Between the Wars INTRODUCTION to the AIMS TEACHING MODULE (ATM) SE C T I O N 1 Rationale

American Chronicles Series Between the Wars INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) SE C T I O N 1 Rationale ...... 4 (Blue) Organization and Management ...... 5 Features ...... 6

INTRODUCING BETWEEN THE WA R S SECTION 2 Themes ...... 11 (Purple) Overview ...... 11 Objectives ...... 12

PREPARATION FOR VIEWING SE C T I O N 3 Introduction to the Program ...... 13 (Green) Introduction to Vocabulary ...... 13 Discussion Ideas ...... 13 Focus ...... 13 Jump Right In ...... 14

AFTER VIEWING THE PROGRAM SECTION 4 Suggested Activities ...... 15 (Red) Vocabulary ...... 19 Checking Comprehension ...... 20 Depression, Recession, Panic ...... 21 Speaking in Metaphors ...... 22 Then and Now ...... 23 Find the Base ...... 24 Test ...... 25

ADDITIONAL AIMS MEDIA PROGRAMS ...... 27

ADDITIONAL READING SUGGESTIONS ...... 27

ANSWER KEY ...... 28

1 © Copyright 1995 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of technology resources serving schools and libraries for nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

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AIMS TEACHING MODULE WRITTEN BY BETH WINSON

2 Congratulations!

You have chosen a learning resource that will actively motivate your students AND provide you with easily accessible and easily manageable instructional guidelines designed to make your teaching role efficient and rewarding.

The AIMS Teaching Module accompanies a program keyed to your classroom curriculum. The ATM includes instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.

This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs.

In today’s classrooms, educational pedagogy is often founded on Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The practical application of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels, from the simple to the complex: Knowledge (rote memor y skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion).

The AIMS Teaching Module is designed to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning with the students’ life experiences, realities, and expectations. AIMS’ learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today’s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities.

To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections, identifiable by their color across the top of the page and at the side tab margin. You are reading SECTION 1, INTRODUCTION TO THE AIMS TEACHING MODULE (ATM).

SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum.

SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to using the program with your students.

SECTION 4, AFTER VIEWING THE PROGRAM provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas.

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module is designed to accompany a program written and produced by some of the world’s most credible and creative writers and producers of educational technology resources. To facilitate diversity and flexibility in your classroom, your AIMS Teaching Module features these components:

Themes

The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas.

Overview

The Overview provides a synopsis of content covered in the program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation.

Objectives

The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic.

SECTION 3 Discussion Ideas are designed to SECTION 4 help you assess students’ prior In preparation for using the knowledge about the topic and to After your students have interacted program, the AIMS Teaching Module give students a preview of what with the program, you may integrate offers activity and/or they will learn. Active discussion any or all of these activities with other discussion ideas that you may use stimulates interest in a subject and curriculum content areas, provide in any order or combination. can motivate even the most reluctant reinforcement, assess comprehension learner. Listening, as well as speaking, skills, or provide hands-on and Introduction To The Program is active participation. Encourage in-depth extended study of the topic. your students to participate at the Introduction to the Program is rate they feel comfortable. Model designed to enable students to recall sharing personal experiences when or relate prior knowledge about the applicable, and model listening to topic and to prepare them for what students’ ideas and opinions. they are about to learn. Focus Introduction To Vocabulary Help learners set a purpose for Introduction to Vocabulary is a using the program with Focus, review of language used in the designed to give students a focal program: words, phrases, usage. point for comprehension continuity. This vocabulary introduction is designed to ensure that all learners, Jump Right In including limited English proficiency learners, will have full understanding Jump Right In provides abbreviated of the language usage in the content instructions for quick management of the program. of the program.

