Key Topic 1: the US Economy, 1919 29

Key Topic 1: The US Economy, 1919–29

Lesson plan page 7

The US Government

Lesson objectives:
By the end of this lesson, students will be able to:

describe the main features of the US political system
identify the strengths and potential limitations of the system.

Starter
Activity 1: ask students to name any important people/institutions in the US political system that they know of. Students will probably mention the President, Congress (House of Representatives and the Senate), but may not be as familiar with the Supreme Court.
Development
Activity 2: students read page 7 and look at the second diagram showing the separation of powers of the President, Congress and Supreme Court. Students use the information to answer the question: How does the American system prevent the President from becoming a dictator?
Possible responses: can’t pass laws without the approval of Congress; the Supreme Court can declare laws unconstitutional. But the President does have the power to propose laws, appoint government ministers and control the armed forces.
Activity 3: students make a copy of the Venn diagram on page 7, and use it to answer the question: What are the strengths and possible limitations of this divisions of federal and state responsibilities? The death penalty, which is in force in some states but not in others, is a clear example to illustrate the concept of state/federal responsibilities.
Possible responses: strengths of this separation of federal and state responsibilities: it prevents the central government having too much power; it allows localities to have laws to suit their local populations (and given the size and diversity of the US this seems fair); possible limitations of this separation of federal and state responsibilities: sometimes not clear whether the state or the federal government should make the decision (see shared responsibilities on the diagram) and this may lead to conflict between the state and federal government; it may be hard for the federal government to pass laws which are best for the whole country if they face opposition from some states. Explain to students that these issues do cause conflict between federal and state government, and that strong defenders of state government responsibilities refer to them as ‘states’ rights’ and emphasise that these are upheld by the constitution.
Conclusion
Ask students in what ways the American system is similar/different to the UK system.
Possible responses: similarities: both systems have built in checks and balances to prevent the leader having too much power; both have an elected leader; both have an elected Congress/Parliament whose consent is required to pass laws; differences: the US has a written constitution against which laws can be checked, but the UK does not have a written constitution; the US has a federal structure in which states retain considerable powers; in the UK there is no federal structure – the regions do not have significant powers independent of the central government.

Lesson plan pages 8–9

Impact of the First World War (1)

Lesson objectives:
By the end of this lesson, students will be able to:

identify the main social and economic effects of the First World War on America
explain the extent to which Americans felt optimistic after the end of the war.

Starter
Students read pages 8–9 which explain the impact of the First World War on America.
Development
Activity 1: students fill in the table on Worksheet 1a to show the reasons for optimism about the future in the US and the reasons for concern about the future in the US after the First World War, using the information on pages 8–9.
Possible responses: reasons for optimism: no war damage to rebuild; massive increase in production and trade during the war in industries supplying war-torn Europe had led to growth of factories and increase in profits; full employment and good wages for workers due to increased wartime demand for US goods in Europe; farmers had made big profits during the war due to the demand for the export of US grain to Europe; new mass-production techniques first used during the war made industry more efficient; US had made loans to many European countries during the war and so could expect to make profits as these were repaid (plus interest) after the war; reasons for pessimism/concern: now the war was over the European demand for American goods might decrease and leave the American goods unsold; the price of US wheat dropped considerably after the war (due to the reduction in European demand); farmers might fall into debt (especially those who had taken out loans to buy more land and equipment during the war); wages fell after the war and there were strikes and discontent amongst workers, some of whom became unemployed; the government’s belief in laissez faire meant that those who suffered from the downturn in the economy received little help.
Activity 2: students complete the Activity on page 8 using Worksheet 1b to draw the graph.
Conclusion
Ask students to consider which are the stronger: the reasons for optimism or for pessimism in the US after the war, and to give reasons to justify their response.
Homework
Students practise making inferences from sources by answering the exam question on page 9: What can you learn from Source C about prosperity in the USA?

Worksheet 1a (pages 8–9)

What was the impact of the First World War on America?

