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1920s Consumerism and Inventions: Why were the 1920s the "Consumer Revolution?"

Rated 4.86 out of 5, based on 91 reviews
4.9 (91 ratings)
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History with Mr E
14.8k Followers
Grade Levels
5th - 10th, Homeschool
Resource Type
Standards
Formats Included
  • Zip
  • Google Apps™
Pages
15 pages
$5.99
$5.99
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History with Mr E
14.8k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

This was exactly the kind of thing I was looking for to use with my 1920s US History unit. I followed the teaching suggestion provided by the seller and it was a great way to show the consumerism of the 1920s. Thank you!
Engaging, interactive, and relevant activities fostered curiosity, collaboration, and fun, making learning enjoyable and memorable for your students.

Description

In this highly-engaging resource on 1920s consumerism, students navigate through a variety of major inventions and breakthroughs that took place in the 1920s to learn why this decade is often referred to as the "consumer revolution." Students are introduced to the first mass-produced refrigerator, electric toaster, radio, as well as the invention of Band-Aids, great improvements in Henry Ford's Model T (and his Model A) automobile, the vacuum cleaner, and a variety of new foods such as Wonder Bread, Kool-Aid drink mix, and Candy Bars!

A student packet guides learning at each station, and at the end of the investigation, students explain why the 1920s was a "consumer revolution." Both the packet and the final writing prompt are included!

This resource is included in my Roaring 20s, 1930s, and Great Depression Bundle located here!

A Google 1:1 compatible version is included in this product! Use in either a traditional setting or in the 1:1 environment!

A key is included!

Enjoy!

Total Pages
15 pages
Answer Key
Included
Teaching Duration
4 days
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Standards

to see state-specific standards (only available in the US).
Cite specific textual evidence to support analysis of primary and secondary sources.
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.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

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