© Copyright 1995 AIMS Media A Multimedia Group SUGGESTED Critical Thinking In The Newsroom ACTIVITIES Critical Thinking activities are Each AIMS Teaching Module contains The Suggested Activities offer ideas designed to stimulate learners’ own a newsroom activity designed to help for activities you can direct in the opinions and ideas. These activities students make the relationship between classroom or have your students require students to use the thinking what they learn in the classroom and complete independently, in pairs, or process to discern fact from opinion, how it applies in their world. The in small work groups after they have consider their own problems and purpose of In The Newsroom is to used the program. To accommodate formulate possible solutions, draw actively involve each class member in your range of classroom needs, the conclusions, discuss cause and effect, a whole learning experience. Each activities are organized into skills or combine what they already know student will have an opportunity to categories. Their labels will tell you with what they have learned to perform all of the tasks involved in how to identify each activity and help make inferences. production: writing, researching, you correlate it into your classroom producing, directing, and interviewing curriculum. To help you schedule Cultural Diversity as they create their own classroom your classroom lesson time, the news program. AIMS hourglass gives you an estimate Each AIMS Teaching Module has an of the time each activity should activity called Cultural Awareness, Extended Activities require. Some of the activities fall Cultural Diversity, or Cultural into these categories: Exchange that encourages students These activities provide opportunities to share their backgrounds, cultures, for students to work separately or Meeting Individual heritage, or knowledge of other together to conduct further research, Needs countries, customs, and language. explore answers to their own questions, or apply what they These activities are designed to aid Hands On have learned to other media or in classroom continuity. Reluctant content areas. learners and learners acquiring These are experimental or tactile English will benefit from these activities activities that relate directly to the Link to the World geared to enhance comprehension material taught in the program.Your of language in order to fully grasp students will have opportunities to These activities offer ideas for content meaning. make discoveries and formulate ideas connecting learners’ classroom on their own, based on what they activities to their community and Curriculum Connections learn in this unit. the rest of the world.

Many of the suggested activities are Writing Culminating Activity intended to integrate the content of the ATM program into other content Every AIMS Teaching Module will To wrap up the unit, AIMS Teaching areas of the classroom curriculum. contain an activity designed for Modules offer suggestions for ways These cross-connections turn the students to use the writing process to reinforce what students have classroom teaching experience into to express their ideas about what they learned and how they can use their a whole learning experience. have learned. The writing activity may new knowledge to enhance their also help them to make the connection world view. between what they are learning in this unit and how it applies to other content areas.

© Copyright 1995 AIMS Media A Multimedia Group VOCABULARY CONSUMABLE TEST ACTIVITIES Every ATM contains an activity that The AIMS Teaching Module Test reinforces the meaning and usage of The AIMS Teaching Module provides permits you to assess students’ the vocabulary words introduced in a selection of consumable activities, understanding of what they have the program content. Students will designed to specifically reinforce the learned. The test is formatted in either read or find the definition of content of this learning unit. Whenever one of several standard test formats each vocabulary word, then use the applicable, they are arranged in to give your students a range of word in a written sentence. order from low to high difficulty level, experiences in test-taking techniques. to allow a seamless facilitation of the Be sure to read, or remind students CHECKING learning process. You may choose to to read, the directions carefully COMPREHENSION have students take these activities and to read each answer choice home or to work on them in the before making a selection. Use the Checking Comprehension is designed classroom independently, in pairs Answer Key to check their answers. to help you evaluate how well your or in small groups. students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students’ needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by interacting with the program a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test.

After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs.

ADDITIONAL READING SUGGESTIONS

AIMS offers a carefully researched list of other resources that you and your students may find rewarding.

ANSWER KEY

Reproduces tests and work pages with answers marked.

