Ritzy to Rag-a-Muffin; The Prosperity and Panic of the 1920s (Day 3)

The good times can't last forever, can they? Today we explore the Crash of 1929. We learned and you have demonstrated the great economic flourish of the era. They say 'what goes up, must come down' and it did in a major way October 1929. History is a neutral term, it is neither good nor bad, however there are pieces of history that are good and bad. Mastering the good, we have to learn the bad. Not only is this lesson designed to learn where the economy fell apart, but, perhaps, it will express a lesson of being appreciative. Unfortunately, today we will say goodbye to the hot spot of Harlem and say hello to Hoovervilles. 

Introduction of new or unfamiliar or not yet mastered words will be presented that will align with understanding. Repetition of vocabulary words shall and will be present throughout the lessons.

Understand the basis of stocks, bonds and mutual funds, which is designed to connect with the students’ inferred notions of the possibilities of how America would have been different if the Great Depression did not occur. 

Evaluating the lead up to the Stock Market crash and the aftermath using the previous lessons that were studied as the foundation. Applying previous information, analyze in what ways did the Stock Market crash affect businesses, if they eventually came back from their economic depression status, or did they end up not returning. 

Applying importance of different businesses for a country’s economy and understand how the need for specific industries affected the country. 

Evaluate the consequences of the following industries during the Great Depression:

• Primary – extractive industries (i.e., farming, fishing, forestry, mining) 

• Secondary – materials processing industries (i.e., manufacturing) 

• Tertiary – service industries (e.g., retailing, wholesaling, finance, real estate, travel and tourism, transportation

Express which tier was affected the most and how.

Evaluate the Depression as a whole and the importance of a strong economy comparing this particular time frame to 2026.

Students shall and will perform the following levels to ensure mastery of the concepts provided above:

Level 1: Students will be asked to recall the information that they have already mastered in prior years/lessons to support the foundation in which the lesson is to be built upon. “Recall prior lessons or years. How would you describe the 1920s up to what we have studied?”

Level 2: Students will demonstrate skills in which they could summarize the prior knowledge and to summarize assumptions and notions that might be present during the lesson, arriving to a conclusion. “How would the Crash affect the wealthy and less fortunate?”

Level 3: Students will be called upon to explain their rationale for their conclusions with needed supportive details expressed in. “What evidence supports the outcome of both groups?”

Level 4: Students will be challenged to explore expand on their conclusions. “What is your perception of the Great Depression and the connection to World War 2?” 

