ford and the Automobile bookmarked websites and bookmarked websites and bookmarked websites and
furniture and appliances that
The Impact of Radio. resources all on 1920s topics. resources all on 1920s topics. resources all on 1920s topics.
went
Independent Practice The bookmarked The bookmarked The bookmarked
into new homes and the steel
websites are linked from the websites are linked from the websites are linked from the
Students are provided access and other materials that were
project webpage. project webpage. project webpage.
to a Symbaloo Webmix of used to produce cars. Jobs
A Digital Note-Taking Card A Digital Note-Taking Card A Digital Note-Taking Card
over 50 1920s were also created as
link is included for students to link is included for students to link is included for students to
bookmarked websites and business firms built new
store notes in store notes in store notes in
resources all on 1920s topics. plants and bought new
their Google Drive for both their Google Drive for both their Google Drive for both
The bookmarked equipment to produce what
school and home access. school and home access. school and home access.
websites are linked from the consumers wanted.
After conducting research After conducting research After conducting research
project webpage. Governments built
and saving relevant images, and saving relevant images, and saving relevant images,
A Digital Note-Taking Card paved roads for the new
students will students will students will
link is included for students to automobiles and electric
showcase their learning by showcase their learning by showcase their learning by
store notes in plants and water and sewage
creating a multimedia creating a multimedia creating a multimedia
their Google Drive for both facilities to service the new
research-based research-based research-based
school and home access. households.The prosperity of
presentation. presentation. presentation.
After conducting research workers in all these industries

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Mr. Salber

and saving relevant images, Two project options are Two project options are Two project options are allowed them to spend a lot
students will offered for differentiation. offered for differentiation. offered for differentiation. of money, thus providing
showcase their learning by One option is to create a One option is to create a One option is to create a income to other workers —
creating a multimedia PhotoPeach multimedia PhotoPeach multimedia PhotoPeach multimedia income which they in turn
research-based slideshow. PhotoPeach is slideshow. PhotoPeach is slideshow. PhotoPeach is spent to buy other goods and
presentation. free and very userfriendly. free and very userfriendly. free and very userfriendly. services. Economists call the
Two project options are Information on how to create Information on how to create Information on how to create spread of such new spending
offered for differentiation. slideshows using the website slideshows using the website slideshows using the website a multiplier effect — one
One option is to create a PhotoPeach is included on PhotoPeach is included on PhotoPeach is included on person’s spending becomes
PhotoPeach multimedia the project website. The the project website. The the project website. The income to another person,
slideshow. PhotoPeach is steps for creating a steps for creating a steps for creating a who
free and very userfriendly. slideshow using slideshow using slideshow using in turn can spend more and
Information on how to create PhotoPeach’s website are PhotoPeach’s website are PhotoPeach’s website are add to the income of others.
slideshows using the website included along with a linked included along with a linked included along with a linked 4. But the multiplier effect can
PhotoPeach is included on YouTube video tutorial YouTube video tutorial YouTube video tutorial work in reverse. By the late
the project website. The Students can view a Students can view a Students can view a 1920s, U.S. business activity
steps for creating a PhotoPeach multimedia PhotoPeach multimedia PhotoPeach multimedia began to slow down as the
slideshow using slideshow sample with the slideshow sample with the slideshow sample with the economy entered what began
PhotoPeach’s website are provided link. This sample provided link. This sample provided link. This sample as a mild recession. Sales of
included along with a linked engaging multimedia engaging multimedia engaging multimedia homes and new automobiles
YouTube video tutorial slideshow was created slideshow was created slideshow was created began to fall. Business
Students can view a specifically for this project! specifically for this project! specifically for this project! firms slowed their expansion
PhotoPeach multimedia The second project includes The second project includes The second project includes of new plants, causing
slideshow sample with the a 1920s Google Slides a 1920s Google Slides a 1920s Google Slides workers who made a living
provided link. This sample Research-Based Research-Based Research-Based building plants or producing
engaging multimedia Presentation. For this option, Presentation. For this option, Presentation. For this option, machinery to lose their jobs.
slideshow was created students will also insert or link students will also insert or link students will also insert or link 5. Tell the students who
specifically for this project! multimedia multimedia multimedia received Occupation Cards in
The second project includes (YouTube documentary on (YouTube documentary on (YouTube documentary on the machinery–producing
a 1920s Google Slides their research topic or an their research topic or an their research topic or an industry to stand up. They are
Research-Based audio/video of music audio/video of music audio/video of music now
Presentation. For this option, from the 1920s). from the 1920s). from the 1920s). unemployed because
students will also insert or link An editable Google Slides An editable Google Slides An editable Google Slides business firms are ordering
multimedia Presentation Grading Rubric Presentation Grading Rubric Presentation Grading Rubric less machinery.
(YouTube documentary on is also included with is also included with is also included with 6. Tell the students in car
their research topic or an this resource. this resource. this resource. sales to stand up. They are
audio/video of music Project Requirements: Project Requirements: Project Requirements: now unemployed because
from the 1920s). Contains a minimum 15-20 Contains a minimum 15-20 Contains a minimum 15-20 sales of new cars are down.
An editable Google Slides relevant images that reflect relevant images that reflect relevant images that reflect The
Presentation Grading Rubric the specific the specific the specific car dealers who lay them off
is also included with research subject (1920s) research subject (1920s) research subject (1920s) also cancel their orders to