© Copyright 1995 AIMS Media A Multimedia Group American Chronicles Series THEMES Between the Wars The ten titles in the American Chronicles series address many major Seeds of Discord (1933-1936) and the first Allied assault on themes in the Social Sciences Hitler and Mussolini plan to conquer the Nazi-held Europe is disastrous. Hitler’s curriculum, including Presidential world. American workers form labor great losses on the Russian front mark Politics; International Foreign Policy; unions. Gandhi leads India in its a turning point. Eisenhower leads the Capitalism, Communism, and struggle for self-rule; Batista seizes Allies to victory over German troops. Dictatorships; World War II Battles and power in Cuba; Mao Tse-Tung’s U.S. forces prepare for air attacks on Boundaries; The Korean Conflict; The communists throw China into civil war; Germany. Patton takes Sicily. Italy Cold War; and World Leaders. Minor Japan invades Manchuria; and King surrenders and turns against Hitler. themes include Geography; Women In Alexander of Yugoslavia is assassinated. America turns the war in the Pacific in History; Minority Contributions to In the U.S., the Great Depression lifts as its favor by defeating Japan at American Life; History of Warfare and the manufacturing of arms increases. Midway. Weaponry; The Arab-Israeli Conflict; Nationalism and Communism in China; Prelude to War (1935-1939) End of the Ordeal (1943-1945) and American Recreation and Leisure. Britain’s King Edward abdicates to The Normandy invasion is successful. marry American divorcee and When France is liberated, General OVERVIEWS commoner Wallis Simpson. Focusing on de Gaulle becomes head of the entertainment, Americans are thrilled by government. At the Yalta Conference, Below is an overview of the ten DiMaggio, rodeo, and racing. Hitler FDR, Churchill, and Stalin divide the segments in the American Chronicles rallies the German youth, imprisons spoils of war. President Roosevelt dies Series. This segment, Between the Jews, forms an Axis alliance with Italy, in office; Germany finally surrenders Wars, is in boldface type. and retakes the Rhineland. Civil war on May 7, 1945; Hitler commits tears Spain apart. Japan conquers suicide. The war leaves Europe devas- Between The Wars (1918-1939) one-third of China. Russia signs a peace tated. Japan launches kamikaze The years following pact with Hitler. America begins attacks to beat America in the Pacific. World War I are an era of wild construction of war materials. President Truman approves dropping abandon in America. Daredevil atomic bombs on Hiroshima and barnstormers catch the public The Darkest Hour (1939-1941) Nagasaki. Japan surrenders on eye; automobiles roll off Hitler invades Poland and marches on September 2, 1945. assembly lines; the flights of Norway, Belgium, and Holland; and Amelia Earhart gain national with Mussolini, moves into France. As Out of the Ashes (1945-1949) attention. But disaster dampens France and Britain declare war on At the end of the most destructive war the high spirits. Floods and dust Germany, Britain withstands enormous in history, the trials at Nuremberg and storms leave millions destitute; punishment. FDR pledges to keep the military tribunal in Tokyo condemn the Hindenburg tragically and America out of war, even though the first “war criminals” to death. The U.N. is mysteriously explodes into peacetime conscription drafts one million established in 1946 to maintain flames; and the Depression young men. Japan, now allied with Nazi lasting world peace. Relieved, sweeps America. FDR, perhaps Germany, attacks Pearl Harbor. Americans throw themselves into the nation’s most popular sports and recreation at war’s end. president, leads the country The Turning Point (1941-1944) The Cold War begins as the Soviets back onto its feet. MacArthur leads the U.S. war effort walk out of the U.N. in disagreement, against Japan as Hitler declares war on and build defenses along their America. Japan takes the Philippines, borders.

© Copyright 1995 AIMS Media A Multimedia Group American Chronicles Series: Between the Wars The U.S. airlifts supplies to West Berlin Hillary and Tenzing Norkay climb Mount OBJECTIVES over the Soviet blockade. The FBI Everest. Stalin dies, leaving Khrushchev searches out Americans who may be to develop his “Good-guy diplomacy.” To examine how American life Communists. In 1949, Mao Tse-Tung In the arms race between U.S. and changed in the two decades establishes Communism on mainland Russia, the U.S. unveils the Nike surface- following the end of World War I. China. to-air missile. France withdraws troops from Vietnam; Castro challenges Batista To trace the effects of assembly- Policing the Peace (1948-1951) in Cuba; U.S.-backed dictator Juan line production on the nation’s Israel is proclaimed a state and conflict Peron is ousted from Argentina; Red economy and on wage earners. with Arab nations ensues. Egypt China takes islands belonging to Taiwan. seizes the Suez Canal; Israel invades Anti-U.S. sentiment grows in South To demonstrate how government the Sinai Peninsula. Gandhi is America. policies and programs helped assassinated; India wins its the nation rebuild after the independence. Ethiopia inspires other The Fragile Balance (1955-1961) Depression. African nations to demand Major nuclear powers meet in Geneva independence. Communist North for the first summit conference. Disarma- To discuss women’s expanding Korean troops cross into South Korea. ment is proposed but no agreement is roles in American society. A U.N. peacekeeping force is sent in. reached. The arms race between the Red China then gives military aid to U.S. and the Soviet Union heats up. The To examine the beginnings of the North Korea. U.S. tests the effects of radiation on enduring popularity and influence troops and equipment by exploding hun- of President Franklin D. Roosevelt. The Age of Anxiety (1952-1958) dreds of bombs. The competition Eisenhower is elected the first between the U.S. and the Soviet Union Republican president in twenty years. moves into space. An American spy In 1953, the Korean War ends, plane is shot down over the U.S.S.R. splitting up Korea. Elizabeth is John Kennedy is elected President in crowned queen of England. Edmund 1960.

