Splash Screen Contents Chapter Introduction Section 1Section 1A Clash of Values Section 2Section...

Chapter Introduction

Section 1 A Clash of Values

Section 2 Cultural Innovations

Section 3 African American Culture

Chapter Assessment

http://www.tav.mt.glencoe.com/

SECTION 1: A Clash of Values

People react to periods of breathtaking social and cultural change in different ways. During the 1920s, clashes between traditional and modern values shook the United States.

The Big Ideas

SECTION 2: Cultural Innovations

People react to periods of breathtaking social and cultural change in different ways. The 1920s, an era of exciting and innovative cultural trends, witnessed changes in art, literature, and popular culture.


SECTION 3: African American Culture

People react to periods of breathtaking social and cultural change in different ways. The large population of African Americans in northern cities after the “Great Migration” helped spur the Harlem Renaissance.

The Big Ideas


In the previous chapter, you learned how World War I affected the United States. In this section, you will discover how modern and traditional values clashed and changed society.


• During the 1920s, anti-immigrant and racist feelings increased. (p. 407)

• Fearing new immigrants, the federal government enacted several laws to limit immigration. (p. 408)

• An emphasis on youth and personal freedom led to a more relaxed moral attitude. (p. 410)

• Fundamentalists promoted the authority of the Bible and defended the Protestant faith. (p. 411)

• Congress passed the Eighteenth Amendment and the Volstead Act to prohibit alcohol, but the laws largely failed to create positive social change. (p. 412)


anarchist, eugenics, flapper, evolution, creationism, police powers, speakeasy

source, aspect, ethic


Ku Klux Klan, Emergency Quota Act, Fundamentalism


1. Explain the rise of racism and nativism in the 1920s.

2. Describe the clash of values in the 1920s and the changing status of women.


During the 1920s, cosmetic sales soared as women tried to copy the look of Hollywood movie stars. The average American woman used about one pound of face powder a year.


A. In the 1920s, racism and nativism increased. Immigrants and demobilized military men and women competed for the same jobs during a time of high unemployment and an increased cost of living.

I. Nativism Resurges (pages 407–408)

B. Ethnic prejudice was the basis of the Sacco and Vanzetti case, in which the two immigrant men were accused of murder and theft. They were thought to be anarchists, or opposed to all forms of government. Sacco and Vanzetti were sentenced to death, and in 1927 they were executed still proclaiming their innocence.


C. Nativists used the idea of eugenics, the false science of the improvement of hereditary traits, to give support to their arguments against immigration. Nativists emphasized that human inequalities were inherited and said that inferior people should not be allowed to breed. This added to the anti-immigrant feeling of the time and further promoted the idea of strict immigrant control.



D. The Ku Klux Klan (KKK) led the movement to restrict immigration. This new Klan not only targeted the freed African Americans but also Catholics, Jews, immigrants, and other groups believed to have “un-American” values.

E. Because of a publicity campaign, by 1924 the Ku Klux Klan had over 4 million members and stretched beyond the South into Northern cities.

F. Scandals and poor leadership led to the decline of the Klan in the late 1920s. Politicians supported by the Klan were voted out of office.



What led to a resurgence of racism and nativism in the United States after World War I?

During the early 1920s, an economic recession, an influx of immigrants, and racial and cultural tensions led to an atmosphere of disillusionment and intolerance. Many Americans saw immigrants as a threat to the status quo of traditional American values. Immigrants and demobilized military men and women competed for the same jobs during a time of high unemployment and an increased cost of living.



A. In 1921 President Harding signed the Emergency Quota Act, limiting immigration to 3 percent of the total number of people in any ethnic group already living in the United States. This discriminated heavily against southern and eastern Europeans.

II. Controlling Immigration (pages 408–410)

B. The National Origins Act of 1924 made immigrant restriction a permanent policy. The act lowered the quotas to 2 percent of each national group living in the U.S. in 1890. This further restricted immigrants from southern and eastern Europe. The act exempted immigrants from the Western Hemisphere from the quotas.


C. The immigration acts of 1921 and 1924 reduced the labor pool in the United States. Employers needed laborers for agriculture, mining, and railroad work. Mexican immigrants began pouring into the United States between 1914 and the end of the 1920s. The immigrants fled their country in the aftermath of the Mexican Revolution of 1910.



How did the Newlands Reclamation Act of 1902 help bring Mexican immigrants to the United States?

This act provided funds for irrigation projects in the Southwest. This led to a need for large numbers of agricultural laborers for factory farms. Since the National Origins Act of 1924 limited immigration from southern and eastern Europe but not from the Western Hemisphere, Mexican immigrants looking for jobs and political freedom poured into the United States.



A. A “new morality” challenged traditional ideas and glorified youth and personal freedom. New ideas about marriage, work, and pleasure affected the way people lived. Women broke away from families as they entered the workforce, earned their own livings, or attended college. The automobile gave American youth the opportunity to pursue interests away from parents.