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Mr. Salber

this resource. United States History Studies United States History Studies United States History Studies automobile factories. Owners
Project Requirements: Since Reconstruction - Since Reconstruction - Since Reconstruction - of these factories fire
Contains a minimum 15-20 Monday, October 23, 2017 Monday, October 23, 2017 Monday, October 23, 2017 autoworkers. Tell the
relevant images that reflect research subject (1920s) research subject (1920s) research subject (1920s) autoworkers to stand up; they
the specific /20 points /20 points /20 points are now unemployed, too.
research subject (1920s) Presentation music is Presentation music is Presentation music is Auto factories in turn cancel
United States History Studies appropriate for the 1920s era. appropriate for the 1920s era. appropriate for the 1920s era. their
Since Reconstruction - /10 points /10 points /10 points orders for steel and other raw
Monday, October 23, 2017 Includes three areas or topics Includes three areas or topics Includes three areas or topics materials
research subject (1920s) and represents each with and represents each with and represents each with used to make cars. Tell the
/20 points relevant images and texts relevant images and texts relevant images and texts steel workers to stand up —
Presentation music is /30 points (10 points each) /30 points (10 points each) /30 points (10 points each) joining the ranks of the
appropriate for the 1920s era. Includes insightful and Includes insightful and Includes insightful and unemployed.
/10 points accurate captions and texts accurate captions and texts accurate captions and texts 7. Since sales of new houses
Includes three areas or topics /15 points /15 points /15 points have also gone down, tell the
and represents each with Final slideshow is engaging Final slideshow is engaging Final slideshow is engaging housing construction workers
relevant images and texts and organized and organized and organized to stand up. Furniture
/30 points (10 points each) / 20 points / 20 points / 20 points sales are also down.Tell the
Includes insightful and Creativity and effort Creativity and effort Creativity and effort furniture sellers to stand up.
accurate captions and texts / 5 points / 5 points / 5 points Furniture stores reduce
/15 points Homework Homework Homework orders to furniture factories.
Final slideshow is engaging Tell the
Edpuzzle - Prohibition Edpuzzle - Ford Model T Edpuzzle - Women in 1920's
and organized furniture workers to stand
/ 20 points Standards Standards Standards up.All these people are out of
Creativity and effort US.5.2 Analyze works of US.5.2 Analyze works of US.5.2 Analyze works of work.
/ 5 points major American artists and major American artists and major American artists and 8. Ask the students who are
Homework writers, including: F. Scott writers, including: F. Scott writers, including: F. Scott still seated to look around at
Fitzgerald, Ernest Fitzgerald, Ernest Fitzgerald, Ernest all the people who are
EdPuzzle - Harlem
Hemingway, Langston Hemingway, Langston Hemingway, Langston unemployed. The jobs of
Renaissance
Hughes, and H.L. Mecken, to Hughes, and H.L. Mecken, to Hughes, and H.L. Mecken, to students
Standards characterize the era of the characterize the era of the characterize the era of the who are still seated are now
US.5.2 Analyze works of 1920s. 1920s. 1920s. in danger too. People who
major American artists and US.5.3 Determine the US.5.3 Determine the US.5.3 Determine the are unemployed don’t buy
writers, including: F. Scott relationship between relationship between relationship between new clothes. Tell the clothing
Fitzgerald, Ernest technological innovations and technological innovations and technological innovations and salespeople to stand up.
Hemingway, Langston the creation of increased the creation of increased the creation of increased People who are unemployed
Hughes, and H.L. Mecken, to leisure time. leisure time. leisure time. don’t eat out at restaurants.
characterize the era of the Tell the restaurant workers to
1920s. US.5.4 Assess effects of US.5.4 Assess effects of US.5.4 Assess effects of
stand up. Unemployed
overproduction, stock market overproduction, stock market overproduction, stock market
people still eat, but they cut
speculation, and restrictive speculation, and restrictive speculation, and restrictive
back on food purchases,