•    I will use visual and auditory supports (videos with sound) of the Stock Market Crash, the initial reactions, and aftermath from interviews or documentaries. 
• Supports are to suggest the 1929 Stock Market crash was significant and affected everyone in America. Inquire the comparison of previous visuals and audio juxtaposes  the mood of the 1920s. 
• I will ask students to write 1-2 things about the videos and audio and using prior knowledge that would suggest the new core issues facing the country. Details will be expected.
• Inquire the emotion of people and families during this time. 'What would be the biggest issue people, families, and businesses would face daily?'. State the claim and provide significant support.
• Vocabulary Words:
• Roaring Twenties- A term referring to the 1920s “where the decade was characterized by economic prosperity, rapid social and cultural change, and a mood of exuberant optimism” (Cunningham, 2015).
• Flappers- “ a "new breed" of young women in the 1920s who wore short skirts, bobbed (cut short) their hair, listened to jazz, and flaunted their disdain for what was then considered acceptable behavior. Flappers were seen as brash for wearing excessive makeup and driving automobiles”((Roaring 1920s / “Flappers” Overview, n.d.). They challenged what was to be expected and accepted of females.
• Harlem Renaissance- The era of profound “African American culture, particularly in the creative arts, and the most influential movement in African American literary history. Embracing literary, musical, theatrical, and visual arts, participants sought to reconceptualize from the white stereotypes” (Hutchinson, 2018).
• Warren G. Harding- 29th President of the United States (1921-1923) who “initiated an era of conservative government based upon policies that were rooted in constitutional limited government” (Hendrickson, 2021).
• Calvin Coolidge- 30th President of the United States (1923-1929). Known as ‘Silent Cal’, “business and government should remain as separate as possible from one another with each in its own sphere, free of interference” (Bushong, 2015). 
• Herbert Hoover- 31st President of the United States (1929-1933). Only 8 months after his inauguration, the Stock Market crashed, which was the beginning of the Great Depression. “His platform rejected farm subsidies, supported prohibition, pledged lower taxes, and promised more of the same prosperity Americans had enjoyed during the Coolidge years” (Hamilton, 2017).
• Prohibition- “From 1920 until 1933, the manufacture, transportation, and sale of alcoholic beverages was banned in the United States under the policy known as Prohibition, enshrined in the Eighteenth Amendment to the U.S. Constitution”(Federal Judicial Center, 2025).
• Suffrage-“meaning the right or privilege to vote” (kratz, 2019).
• Depression- “a sustained period of significant economic decline that sees a nation's GDP drop, unemployment rates rise and consumer confidence suffer” (Equifax, n.d.).
• Consumer Price Index- “ a measure of the average change over time in the prices paid by urban consumers for a market basket of consumer goods and services” (U.S. Bureau of Labor Statistics, 2025).
• Gross Domestic Product- “The value of the final goods and services produced in the United States”  (Bureau of Economic Analysis, 2018).
• Stocks- “a type of security that gives stockholders a share of ownership in a company” (Washington State Department of Financial Institutions, 2025).
• Bonds- “a debt security, like an IOU. Borrowers issue bonds to raise money from investors willing to lend them money for a certain amount of time” (Investor.Gov, 2024).
• Mutual Funds-“a company that makes investments for people who share common financial goals. This allows a group of investors to pool their assets in a diversified portfolio of stock, bond, options, commodities, or money market securities” (Mutual Funds | New York State Attorney General, n.d.).
• Economy- “The system of production, distribution, and consumption of goods and services” (Economy, n.d.).
• Supply-“goods or services that suppliers are willing and able to provide to customers (Luther, 2022)”. 
• Demand- “consumers' willingness and ability to consume a given good” (Ntara, 2022). 
• Scarcity-“ limitations–limited goods or services, limited time, or limited abilities to achieve the desired ends” (Scarcity, n.d.).
• Market- “where buyers and sellers transact business for the exchange of particular goods and services and where the prices for these goods and services tend towards equality”(Market, 2022).
• Stock Market- “where investors buy and sell shares of stock” (Davis & Taube, 2017). 
• Black Thursday- The significant stock market downward spiral that is regarded as a “catastrophic event in the United States that signaled the beginning of the Great Depression” (Black Thursday and the Decline of the 1920’S – Discovering the 1920s, 2023)
• Black Tuesday- October 29, 1929 which “is widely regarded as the final day of the stock market crash of 1929, a sudden and staggeringly steep drop in U.S. stock prices that precipitated the Great Depression” (Black Tuesday | American History [October 29,1929] | Britannica, n.d.).
• The Great Depression- “ a severe, world -wide economic disintegration symbolized in the United States by the stock market crash” (FDR Library, 2016). 
• Hoovervilles- “temporary communities that America’s homeless created to provide shelter for themselves and their families during the Great Depression. They were so named as an insult to President Herbert Hoover, who seemed to be hardened to the plight of Americans during the Depression”(Photograph of a “Hooverville,” 1936 | Gilder Lehrman Institute of American History, n.d.).

• Instruct each form on an individual level that would allow the students to focus on one lead up to the ascension to crash at a time with supporting visuals, audio, and videos.

• I will continue to use an expanded graphic organizer that will be used for day 2 and 3 to teach students how each key event affected the following events that led up to Black Thursday and Black Tuesday.

• I will use a KWL anchor chart during the conclusion of the final lesson. Students would be required to fill out and submit L portion of the anchor chart. 

  Using the vocabulary words that are aligned and present during the lesson, students shall and will demonstrate mastery of definitions, explain how each word is related to the overall topic and objectives. I will use an electronic flash cards exercise that will sync with vocabulary words. The visuals in which are displayed will have the vocabulary words on one side and when flipped will display a picture and definitions. This will appear throughout the lesson. 

 The manner in which align with an informal formative assessment are as follows and do reflect Bloom’s Taxonomy are oral feedback and review of material before the end of the lesson exam. Allowing students to express answers without assistance of written prompts allows students to use their recall to demonstrate mastery.

