A Consumer Economy Distance Learning

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This is the eighth lesson in my Roaring Twenties Unit, in which students will explore if a consumer economy is a “good” thing?

Bellwork: Examine the chart and answer the questions below

Activity 1: Read the passage, “Growth in the 1920s” and answer the scaffolding questions below.

Activity 2: Read the passage, “The Automobile Age" and answer the scaffolding questions below.

Exit Ticket: Suppose you are looking for work in the 1920s. In what industries might you be most likely to find work? What types of work should you avoid? Explain your answer.

If you like this lesson, please check out the rest of my Roaring Twenties Unit below

The Roaring Twenties Unit

  1. The Roaring Twenties Vocabulary Distance Learning
  2. The Red Scare and Labor Strikes Distance Learning
  3. W.E.B DuBois vs. Booker T. Washington Distance Learning
  4. Marcus Garvey Inquiry Distance Learning
  5. Social Change and The Harlem Renaissance Distance Learning
  6. Scopes Trial Inquiry Distance Learning
  7. Prohibition Inquiry Lesson
  8. A Consumer Economy Distance Learning
  9. Stock Market Project Distance Learning
  10. Race Riots in the 1920s Inquiry Distance Learning
Total Pages
4 pages
Answer Key
Teaching Duration
45 minutes
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to see state-specific standards (only available in the US).
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.


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