NOTES:

Our AIMS Media Educational Department welcomes your observations and comments. Please feel free to address your cor respondence to:

AIMS Media Editorial Department 9710 DeSoto Avenue 12 Chatsworth, California 91311-4409

© Copyright 1995 AIMS Media A Multimedia Group American Chronicles Series: Between the Wars INTRODUCTION TO FOCUS VOCABULARY Tell students to think about these To prepare students for viewing questions as they interact with Between Between the Wars (1918-1939), the Wars. present the words listed below for review. Have students volunteer to What kinds of clothing, transportation, provide the definitions, or work in pairs and machines were used in this era? or small groups to find their meanings and report them to the class: optimism, How do these compare to things used in depression, industry, economy, your everyday life? assembly lines, labor, boom (as in rapid growth), bonus, strike.

DISCUSSION IDEAS

Ask students if they know anyone who was alive in the period from 1918 to 1939. Have students tell what they know about that person, including the kinds of things he or she talks about, and whether or not he or she has mentioned the Great Depression or the World Wars. After several students have volunteered information, help the class form some generalizations about people who lived between the World Wars. Display a map of the United States and have volunteers locate: the Great Plains; New York City; the Atlantic Ocean; San Francisco; Tacoma, Washington; Washington, D.C.; and Hollywood (Los Angeles). For each location, have students discuss and describe as much as they can about the climate and terrain, the people who live there, any notable landmarks, and any notable events that occurred there.

HOW TO USE THE BETWEEN THE WARS AIMS TEACHING MODULE

Preparation Viewing BETWEEN THE WARS After Using BETWEEN THE WARS

Read BETWEEN THE WARS Themes, Make sure the viewing or work Select Suggested Activities that Overview, and Objectives to station environment meets integrate into your classroom become familiar with program individual or group learners’ curriculum. If applicable, gather content and expectations. needs. materials or resources.

Use Preparation for Viewing Provide various opportunities for Choose the best way for students suggestions to introduce the topic students to view the program. to work on each activity. Some to the students. activities work best for the whole group. Other activities are Assemble materials for students to designed for students to work take notes or write in journals. Using Other Technology Tools independently, or in pairs or small groups. Whenever possible, If you have an AIMS Multimedia encourage cooperative discovery title on laser disc, CD-ROM or and learning. CD-i, make sure user is familiar with related hardware operating Duplicate the number of instructions. Vocabulary, Checking Comprehension, and consum- Provide students various able activity pages you will need. opportunities for interaction, depending on their individual You may choose to have students needs, using the linear presentation take consumable activities home, or other program navigational or to complete them in the pathways. classroom, either independently or in small groups or pairs.

Administer the Test to assess students’ comprehension of what they have learned, and to provide them with practice in test-taking procedures.

Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization.

Meeting Individual Needs

Help students imagine the United States in the time between the wars by reviewing World War I. Talk about how the U.S. resisted involvement until Germans began sinking its ships; and then how the United States rallied for support. By the end of the 15 Minutes war, people of the U.S. were longing for democracy and peace.

Cultural Diversity

Begin a parallel discussion about students’ heritage by asking them to find out when the first members of their families came to the United States and from where. Encourage them to make a classroom chart or poster illustrating the cultural diversities in the classroom. If you have any students who do not know their heritage or for whom this may be a sensitive matter, give them the opportunity to make up a “hypothetical” country of origin. To deflect any sensitivities, model by making up a country of origin 20 Minutes for you or someone you know.

Connection to Language Arts

Ask a volunteer to look up the word suffragette; ask another to look up suffragist. Have students give their definitions to the class and discuss the difference in the meanings.

10 Minutes Connection to Health and Nutrition

Introduce the idea of occupational safety by having the class discuss some of the workplace hazards to factory workers mentioned in Between the Wars. Have students talk about the dangers of working extra-long hours, suggesting if necessary that sleep-deprivation and physical exhaustion can lead to mistakes in judgment and physical coordination. Elicit from students that the machinery used by industry laborers was often unsafe and overused, and that this, too, led to accidents and injuries. Include talk about exposure to substances we NOW know are harmful, such as uranium and asbestos. Students may summarize the discussion with comparisons to today’s industrial standards, or by describing how Franklin Roosevelt’s reforms 30 Minutes changed working conditions.