III. The New Morality (pages 410–411)


B. Women’s fashion drastically changed in the 1920s. The flapper, a young, dramatic, stylish, and unconventional woman, exemplified the change in women’s behavior. Professionally, women made advances in the fields of science, medicine, law, and literature.



How did the automobile encourage the new morality?

The automobile led to the independence of many youths. As a result, many American youths spent time away from family to socialize with friends.



A. Some Americans feared the new morality and worried about America’s social decline. Many of these people came from small rural towns and joined a religious movement called Fundamentalism.

IV.The Fundamentalist Movement(pages 411–

412)

B. The Fundamentalists rejected Darwin’s theory of evolution, which suggested that humans developed from lower forms of life over millions of years. Instead, Fundamentalists believed in creationism—that God created the world as described in the Bible.


C. In 1925 Tennessee passed the Butler Act, which made it illegal to teach anything that denied creationism and taught evolution instead.

D. The debate between evolutionists and creationists came to a head with the Scopes Trial. Answering the request of the ACLU, John T. Scopes, a biology teacher, volunteered to test the Butler Act by teaching evolution in his class. After being arrested and put on trial, Scopes was found guilty, but the case was later overturned. After the trial, many fundamentalists withdrew from political activism.


412)


How did the American Civil Liberties Union (ACLU) cause the clash between the evolutionists and the creationists?

The ACLU raised money to test the Butler Act, and it asked for a volunteer who would purposely teach evolution in the classroom.


412)


A. Many people felt the passage of the Eighteenth Amendment, which prohibited alcohol, would reduce unemployment, domestic violence, and poverty.

V. Prohibition (pages 412–413)

A federal revenue agent carries out the laws of Prohibition by destroying barrels of alcohol.


B. The Volstead Act made the enforcement of Prohibition the responsibility of the U.S. Treasury Department. Until the 1900s, police powers—a government’s power to control people and property in the public’s interest, had been the job of the state governments.



C. Americans ignored the laws of Prohibition. They went to secret bars called speakeasies, where alcohol could be purchased. Crime became big business, and gangsters corrupted many local politicians and governments.

D. In 1933 the ratification of the Twenty-first Amendment ended Prohibition. It was a defeat for supporters of traditional values and those who favored the use of federal police powers to achieve moral reform.



How were Prohibition and crime related?

Organized crime ran most of the speakeasies. Bootlegging—the illegal production and distribution of alcohol—was common. Gangsters smuggled alcohol into the United States, and violence occurred as gangs fought to control the liquor trade. Some gangsters gained enough money and power to corrupt local politicians.



___ anarchist

___ eugenics

___ source

___ aspect

___ flapper

___ police powers

Vocabulary

A. a government’s power to control people and property in the interest of public safety, health, welfare, and morals

B. a young woman of the 1920s who showed freedom from convention

C. person who believes that there should be no government

D. the point at which something is provided

E. a pseudo-science that deals with the improvement of hereditary qualities of a race or breed

F. refers to a portion of something with great influence or size

C

E

D

F

B

A

Match the term on the left with the correct definition.


Checking for Understanding

People recognized that Prohibition was not successful.

Explain why the Eighteenth Amendment was repealed.


Reviewing Big Ideas

The federal government obtained police powers to enforce the law.

Examining How did the passage of the Eighteenth Amendment and the Volstead Act change the federal government’s role?


Critical Thinking

They provided cheap labor.

Synthesizing Why were immigrants from Mexico not included in the quota system set by the immigration acts?

CA HI4


Critical Thinking

1921 Emergency Quota Act limited the number of immigrants to 3 percent of the existing immigrant population based on the 1910 census; 1924 National Origins Act limited the number of immigrants to 2 percent of the existing immigrant population based on the 1890 census

Categorizing Use a graphic organizer similar to the one below to list the provisions of the immigration acts passed in the 1920s.


Analyzing Visuals

to intimidate people, hoping to make them fearful and submissive in the face of federal authority

Analyzing Photographs Study the image shown here of the federal agent destroying barrels of alcohol. Why do you think the barrels were destroyed in public with a crowd watching?


In the previous section, you learned about the social and cultural changes that occurred during the 1920s. In this section, you will discover cultural trends in art, literature, and entertainment during that time.


• New York City’s Greenwich Village and Chicago’s South Side became known as centers for new artistic work. (p. 419)

• Many people in the 1920s enjoyed new forms of entertainment. (p. 420)


mass media

emerge, diverse, unify


Bohemian, Carl Sandburg, Eugene O’Neill, Ernest Hemingway, F. Scott Fitzgerald


1. Describe the explosion of art and literature and the disillusionment of 1920s artists.

2. Summarize the effects of sports, movies, radio, and music on popular culture.


During the 1920s, families sat down together to listen to radio programs, much like families today sit down together to watch television programs.