The summative assessment shall and will be a teacher and student designed test. The educator shall and will use the prior ‘make the test’ assessment and integrate questions given by the students with questions predesigned by the educator. This mesh of both groups allow students and educator will prevent academic dishonesty as the students will have difficulties mastering exact questions of the test, thus needing to utilizing mastery skills. 

Extension activities and/or homework will be presented on a choice board format, allowing the students to have an option of supportive activities or homework in which they feel most comfortable in completing with success. Options may include: designing a grocery store list given a specific small amount of money with the goal of creating a meal for four people and to use rationale practices to justify their choices, prepare a depression style dessert (it shall be noted all health concerns may alter this technique), presenting artwork (in the medium of their choice), or writing speeches presenting identification of the issues concluding the 1920s and ideas in which the speaker would suggest to fix the economical problem. This is not an all inclusive list and is subject for modification. Extension activities and homework shall and will have options where individual or group work is offered.

Resources used: 

1. Black Thursday and the Decline of the 1920’s – Discovering the 1920s. (2023, April 25). Ramapo.edu. https://dh-wordpress.ramapo.edu/discovering1920s/blog/2023/04/25/black-thursday-and-the-decline-of-the-1920s/. 
2. Black Tuesday | American history [October 29,1929] | Britannica. (n.d.). Www.britannica.com. https://www.britannica.com/topic/Black-Tuesday-1929. 
3. Bureau of Economic Analysis. (2018). Gross Domestic Product | U.S. Bureau of Economic Analysis (BEA). Bea.gov. https://www.bea.gov/resources/learning-center/what-to-know-gdp. 
4. ‌Bushong, W. (2015). The Life and Presidency of Calvin Coolidge. WHHA (En-US). https://www.whitehousehistory.org/the-life-and-presidency-of-calvin-coolidge. 
5. Cunningham, J. M. (2025, March 23). Roaring Twenties. Encyclopedia Britannica; Britannica. https://www.britannica.com/topic/Roaring-Twenties. 
6. Davis, C., & Taube, S. (2017, June 21). Stock Market: What It Is, How It Works. NerdWallet. https://www.nerdwallet.com/investing/learn/what-is-the-stock-market. 
7. ‌Economy. (n.d.). Education.nationalgeographic.org. https://education.nationalgeographic.org/resource/resource-library-economy/. 
8. ‌FDR Library. (2016). Great Depression Facts - FDR Presidential Library & Museum. Fdrlibrary.org; Franklin D. Roosevelt Presidential Library and Museum. https://www.fdrlibrary.org/great-depression-facts. 
9. Federal Judicial Center. (2025). Prohibition in the Federal Courts: A Timeline | Federal Judicial Center. Fjc.gov. https://www.fjc.gov/history/exhibits/prohibition-in-federal-courts-timeline. 
10. Hamilton, D. (2017, July 31). Herbert Hoover: Life in Brief | Miller Center. Miller Center. https://millercenter.org/president/hoover/life-in-brief. 
11. ‌Hendrickson, J. (2021, November 3). Remembering Warren G. Harding: The Original America First President - ITR Foundation. ITR Foundation. https://itrfoundation.org/remembering-warren-g-harding-the-original-america-first-president/. 
12. Hutchinson, G. (2018). Harlem Renaissance | Definition, Artists, & Time Period. In Encyclopædia Britannica. Britannica. https://www.britannica.com/event/Harlem-Renaissance-American-literature-and-art. 
13. ‌Investor.Gov. (2024). Bonds. Investor.gov. https://www.investor.gov/introduction-investing/investing-basics/investment-products/bonds-or-fixed-income-products/bonds. 
14. ‌kratz, jessie. (2019, May 14). What is Suffrage? Pieces of History. https://prologue.blogs.archives.gov/2019/05/14/what-is-suffrage/. 
15. ‌‌Luther, D. (2022, July 14). Law of Supply Defined. Oracle NetSuite. https://www.netsuite.com/portal/resource/articles/erp/law-of-supply.shtml. 
16. ‌Market. (2022). United Nations Economic and Social Commission for Western Asia. https://www.unescwa.org/sd-glossary/market. 
17. Mutual Funds | New York State Attorney General. (n.d.). Ag.ny.gov. https://ag.ny.gov/resources/individuals/investing-finance/mutual-funds. 
18. Ntara, C. (2022). Demand in Economics | Definition & Examples. Study.com. https://study.com/learn/lesson/demand-in-economics.html. 
19. Pennsylvania Department of Education. (2019). View Standards - SAS. Pdesas.org. https://www.pdesas.org/Standard/View. 
20. ‌Photograph of a “Hooverville,” 1936 | Gilder Lehrman Institute of American History. (n.d.). Www.gilderlehrman.org. https://www.gilderlehrman.org/history-resources/spotlight-primary-source/photograph-hooverville-1936. 
21. Roaring 1920s / “Flappers” Overview. (n.d.). https://phs.phoenix.k12.or.us/uploaded/faculty/Cornet_curriculum/Flappe…
22. ‌Scarcity. (n.d.). Econlib. https://www.econlib.org/library/Topics/College/scarcity.html. 
23. ‌U.S. Bureau of Labor Statistics. (2025). Consumer Price Index. Bls.gov; U.S. Bureau of Labor Statistics. https://www.bls.gov/cpi/. 
24. ‌Washington State Department of Financial Institutions. (2025). The Basics of Investing In Stocks. Washington State Department of Financial Institutions. https://dfi.wa.gov/financial-education/information/basics-investing-stocks. 
25. What is economic depression?. (n.d.). Www.equifax.com. https://www.equifax.com/personal/education/personal-finance/articles/-/learn/what-is-depression/. 

