Idaho Social Studies 9-12.US2.9
The Standard
Describe the impacts of economic, demographic, social, and cultural changes during the 1920s.
Idaho Content Standards: K-12 Social Studies · The Roaring 20s, 1920-1929
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how buying on credit, migration, immigration limits, changing roles for women, and new entertainment changed life in the 1920s. They identify who benefited and who faced barriers.
What Mastery Looks Like
- A student can explain how credit helped families buy radios but also put them in debt. They can connect the Great Migration to growing Black communities and the Harlem Renaissance, while explaining why many farmers did not share in the boom.
Common Misconceptions
- Students may assume everyone was prosperous, overlooking farm debt and low wages. They may confuse the Great Migration with immigration from abroad or assume new freedoms for some women meant equal rights for all women.
How to Assess It
- Exit ticket: For consumer credit, the Great Migration, women's changing roles, and radio, name one effect of each and a group that felt it.
Lesson moves
Ways to Teach It
Give pairs a 1920s catalog page and a mock installment plan; have them calculate the full cost of buying a radio on credit.
Show a Great Migration map and a Harlem Renaissance poem; ask how moving north changed opportunities and cultural life for Black Americans.
Have teams sort cards labeled farm prices, immigration quotas, jazz, radio, and consumer credit by change type, then explain one effect of each.
Compare a 1920s radio ad with a current phone ad; ask how each persuades people to buy.
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