Students learned that in 1933, President Franklin Delano Roosevelt made this statement: “First of all, let me assert my firm belief that the only thing we have to fear...is fear itself.” Have students form their own opinions about the author’s meaning 15 Minutes when he wrote that statement. Then have them write an essay stating and explaining their opinion. Tell students to begin the writing process by jotting down their ideas, then making an outline or concept map of those ideas.Then tell them to write their first draft.

Connection to Language Arts

Franklin Delano Roosevelt was an eloquent leader who made many memorable speeches. Have students research (using Bartlett’s Familiar Quotations, for example,) to find and choose another Roosevelt quotation. Tell students to write the quotation, tell the place and date it was spoken, and write a short paragraph telling why they believe 30 Minutes the statement is memorable.

Link to the World

Remind students of some of the weather extremes that occurred in the United States in the 1920s, many with devastating consequences: drought, dust storms, and floods. Encourage students to talk about some natural disasters that have occurred in their life- time, and ask a volunteer to make a list of their suggestions. Let students work in small groups to find out more about recent natural disasters, beginning with: What was the 30 Minutes cause? What were the effects? Then have the groups make an informal presentation to the rest of the class.

Connection to Science

Interested students may want to find out more about the phenomena of weather and weather’s components, such as winds, fronts, and storms, or to find out how vital an adequate rainfall is to the prosperity of a region and its people. 25 Minutes

In 1937, when Amelia Earhart and her co-pilot vanished over the Pacific Ocean, television was in its earliest stages and was not yet present in most homes, as it is today. Yet news of the disappearance of the “Queen of the Skies” spread quickly across the nation over radio and newspaper headlines. Have newsroom students 25 Minutes research the details of Earhart’s disappearance, and adapt a report for today’s expanded television news “Special.” Encourage the reporters to interview “eyewitnesses” and “aviation specialists” who may have theories concerning her whereabouts. If possible, let students videotape the presentation for viewing again.

Extended Activity

Let interested students find out more about Babe Ruth or Jack Dempsey. Besides their fame as athletes, ask researchers to formulate opinions about WHY each man was so popular. How did his success and fame reflect the times? 25 Minutes

Connection to Visual Arts

If possible, obtain a copy of “The Sheik,” starring Rudolf Valentino for students to view. Ask for their comments about how the movie may reflect the mood of the viewing public. Encourage them to make comparisons between “The Sheik” and movies that are popular today. 20 Minutes

Writing

If students have not already done so, have them review the draft of their essay about President Roosevelt. Tell them to check for content and clarity of meaning, then proofread for spelling and punctuation. You may want to ask volunteers to read their essays to the class, to demonstrate the different ways people have interpreted Roosevelt’s meaning. For reflection, ask students: Is any opinion RIGHT or WRONG? Can opinions change? Why or why not? 20 Minutes

Have students make a visual representation of some of the activities or events of the era between the wars. Provide a list of topics, for example: The Hindenburg, The Normandie, The Tacoma Narrows Bridge, Barnstormers (who flew surplus military 25 Minutes planes. Have students work in pairs or small groups to research their topic, then make a picture illustration or model for display. Then let each pair or group present their findings to the rest of the class.

VOCABULARY Write the definition of these words or phrases as you learned them in Between the Wars (1918-1939). Use a dictionary if you need help. Then write the word in a sentence on the line below its definition.

1. prosperity

2. production

3. trade union

4. destitute

5. administration

6. economic regulation

7. infallible

8. indignity

9. suffrage

10. radical

CHECKING COMPREHENSION

The Answer Box contains names for parts of the era between the wars. Beside each group of phrases, write the letter of the part of the era the group describes.

1. Ecstatic homecoming, America is foremost military and economic power

2. Rudolph Valentino, Jack Dempsey, Babe Ruth, Amelia Earhart

3. Strikes and protests, low wages, long working hours, high cost of living

4. Work camps, industrial regulation, manufacturers lose and then make profits, Civilian Conservation Corps

5. Wild abandon, boom or bust, optimism, age of peace and prosperity, new idols

6. Modern buildings, luxury liners, huge construction projects, innovations

7. Daredevils, barnstormers, race cars, stunt girls

Answer Box

A. Reckless Spirits D. End of World War I B. Roaring Twenties E. Labor Unrest C. Economic Recovery F. Spirit of Progress G. Age of Idols

DEPRESSION, RECESSION, PANIC

Depression, recession, and panic describe different states of our nation’s financial health. These words also have different, but related definitions. Read each pair of definitions. Below each, write a brief description of how you think the definitions are related.