Use the information on pages 8–9 to fill in the table below to record the reasons for optimism and the reasons for pessimism/concern in America in the years following the end of the First World War.
Reasons for optimism / Reasons for pessimism/concern

Key Topic 1: The US Economy, 1919–29

Worksheet 1b (pages 8-9) A graph of the changing price of wheat in the US between 1915 and 1945

$2.5-

$2.4-

$2.3-

$2.2-

$2.1-

$2.0-

$1.9-

$1.8-

$1.7-

$1.6-

$1.5-

$1.4-

$1.3-

$1.2-

$1.1-

$1.0-

$0.9-

$0.8-

$0.7-

$0.6-

$0.5-

$0.4-

$0.3-

$0.2-

$0.1-

$0.0-

1915191719191921192319251927192919311933193519371939194119431945

Key Topic 1: The US Economy, 1919–29

Lesson plan pages 10–11

Impact of the First World War (2)

Lesson objectives:
By the end of this lesson, students will be able to:

describe the main features of US foreign policy after the First World War
describe US policies towards immigrants after the First World War
explain the reasons for these policies on immigration and foreign affairs.

Starter
Activity 1: students read the section ‘Isolationism’ on page 10 and write a definition of isolationism (not becoming involved in world politics). Ask students to list possible reasons why Americans might wish to pursue a policy of isolationism after the First World War.
Possible responses: after the experience of the First World War, America did not wish to be dragged into any more European conflicts; America felt she was a long way from Europe and so did not have to involve herself too closely in European affairs (this was in the period before fast international travel); after the horrors of the war public opinion was against involvement in Europe/League of Nations and this impacted on presidential decisions.
Development
Activity 2: students read the section ‘Financial isolationism’ and answer the following question: What were the positive and negative consequences for America of the government increasing the import tariffs?
Possible responses: the positive consequences: by making imported goods more expensive it encouraged Americans to buy American goods, which boosted the domestic market; the negative consequences: other countries retaliated by placing high import tariffs on US goods which made it harder to sell US goods abroad as US exports became more expensive to buy. This was particularly dangerous because, although the US market would be enough to sustain the US economy for a while, there were not enough rich Americans to support the huge increase in production that had taken place in the early 1920s, so there might be problems in the future due to an inability to sell the goods produced in the factories.
Activity 3: students read page 11 and write definitions of the 1921 Emergency Quota Act and the 1924 Immigration Act. Ask students to consider the reasons why the government would want to limit the numbers of immigrants entering America.
Possible responses: they were wrongly seen as stupid (although many were poorly educated); inferior; more likely to commit crimes; radical in their political views (US fears at the time especially focused on communists and anarchists); they would be an economic drain on the wealth of the country.
Conclusion
Activity 4: students answer the question: What is the message of cartoon in Source H on page 11?

Lesson plan page 12–13

Mass production

Lesson objectives:
By the end of this lesson, students will be able to:

describe the key features of mass production technique
explain the effects of mass production
explain the importance of the motor industry to economic prosperity.

Starter
Activity 1: students read page 12, which describes the main features of the mass-production technique.
Development
Activity 2: students either script an interview with Henry Ford or write a promotional pamphlet by Ford Motors which explains the main features of the mass-production technique including: standardisation, division of labour, the assembly line. Students should use the information on page 12 and Source A.
Activity 3: ask students to consider the effects that the boom in the car industry might have on other aspects of the US economy. Students fill in Worksheet 1c to show the consequences of the mass production of cars on the US economy.
Possible responses: the techniques of mass production could (and were) used in other industries to increase production; the increasing ownership of cars generated an increase in the need to build roads and suburban housing as people could increasingly drive to work (therefore generating employment in the construction industry); increasing production of cars meant more people were employed in the car industry and so had wages which they wanted to spend on consumer goods, therefore generating demand and production in other industries; the increased production of cars generated increased demand for the raw materials needed to produce them (petrol, steel, glass, etc.) and so generated increased employment in these areas.
Conclusion
Students answer question 2 on page 13: How does Source C show the effects of mass production?
Homework
Students research the appearance and features of the Model T Ford car to produce either a list of its main features or an annotated picture of the car showing its main features.

Key Topic 1: The US Economy, 1919–29

Worksheet 1c (pages 12–13)

Mass production

Use the information on pages 12–13 to fill in the diagram below to show the effects that the boom in the car industry had on other aspects of the US economy.

Key Topic 1: The US Economy, 1919–29

Lesson plan page 14–15

Boom! (1)

Lesson objectives:
By the end of this lesson, students will be able to:

describe the rise of advertising
describe hire purchase schemes
explain why the American economy boomed in the 1920s.