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Mr. Salber

US.5.3 Determine the monetary policies on the monetary policies on the monetary policies on the particularly the purchases of
relationship between pending economic crisis. pending economic crisis. pending economic crisis. more
technological innovations and US.5.6 Analyze the impact US.5.6 Analyze the impact US.5.6 Analyze the impact expensive food items that
the creation of increased of the changes in the 1920s of the changes in the 1920s of the changes in the 1920s mean higher profits for
leisure time. on the economy, society, and on the economy, society, and on the economy, society, and grocery stores. Grocery store
US.5.4 Assess effects of culture, including: mass culture, including: mass culture, including: mass owners reduce the number of
overproduction, stock market production, the role of credit, production, the role of credit, production, the role of credit, their
speculation, and restrictive the effect of radio in creating the effect of radio in creating the effect of radio in creating employees. Tell the grocery
monetary policies on the a mass culture, and the a mass culture, and the a mass culture, and the store workers to stand up. All
pending economic crisis. cultural changes exemplified cultural changes exemplified cultural changes exemplified these people are out of work.
by the Harlem Renaissance. by the Harlem Renaissance. by the Harlem Renaissance. 9. Tell the students that if
US.5.6 Analyze the impact people start buying again,
of the changes in the 1920s US.5.7 Debate the causes US.5.7 Debate the causes US.5.7 Debate the causes unemployment will fall. Think
on the economy, society, and and effects of the social and effects of the social and effects of the social about automobiles, for
culture, including: mass change and conflict between change and conflict between change and conflict between example.
production, the role of credit, traditional and modern culture traditional and modern culture traditional and modern culture Automobiles wear out. If
the effect of radio in creating that took place during the that took place during the that took place during the people decide to buy new
a mass culture, and the 1920s, including: the role of 1920s, including: the role of 1920s, including: the role of automobiles, car dealers will
cultural changes exemplified women, the Red Scare, women, the Red Scare, women, the Red Scare, place new orders. Auto
by the Harlem Renaissance. immigration quotas, immigration quotas, immigration quotas, workers and
US.5.7 Debate the causes Prohibition, and the Scopes Prohibition, and the Scopes Prohibition, and the Scopes producers of materials for the
and effects of the social trial. trial. trial. auto industry will be
change and conflict between US.5.1 Debate radio, US.5.1 Debate radio, US.5.1 Debate radio, reemployed. Tell the
traditional and modern culture cinema, and print media for cinema, and print media for cinema, and print media for autoworkers and
that took place during the their impact on the creation of their impact on the creation of their impact on the creation of steelworkers to sit down.
1920s, including: the role of mass culture mass culture mass culture Car dealers will hire new
women, the Red Scare, US.5 1920s: Debate the US.5 1920s: Debate the US.5 1920s: Debate the salespeople. Tell the car
immigration quotas, impact of social changes and impact of social changes and impact of social changes and salespeople to sit down.
Prohibition, and the Scopes the conflict between the conflict between the conflict between Furniture wears out, too, and
trial. traditionalism and modernism traditionalism and modernism traditionalism and modernism eventually
US.5.1 Debate radio, in the 1920s. in the 1920s. in the 1920s. some people decide to buy
cinema, and print media for new furniture. Tell the
their impact on the creation of furniture makers and furniture
mass culture salespeople to sit down.
These
US.5 1920s: Debate the
people are back on the job.
impact of social changes and
10. As more and more people
the conflict between
gain employment again,
traditionalism and modernism
some feel they can afford
in the 1920s.
new homes. Tell the housing
construction workers to sit