Depression: A crisis. Can last indefinitely. Unemployment increases tremendously. Companies cannot pay their own bills and go out of business. Goods are produced but people cannot afford to buy them. People cannot repay loans and banks go out of business.

Depression: (1) A flattened, hollowed, or dented place; (2) A pressing down or lowering; (3) Sadness or unhappiness.

Recession: A downturn. Is noticed if conditions last for more than one half year. Industries and companies produce less and people buy less. Prices increase.

Recession: (1) An indentation; (2) Growing smaller; (3) Walking away.

Panic: A short period of time in which businesses make less money, and people buy fewer things. Business people become fearful of a possible recession.

Panic: A sudden overpowering fright.

SPEAKING IN METAPHORS

Great Depression:

Dust bowl:

Sultan of Swat:

Nation’s breadbasket:

Roaring twenties:

Now use your own words to write a metaphor that describes American life today. Then tell why you feel it represents our country and our times.

THEN AND NOW

Many things we know well today were first used or invented between 1918 and 1939. Read each “first” and the year it happened. Then write at least three modern examples of the related topic.

Example: 1927: First television broadcast. Ways to receive TV broadcasts. cable companies, satellite dishes, antennas

1918: First regular airmail service. Names of air mail services.

1920: First news program ever broadcast on radio. Local radio stations that carry news.

1923: First portable movie camera. Portable cameras that record moving pictures.

1925: First highway route numbering system. Your local highway route numbers.

1926: First electric toasters for sale. Brands of toasters or other small electrical appliances.

1929: First streetcar with clear windows. Forms of public transportation.

1931: First building higher than 1,250 feet (Empire State Building). Buildings Higher than 1,250 feet.

1934: First high school driver’s education course. Ways/places to learn how to drive.

1937: First patent for nylon. Things made of nylon.

1939: First helicopter built. Uses for helicopters.

FIND THE BASE

Each word below is used in Between the Wars. All of the words in the list have a prefix, a suffix, or both. Write the base word in each word.

Word in program Base Word

1. arsonist

2. devastated

3. dispersed

4. impoverished

5. industrialists

6. inexhaustible

7. oscillations

8. treacherous

9. unprecedented

10. uprooted

Now see how many of the above words (in either form) you can use in one sentence:

TEST

Circle the letter of the BEST answer.

1. In 1933, President Franklin D. Roosevelt said, “The only thing we have to fear is fear itself.” What fear of the American people was the President trying to relieve?

A. fear of another world war B. fear of national poverty and economic collapse C. fear of daredevils hurting themselves D. fear of bad working conditions

2. When did World War I end?

A. November 11, 1933 B. November 11, 1921 C. November 11, 1918 D. November 11, 1929

3. Why were factory workers unhappy in the early 1920s?

A. Because they had to make cars they did not like. B. Because they wanted to work more hours than their employers would allow them to work. C. Because they were paid low wages and had poor working conditions. D. Because they wanted more time off from work to help the National Recovery Administration.

4. What are a few factors that led to the Great Depression?

A. lack of food and clothing, high unemployment, and low wages B. a drought in the farmlands, a stock market crash, and floods C. a stock market crash, the sinking of the Normandie, and the end of World War I D. the explosion of the Hindenburg, the sinking of the Normandie, and the collapse of the Tacoma Narrows bridge

5. What two industries continued to grow through the Great Depression?

A. film making and ship building B. ship building and aviation C. aviation and automobile production D. banking and aviation

Test, page 2

6. What do the Normandie, the Hindenburg, and the Tacoma Narrows Bridge have in common?

A. All were modern inventions that, because they failed, challenged American ideas of progress. B. All occurred outside of the United States and cost the U.S. taxpayers much money. C. All are examples of the kind of daredevil stunts that provided entertainment for Americans. D. All were designed by the same engineer.

7. Which two things together show that life was risky in the 1920s and 1930s?

A. The aviation industry was strong; modern buildings were constructed. B. American idols came from the world of sports, movies, and aviation; workers protested unfair working conditions. C. Many Americans were forced into sudden poverty; Americans enjoyed watching and performing daredevil stunts. D. The roaring twenties were a time of wild abandon; workers protested unfair working conditions.