Starter
Activity 1: explain that for an economy to boom it is not enough just to be producing lots of goods; there has to be a large market able and willing to buy these goods, otherwise the goods will go unsold and they will make no profit. Ask students to consider methods that companies might use to ensure maximum sales.
Possible responses: advertising campaigns; sales abroad; credit schemes (which enable customers to purchase the product in instalments after an initial deposit payment – particularly popular with high-value items).
Development
Activity 2: students read page 14 and use the information to fill in Worksheet 1d to show why there was a large market for goods in America in the 1920s.
Possible responses: the development of hire-purchase schemes; increase in employment; increase in wages; increasing numbers of homes connected to the electric grid; advertising.
Activity 3: students answer question 3 on page 15: Explain why people were buying so many more consumer goods in the 1920s. Alternatively, students could secretly decide whether to write a level 1, 2 or 3 answer, then swap with another student to see if the other student can accurate grade the answer.
Conclusion
Activity 4: students answer question 2 on page 15 by drawing their own copy of the ‘boom cycle’.

Worksheet 1d (pages 14-15)

Boom!

Use the information on page 14 to annotate the diagram below to show why there was a boom in the American economy in the 1920s.

Mass production techniquesPlentiful natural resources in the US

Lesson plan page 16–17

Boom! (2)

Lesson objectives:
By the end of this lesson, students will be able to:

describe shares
describe the way in which the stock market works
explain why more and more people in the 1920s were investing in the stock market.

Starter
Activity 1: students read page 16, which explains what shares were and how the stock market works. Students then answer question 3a on page 17.
Possible responses: to work out how many radio shares can be bought for $30 in 1928 calculate: $30/0.94 = 31 shares. Then to calculate the value of the shares in 1929 do: 31 x 5.05 = $156.55, making a profit of $156.55 – 30 = $126.55. For AT & T: $30/0.77 = 38 shares in 1928. In 1929: 38 x 3.04 = $115.52, making a profit of 115.52 – 30 = $85.52
Development
Activity 2: Use the information on page 16 to write the ‘idiot’s guide’ to investing on the stock market. The explanation should include: a definition of what a share is; where you can buy a share; what you get for having bought a share; what influences how much a share is worth; when is the best time to buy and sell shares.
Activity 3: students read page 17 and write a definition of ‘buying on the margin’.
Activity 4: students read the flow diagram on page 17. Ask students to consider the advantages and potential dangers of getting rich by investing on the stock market in the way described.
Possible response: potential advantages: it was possible to make a profit very quickly and with very little effort; potential dangers: buying shares on the margin (with loaned money) is potentially dangerous because people are buying shares with loaned money based on their belief that they will be able to pay the money back with the profits they make when the value of their shares rises. However, if for some reason the value of their shares does not rise, they will not be able to pay back the money and will be left with virtually worthless shares; as it seemed quick and easy to make profits it would also be tempting to invest a lot of money or instead of repaying loaned money to the bank, to take out more loans on the expectation of being able to make even more money on the stock market. If anything went wrong, these would leave you (and possibly the bank) heavily in debt.
Conclusion
Ask students if they would have invested in the stock market in America in the 1920s and to justify their decision.

Lesson plan page 18–19

Not all winners

Lesson objectives:
By the end of this lesson, students will be able to:

identify groups of people who did not share in the prosperity of the 1920s
explain the reasons why these groups did not share in the prosperity of the 1920s
make inferences from sources.

Starter
Students read pages 18–19, which describe the groups of people who did not share in the prosperity of the 1920s.
Activity 1: students use Source A on page 18 to fill in the next section of the graph on Worksheet 1b, which charts the price of wheat in America.
Development
Activity 2: students use the information on pages 18–19 to write three character profiles or interviews with a farmer, a coal or railway worker and a low-paid labourer. These profiles/interviews should include information about the ways in which life was difficult and an explanation of who/what they blamed for their hardships.
Activity 3: ask students to consider if there are any similarities in the reasons why these groups are in poverty.
Possible responses: low wages; lack of demand for the things they produce (sometimes due to overproduction (as in farming and the older industries), sometimes due to the invention of new technologies (as in the older industries); lack of help from the government (which believed in laissez faire) also added to their hardships (for example because employers were not forced to pay a decent wage).
Activity 4: students answer the exam question on page 18: Was the development of new technologies the main reason why farming and the older industries did not share the prosperity of the boom years?
Conclusion
Ask students to identify the main message of Source B on page 19.
Possible responses: the cartoon highlights the poverty of farmers, in contrast to the wealth (boom) generated by industry in the cities. This is shown in the cartoon by the factory chimneys belching dollar signs, and yet the poverty stricken farmer has had to put his farm up for sale.