U.S. History
America in the Early 20th Century
(1900-1929)
Unit Compelling Questions
Instructions: Choose one or more Compelling Questions (CQ) for the unit based on your available time. Each Supporting Question (SQ) is sequenced and scaffolded for the Compelling Question.
Note: Starred (*) Compelling Questions are in the H.S. U.S. History example Planning & Pacing Guide.
CQ: How did the Great Migration demonstrate Black Agency?
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: The Great Migration: What Motivated People to Move? (DBQ Project: U.S. V2)
SQ 2: Why did African Americans migrate to Newark at the beginning of the 20th century? (SHEG)
SQ 5: How well did Buchanan v. Warley reshape segregated housing in Louisville?
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: How are racism and violence interrelated?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: How did the Red Summer destroy Black communities?
SQ 2: What caused the Chicago Race Riots of 1919? (SHEG)
SQ 3: What Were the Underlying Causes of the Tulsa Race Massacre? (DBQ)
SQ 4: How should we remember Black Wall Street?
SQ 5: How did wealth inequalities create different societies?
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: How has the 1st Amendment been challenged?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: What caused the Red Scare?
SQ 2: What caused the Palmer Raids? (SHEG)
SQ 3: How did Americans feel about the execution of Sacco and Vanzetti? (SHEG)
SQ 4: What tensions resulted from competing ideas of modernism and fundamentalism?
SQ 5: Why did people care about the Butler Act? (SHEG)
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: What is the significance of Black emotionality in the 1920s?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: How did artists and poets of the Harlem Renaissance use Black Joy to create a new Black identity?
SQ 2: How did entertainers of the Harlem Renaissance use Black Joy to create a new Black identity?
SQ 3: How did Garveyism build upon previous ideas to unite Black communities?
SQ 4: Why was Marcus Garvey a controversial figure? (SHEG)
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: How did discrimination challenge American principles?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: How does racism undermine democratic principles?
SQ 2: How does xenophobia undermine democratic principles?
SQ 3: How do eugenics undermine democratic principles?
SQ 4: Why did Teddy Roosevelt oppose the segregation of San Francisco’s public schools? (SHEG)
SQ 5: Were Mexicans welcome in the United States in the 1920s? (SHEG)
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: Why is understanding division important in United States history?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: How was the United States divided by race?
SQ 2: How was the United States divided by ethnicity?
SQ 3: How was the United States divided by gender?
SQ 4: How was the United States divided by class?
District Assessment: Summative Performance Task
Take Action (Optional)