6.4. Economic Interdependence 

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . . 

6.4.9.A. Explain why specialization may lead to increased production and consumption (Pennsylvania Department of Education, 2019). 

6.4.9.B. Explain how trade may improve a society's standard of living (Pennsylvania Department of Education, 2019).

6.4.9.G. Describe geographic patterns of economic activities in the United States. 

• Primary – extractive industries (i.e., farming, fishing, forestry, mining) 

• Secondary – materials processing industries (i.e., manufacturing) 

• Tertiary – service industries (e.g., retailing, wholesaling, finance, real estate, travel and tourism, transportation) (Pennsylvania Department of Education, 2019).

6.5. Work and Earnings 

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . . 

6.5.9.A. Define wages and explain how wages are determined by the supply of and demand for workers (Pennsylvania Department of Education, 2019). 

6.5.9.B. Describe how productivity is measured and identify ways in which a person can improve his or her productivity (Pennsylvania Department of Education, 2019).

6.5.9.C. Identify and explain the characteristics of the three types of businesses. 

• Sole proprietorship

 • Partnership 

• Corporation 

(Pennsylvania Department of Education, 2019).

6.5.9.D. Analyze how risks influence business decision-making (Pennsylvania Department of Education, 2019).

6.5.9.E. Define wealth and describe its distribution within and among the political divisions of the United States (Pennsylvania Department of Education, 2019).

6.5.9.F. Identify leading entrepreneurs in Pennsylvania and the United States and describe the risks they took and the rewards they received (Pennsylvania Department of Education, 2019).

6.5.9.G. Explain the differences among stocks, bonds and mutual funds (Pennsylvania Department of Education, 2019).

8.1. Historical Analysis and Skills Development

Historical Analysis and Skills Development are learned through and applied to the standards statements and their descriptors via Pennsylvania History (8.2.), United States History (8.3.), and World History (8.4.).

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . . 

8.1.9.A. Compare patterns of continuity and change over time, applying context of events (Pennsylvania Department of Education, 2019).

8.1.9.U.A. Evaluate patterns of continuity and change over time, applying context of events (Pennsylvania Department of Education, 2019).

8.1.9.C. Construct research on a historical topic using a thesis statement and demonstrate use of appropriate primary and secondary sources. (Reference RWSL Standard 1.8.8 Research) (Pennsylvania Department of Education, 2019).

8.1.U.C. Analyze, synthesize, and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. (Reference RWSL Standard 1.8.11 Research) (Pennsylvania Department of Education, 2019).

8.2. Pennsylvania History

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . . 

8.2.9.A. Contrast the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S. (Pennsylvania Department of Education, 2019).

 8.2.U.A. Evaluate the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S. (Pennsylvania Department of Education, 2019).

8.3. United States History

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . . 

8.3.9.A. Compare  the role groups and individuals played in the social, political, cultural, and economic development of the U.S. (Pennsylvania Department of Education, 2019).

