What is a specific comparison you can make using the data in this chart? |
|
Why would that comparison be important when gaining a better understanding of the 1920’s? |
|
What is an assertion you can make about the data in this chart? |
|
How specifically does the data in this chart help us understand the 1920’s? |
|
What is a specific comparison you can make using the data in this chart? |
|
How does the data in this graph help us better understand the time period from 1922 - 1932? |
|
How does the information in this graph specifically affect producers? |
|
How does the information in this graph specifically affect consumers? |
|
What is an assertion you can make about the data in this chart? |
|
What is a conclusion you could draw based on your assertion? |
|
What is a comparison you can make about the data in this chart? |
|
How does the information in this chart specifically help us understand the 1920’s?? |
|
What is an assertion you can make about the data in this chart? |
|
How does the information in this graph have a greater impact than just on farmers? |
|
Which one of the items listed on this slide do you think is MOST important to consider when learning about the 1920’s |
|
Why is that the MOST important? (Think about second version of Amazing Grace with this reasoning) |
|
Which one of the items listed on this slide do you think is MOST important to consider when learning about the 1920’s |
|
Why is that the MOST important? (Think about second version of Amazing Grace with this reasoning) |
|
Which one of the items listed on this slide do you think is MOST important to consider when learning about the 1920’s |
|
Why is that the MOST important? (Think about second version of Amazing Grace with this reasoning) |
|