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Mr. Salber

down. People begin to buy

higherpriced food in grocery
stores, to eat in restaurants
and
to buy new clothes. Tell the
grocery store workers,
restaurant workers and
clothing salespeople to sit
down. As
United States History Studies
Since Reconstruction -
Friday, November 3, 2017
to buy new clothes. Tell the
grocery store workers,
restaurant workers and
clothing salespeople to sit
down. As
purchases of various new
products rise, business firms
expand production and buy
new machinery and
equipment.Tell the machinery
producers to sit down. These
people are back on the job.
By this time,everyone in the
class is sitting.
11.Explain that the downturn
beginning in July 1929 was
typical of a business cycle.
Display Visual 30.1. A
slowdown
in business activity (a
recession) begins with a fall
in demand for durable goods.
Durable goods are goods that
are
relatively expensive and don’t
wear out quickly, such as
cars or refrigerators. Houses,
although classified separately
by economists, are the most

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Mr. Salber

expensive and the most

long-lasting goods. People
buy food on a regular basis
and usually purchase some
clothing every year, but they
buy
durable goods far more
irregularly. Demand for
housing peaked in 1926, and
by 1929 many used cars
were
available to compete with
new automobiles for buyers.
Normally, as durable goods
wear out and prices fall due
to
lower demand, some people
begin to buy again and the
economy begins to recover.
But that didn’t happen after
the
recession that
began in 1929; instead, it
turned into a severe and
long-lasting depression.
Why?
12. Tell the students that the
Stock Market Crash of
October 1929 undoubtedly
made people feel poorer and
contributed to falling demand.
However, investors usually
see lower stock prices as a
buying opportunity, and the
market usually recovers at
some point. In mid-
November, stock prices
stopped falling, and they had
increased substantially by the
end of April 1930. But then
prices began to decline

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again.
13. Tell the students that,
from 1930 to 1933, banks
began to close in record
numbers. Display Visual 30.2.
Many of
the businesses that had
borrowed money during the
booming 1920s were unable
to repay their loans. Remind
the
students that when banks fail,
depositors lose the money
they have in their accounts.
Money actually disappears
from the economy. Display
Visual 30.3. From 1929 to
1933, the United States
money supply was reduced
by about
one third. When there is less
money circulating in the
economy, fewer goods and
services are purchased and
fewer
workers are employed.
14. Explain that according to
the Federal Reserve Act of
1913, the regional Federal
Reserve Banks were
supposed
to lend reserves to banks in
trouble; they were to be
“lenders of last resort.” Too
often, however, the regional
banks
would lend only to those
banks that they believed were
in no
real danger of failing.They
stood by passively while

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many banks collapsed.

15.The American banking
disaster was only part of a
worldwide financial collapse
that
appeared beyond the power
of any national banking
system to prevent. Major
nations such as England,
France and
Germany were on the gold
standard, either partially or
fully. If one of these
nations experienced
economic problems, the
actions it took to get itself out
of trouble often passed the
problems on
to other nations.
16.Distribute a copy of
Activity 30.3 to each student.
Have the students answer the
questions individually or allow
them to work in groups.
Homework
Edpuzzle - Stock Market
Standards
US.5.2 Analyze works of
major American artists and
writers, including: F. Scott
Fitzgerald, Ernest
Hemingway, Langston
Hughes, and H.L. Mecken, to
characterize the era of the
1920s.
US.5.3 Determine the
relationship between
technological innovations and

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Mr. Salber

the creation of increased

leisure time.
US.5.4 Assess effects of
overproduction, stock market
speculation, and restrictive
monetary policies on the
pending economic crisis.
US.5.6 Analyze the impact
of the changes in the 1920s
on the economy, society, and
culture, including: mass
production, the role of credit,
the effect of radio in creating
a mass culture, and the
cultural changes exemplified
by the Harlem Renaissance.
US.5.7 Debate the causes
and effects of the social
change and conflict between
traditional and modern culture
that took place during the
1920s, including: the role of
women, the Red Scare,
immigration quotas,
Prohibition, and the Scopes
trial.
US.5.1 Debate radio,
cinema, and print media for
their impact on the creation of
mass culture
US.5 1920s: Debate the
impact of social changes and
the conflict between
traditionalism and modernism
in the 1920s.

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