8.3.U.A. Compare  the role groups and individuals played in the social, political, cultural, and economic development of the U.S. (Pennsylvania Department of Education, 2019).

•  English language learners (ELL): ELL students shall and will have available resources for translation. ELL students shall and will have available resources to multiple visuals that they could connect or identify rather than having the students grow frustrated with the pronunciation of some English words. ELL/ELD students shall and will receive appropriate lextile text with supportive electronic applications that will assist students with pronunciation and spelling. The students shall and will receive available visuals that are aligned with the standards. All resources shall and will be reviewed by the student’s ELL/ELD educator. 

• Students with special needs: Students shall and will receive all SDIs that are written in their IEP. The students’ Special Education teacher (Case Manager) will be consulted from the beginning of the lesson designs. The Special Education teach will guide or make modifications that they deem fair and appropriate for that student. This is not to suggest the regular education teacher expects the Special Education teacher to perform their work, however it could be an oversight of the regular education teacher of a student’s SDI where the Special Education teacher might have picked up on. SDIs may include (not limited to) speech-to-text applications, fewer choices during assignments and assessments, shorter essay answers, quiet area to perform the assignment and assessments under the supervision of the special education case manager, preferencial seating, and extended time, 

• Students with gifted abilities: Students shall and will receive all SDIs that are written within their gIEP (Gifted IEP). Consultation with the student’s Special Education teacher shall be implemented. The Special Education teacher will guide or make modifications that they deem fair and appropriate for that student. This is not to suggest the regular education teacher expects the Special Education teacher to perform their work, it could be an oversight of the regular education teacher of a student’s SDI where the Special Education teacher might have picked up on. All lessons will be submitted to the student’s Special Education teacher during the beginning stages of the lesson design.

• Early finishers (those students who finish early and may need additional resources/support): Students shall and will have enrichment opportunities that will support a deeper understanding of the topics and concepts. Students might be asked to make a project at the teacher’s discretion to display to the educator the student has comprehended the core concepts.

Annotated Bibliography

Calvin Coolidge | 60-Second Presidents. (2021). PBS LearningMedia. 

https://wvia.pbslearningmedia.org/resource/49d5eab2-e221-4f79-b374-ce7a655c88f2/calvin-coolidge-60-second-presidents/.

Breaking down the presidency and featured on the PBS Learning Media website, this simple and to the point description of the Coolidge presidency, can be used during the first day of the lesson as a support to compare and contrast the three Presidents during the 1920s. Allowing students to see, hear, and conceptualize the similar nature of the three presidents and contrasting them as well. Using more in tune visuals, like a playful use of an email still displays the key factors and points of this President. The emphasis of his economic ideology and how his policies are still relevant today are a major thread of this crash course video. The length of this video is beneficial as students and educators alike could pause and rewind in seconds due to the amount of information that is given. The extraordinary focus of his conservative policies enforce the notion of why the 1920s were indeed roaring during his presidency. 

‌Herbert Hoover | 60-Second Presidents. (2021). PBS LearningMedia. 

https://wvia.pbslearningmedia.org/resource/178f658b-67b7-41b8-ba53-55f6d62ba2a7/herbert-hoover-60-second-presidents/. 

Following the very lucrative presidency of Calvin Coolidge, Herbert Hoover, who is described as a competent and incompetent man, although a Republican, had some policies unlike his predecessors. The biggest take away was the focus of the Crash on Wall Street in 1929 as well as his historic response. Staying true to the country, although some may challenge this idea, Hoover remained staunch on his beliefs and refused to execute any orders unconstitutionally (via text message) although the state of the country was in extreme distress. With the brief mention of Harding’s Teapot Dome Scandal, students can then reason why Hoover was hesitant to perform any unconstitutional acts. Allowing the audience to conclude to a solid and more concrete decision as to whether or not President Hoover was indeed to blame for The Great Depression.The video could wrap up the 1920s and provide substantial evidence of the governmental backdrop.

SMG InvestQuest. (2025). Smgiq.org. https://smgiq.org/. 

