USA 1918-1941

Overview

This 60-minute lesson for a single GCSE student will explore the social, economic, and political developments in the USA from 1918 to 1941, focusing on post-World War I recovery, the Roaring Twenties, the Great Depression, and the lead-up to World War II. The lesson aligns with the National Curriculum for History (England) for GCSE students, developing key historical skills such as analysis of causes and consequences, interpreting historical sources, and evaluating historical significance.

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National Curriculum Links

Key Stage 4: GCSE History (England)

• Understand the development of the USA in the early 20th century, including social, economic, and political change (NC Programme of Study: Britain and the Wider World)
• Analyse key events and their impact on society (AO1, AO2, AO3 skills)
• Develop critical thinking, source evaluation, and communication skills by engaging with primary and secondary sources (AO3, AO4)

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Learning Objectives

• Knowledge:

  • Describe key events in the USA between 1918 and 1941, including the post-WWI era, the prosperity of the 1920s, the causes and effects of the Great Depression, and the lead-up to WWII.
  • Explain the impact of these events on American society and politics.

• Skills:

  • Analyse and evaluate primary and secondary sources related to the USA in the interwar period.
  • Explain causation and consequence through structured argumentation.
  • Construct and communicate historically valid arguments clearly and coherently.

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Resources Required

• Timeline card set (key events 1918-1941)
• Primary source extracts (e.g., excerpts from speeches, Hoover’s and Roosevelt’s policies)
• Secondary source summary (brief historian interpretations)
• Worksheet for analysis and note-taking
• Whiteboard or flipchart for mind mapping

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Lesson Structure

1. Introduction and Context (10 minutes)

• Task: Begin with a quick timeline activity. Present the student with cards showing key moments (End of WWI 1918, The Roaring Twenties, Stock Market Crash 1929, The New Deal 1933, and USA prep for WWII).
• Objective: Activate prior knowledge and set chronological context.
• Teacher Role: Facilitate the student arranging events in order and briefly discuss each’s significance.

2. Exploration: Causes and Effects (15 minutes)

• Task: Using selected primary source extracts, the student analyses the causes of the Great Depression and Roosevelt’s response via the New Deal. For example, an excerpt from Roosevelt’s inauguration speech or a 1929 newspaper article on the Crash.
• Guided Questions:
  • What does this source tell us about American society or government thinking at the time?
  • How did people perceive the economic crisis?
  • What solutions were proposed, and why?
• Outcome: The student summarises causes and effects in their own words, supported by evidence.

3. Deeper Thinking: Social Impact and Change (15 minutes)

• Task: The student creates a mind map analysing how these events affected different groups in American society (women, African Americans, farmers, industrial workers).
• Teacher Role: Prompt extended explanations and consider contradictions (e.g., prosperity of 1920s vs. inequality, New Deal’s successes and limitations).
• Link to Curriculum: Develops historical empathy and understanding of social diversity and change.

4. Assessment: Structured Written Response (15 minutes)

• Task: The student answers this question in a paragraph:
  "How successful was the New Deal in solving the problems caused by the Great Depression?"
• Success Criteria: Use of specific examples, balanced argument considering different viewpoints, linked to social and economic impacts.
• Teacher Role: Provide scaffolding where necessary. Review the paragraph jointly, highlighting strengths and areas for improvement.

5. Plenary and Reflection (5 minutes)

• Task: Student reflects on one new thing they have learned and one question they still have.
• Teacher Role: Encourage metacognitive skills and record any questions for future lessons or research.

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Differentiation and Extension

• With a single student, tailor questioning depth and pace precisely.
• Extension: If time allows, introduce brief video/audio clip (e.g., FDR’s Fireside Chats) to enhance engagement and auditory learning.
• For deeper challenge, compare US responses with those of UK or Germany briefly to encourage broader understanding of the interwar period.

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Assessment and Feedback

• Ongoing formative assessment through questioning during activities.
• Review of final written paragraph focusing on historical knowledge, source integration, and argument clarity.
• Feedback given verbally and via written annotations for improvement.

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Cross-Curricular Links

• English: Develops essay writing and comprehension skills.
• Citizenship: Understanding government roles during crisis and the impact of policy decisions on society.

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This lesson plan aims to engage a GCSE student deeply with the history of the USA between 1918 and 1941, promoting critical thinking, source analysis, and historical empathy while strictly adhering to the England National Curriculum requirements.