8. What was one of the most important events for women in this era?

A. Winning the right to travel on ocean liners B. Winning the right to vote C. Earning the chance to meet Rudolph Valentino D. Earning the chance to work as a stunt person

9. Why did America need heroes during this time in history?

A. To inspire success and keep spirits high B. To replace the heroes of earlier eras C. To give people something to talk about D. To show the world that the country was still strong

10.Which of the following was NOT a sign that America was healing at the end of the 1930s?

A. New bridges and buildings were built. B. Industries found new ways to lose profits. C. New buildings were constructed. D. Farms were now able to be irrigated.

ADDITIONAL AIMS MEDIA PROGRAMS

If you and your students enjoyed Between the Wars, you will appreciate the others in the ten-volume American Chronicles Series. You may also enjoy:

The American Diary Series 9751-9762AT The American Revolution: Rebellion and Preparing to Fight 8628AT The American Revolution: Declaration of Independence and the War 8641AT The Civil War: The South Secedes and War Begins 8629AT The Civil War: Four Years of War and Its Aftermath 8642AT

ADDITIONAL READING SUGGESTIONS

Your students may enjoy reading these books:

Allen, Frederick Lewis. Only Yesterday. Harper & Row, 1957 Clauser, Suzanne. A Girl Named Sooner. Doubleday, 1972 Kerby, Mona. Amelia Earhart: Courage in the Sky. Viking, 1990 Rostkowski, Margaret. After the Dancing Days. Harper & Row, 1986 Schiffman, Ruth. Turning the Corner. Dial Press, 1981 Taylor, Mildred D. Roll of Thunder, Hear My Cry. Bantam, 1984

Name

1. prosperity condition of wealth SENTENCES WILL VARY

2. production the making or manufacturing of something

3. trade union labor organization

4. destitute poor; impoverished

management 5. administration

6. economic regulation management of financial affairs

7. infallible incapable of error

8. indignity an insult to one’s self-esteem or dignity

9. suffrage the right to vote

10. radical favoring basic change in structure

Name

CHECKING COMPREHENSION

The Answer Box contains names for parts of the era Between the Wars. Beside each group of phrases, write the letter of the part of the era the group describes.

1. D Ecstatic homecoming, America is foremost military and economic power

2. G Rudolph Valentino, Jack Dempsey, Babe Ruth, Amelia Earhart

3. E Strikes and protests, low wages, long working hours, high cost of living

4. C Work camps, industrial regulation, manufacturers lose and then make profits, Civilian Conservation Corps

5. B Wild abandon, boom or bust, optimism, age of peace and prosperity, new idols

6. F Modern buildings, luxury liners, huge construction projects, innovations

7. A Daredevils, barnstormers, race cars, stunt girls

Answer Box A. Reckless Spirits D. End of World War I B. Roaring Twenties E. Labor Unrest C. Economic Recovery F. Spirit of Progress G. Age of Idols

Name

DEPRESSION, RECESSION, PANIC

Depression: (1) A flattened, hollowed, or dented place; (2) A pressing down or lowering; (3) Sadness or unhappiness. Answers will vary, but should demonstrate

understanding of connection between

meaning and usage.

Recession: A downturn. Is noticed if conditions last for more than one half year. Industries and companies produce less and people buy less. Prices increase.

Recession: (1) An indentation; (2) Growing smaller; (3) Walking away.

Panic: A short period of time in which businesses make less money, and people buy fewer things. Business people become fearful of a possible recession.

Panic: A sudden overpowering fright.

SPEAKING IN METAPHORS

A metaphor is a word that is used to represent or stand for something else. Each phrase below is a metaphor for a person, place, or event. Write a sentence or two to explain the metaphorical meaning of the phrases below. Answers will vary. Some examples: Great Depression: All phases of the American economy were suffering loss.

Dust bowl: The part of the nation stricken by drought, then dust storms

Sultan of Swat: Babe Ruth, because he hit so many homeruns

The part of the nation where food grows Nation’s breadbasket:

Everyone was experiencing good times when Roaring twenties: the 1920s began

Now use your own words to write a metaphor that describes American life today. Then tell why you feel it represents our country and our times.

Name

THEN AND NOW

Many things we know well today were first used or invented between 1918 and 1939. Read each “first” and the year it happened. Then write at least three modern examples of the related topic.

Example: 1927: First television broadcast. Ways to receive TV broadcasts. cable companies, satellite dishes, antennas Answers will vary.