The Stock Market InvestQuest interactive activity allows students to experience what it would be to own stocks. Given $100,000, students may buy and sell shares of companies in which they own. If a student does not meet the criteria due to not buying enough or selling enough, the game notifies the player. This interactive reinforcement tool provides a smooth step by step instruction. This resource, although the companies match the popular companies of today (Amazon, Disney, etc), the overall idea of risking money, watching it grow and becoming wealthy and losing it all in a matter of several minutes may allow students to feel the velocity of the thrill watching themselves become ‘rich’ and grasp onto the panic and fear of watching the market fall. These feelings mimic those who witnessed the Stock Market crash. The role playing, although in a controlled form, allows students to experience the lesson in an alternative route that taps into their emotional state. 

The Economy of the Roaring Twenties In this interactive tutorial, learn about the 

economy of the 192 ... (2026). Cpalms.org. https://www.cpalms.org/PreviewResourceStudentTutorial/Preview/150922.

Fun and interactive, this longer in length (35 minutes) support is broken down into chapters that are fragmented into smaller sections with titles that can help students find in which area they might be struggling in and review specific concepts in which they might have difficulty understanding or grasping. Hitting all key points that are designed within the WebQuest and three day lesson plan, this reinforcement and enrichment tool is designed to help students hear the repetitive topics, concepts, and objectives in a different platform. The mini quizzes given through the entire lesson is a marvelous way to review and enforce the prior knowledge in which was demonstrated and taught in the lesson held in the classroom. The resource carefully connects the lessons with a common theme before introducing the mini quiz, which allows the audience to feel less pressure in retaining information as the information that is given is smaller and might be easier to understand and master. 

Video: The Roaring 20s | US History II (OS Collection). (2026). Lumenlearning.com. 

https://courses.lumenlearning.com/suny-ushistory2os2xmaster/chapter/video-the-roaring-20s/.

The 13 minute video from Crash Course, illustrates the major factors, events, and people that were prominent during the 1920s. Using a quick, attention grabbing style that is helpful for students, the amount of information that is provided supports any portion of a lesson regarding the 1920s. Although many facets are mentioned, the detail of the economy and presidential economic ideologies. Details that allow audiences to gain a better understanding of the manner in which the three presidents of the 1920s conducted the federal government. Examining the gross injustices in an economic sense is apparent and profound, especially in the sector of agriculture. Noting the result of what laissez faire government is capable of, the information that is given may allow audiences to reexamine when did the Great Depression begin. This piece of information may offset the image of a luxurious lifestyle in which many Americans have come to accept as the 1920s.  ‌

Warren G. Harding | 60-Second Presidents. (2021). PBS LearningMedia. 

https://wvia.pbslearningmedia.org/resource/0b0838f3-0b23-4c8e-a2a5-3d9e69bc9924/warren-g-harding-60-second-presidents/. 

Displaying the controversial presidency of Warren G. Harding, PBS Learning Media explains the task that faced President Harding. The charismatic president wooed the American citizens and promised ‘normalcy’. Setting the stage for students, the time in which Harding took to office was shortly after World War I. The world, especially America, was tired and needed a fresh start in the new decade. With this key fact into play, understanding the ‘why’ and ‘how’ about his policies come into focus. The imagery is playful and appeals to younger generations, which is critical as many predominant figures of this time may appear boring. The one minute video briefly mentions the policies in which Harding held as appropriate for the country, while keeping in mind the ‘War to End All Wars’ just concluded the minor mentions does not appear to be inappropriate for a lesson about the 1920s. Viewing the 60-second video about President Harding may allow some to create a foundation in which other presidencies may build upon in the years to follow.

‌‌You Decide: Were the 1920s the “Roaring ’20s”? | Interactive Lesson:: (n.d.).

 Lsintspl3.Wgbh.org. https://lsintspl3.wgbh.org/en-us/lesson/ush22-soc-yd-roaring20s/1.

To be used during day 3, this hidden gem proves to pose the question that is proposed in the beginning of the day 3 lesson- Were the 1920s the ‘Roaring Twenties’? The delicate balance of all that embodied this decade, the students could independently or group activity view and analyze this resource in order to form an abstract higher order thinking conclusion. Although this source is more geared towards the culture, climate, and societal issues plaguing the country, students are to keep in mind the economic prosperity, freedom of women, and opportunities that were bountiful for many Americans that was raging throughout this decade, the dark underside should not be ignored, thus allowing this resource to be used as a reinforcement and create a sound conclusion is to be expected with strong details. The answer to the question should be thoughtful and carefully detailed keeping in mind all factors of the era.