A. During the 1920s, American artists, writers, and intellectuals began challenging traditional ideas as they searched for meaning in the modern world.

I. Art and Literature (pages 419–420)

B. The artistic and unconventional, or Bohemian, lifestyle of Manhattan’s Greenwich Village and Chicago’s South Side attracted artists and writers. These areas were considered centers of creativity, enlightenment, and freedom from conformity to old ideas.


C. The European art movement influenced American modernist artists. The range in which the artists chose to express the modern experience was very diverse.

D. Writing styles and subject matter varied. Chicago poet Carl Sandburg used common speech to glorify the Midwest and the expansive nature of American life. Playwright Eugene O’Neill’s work focused on the search for meaning in modern society.



How did F. Scott Fitzgerald’s The Great Gatsby portray modern society?

The book exposed the emptiness and superficiality of modern society as the characters spent much of their lives chasing futile dreams.



A. The economic prosperity of the 1920s afforded many Americans leisure time for enjoying sports, music, theater, and entertainment.

II. Popular Culture (pages 420–421)

B. Radio, motion pictures, and newspapers gave rise to a new interest in sports. Sports figures, such as Babe Ruth and heavyweight champion Jack Dempsey, were famous for their sports abilities but became celebrities as well.

Babe Ruth


C. Motion pictures became increasingly popular. The first “talking” picture, The Jazz Singer, was made in 1927. The golden age of Hollywood began.

D. The mass media—radio, movies, newspapers, and magazines—helped break down the focus on local interests. Mass media helped unify the nation and spread new ideas and attitudes.



How did popular culture in the United States change during the 1920s?

The economic prosperity of the 1920s afforded many Americans leisure time for enjoying sports, music, theater, and entertainment. Radio, motion pictures, and newspapers gave rise to a new interest in sports. Sports figures became celebrities. Motion pictures became increasingly popular. The first “talking” picture, The Jazz Singer, was made in 1927. The golden age of Hollywood began. The mass media—radio, movies, newspapers, and magazines—broke down the focus on local interests. Mass media helped unify the nation and spread new ideas and attitudes.



___ emerge

___ diverse

___ mass media

___ unify

Vocabulary

A. a medium of communication intended to reach a wide audience

B. to bring a group together with a similar goal or thought pattern

C. to be made known

D. being different from one another

C

D

A

B




disenchantment, isolation, disillusionment, and emptiness

Describe the main themes of artists and writers during the 1920s.


Reviewing Big Ideas

They broke down patterns of narrow focus on local interest.

Summarizing How did writers, artists, and popular culture of the 1920s affect traditional ideas in the United States?


Critical Thinking

It led many writers to portray disillusionment and to reevaluate the myths of American heroes.

Synthesizing How did World War I influence the literature written during the 1920s?


Critical Thinking

broke down patterns of provincialism, unified Americans, spread new ideas and attitudes

Organizing Use a graphic organizer similar to the one below to list the effects of mass media on American culture.


Analyzing Visuals

One man eats by himself, there are only three customers in the diner, there is only one person working at the diner, and there are no people on the sidewalk or in the street.

Interpreting Art Study the Edward Hopper painting, Nighthawks, shown here. How do different elements of this piece work to convey a sense of isolation?


In the previous section, you learned about the changes in cultural trends and entertainment that occurred during the 1920s. In this section, you will discover the Harlem Renaissance and find out how African Americans worked to gain more rights.


• The Harlem Renaissance sparked new trends in literature, music, and art and featured the work of writers such as Langston Hughes and Zora Neale Hurston. (p. 427)

• African Americans steadily worked to win more rights. (p. 429)


jazz, blues

sought, author, impact


Great Migration, Harlem Renaissance, Claude McKay, Langston Hughes, Cotton Club, Marcus Garvey


1. Describe the Harlem Renaissance and the rediscovery of African American cultural roots.

2. Explain the increase in African American political activism.


Langston Hughes was a recent graduate from high school when his first poem, “The Negro Speaks of Rivers,” was published. He enrolled in Columbia University in 1921, but only stayed a year. While working as a busboy in a Washington, D.C., hotel in 1925, Hughes showed some of his writings to poet Vachel Lindsay, who helped Hughes get his work published.


A. The Great Migration occurred when hundreds of thousands of African Americans from the rural South headed to industrial cities in the North with the hope of a better life.

I. The Harlem Renaissance (pages 427–429)

B. In large northern cities, particularly New York City’s neighborhood of Harlem, African Americans created environments that stimulated artistic development, racial pride, a sense of community, and political organization, which led to a massive creative outpouring of African American arts. This became known as the Harlem Renaissance.


C. Writer Claude McKay became the first important writer of the Harlem Renaissance. His work expressed defiance and contempt of racism, which were very strong writing characteristics of this time. Langston Hughes became the leading voice of the African American experience in the United States.



D. Louis Armstrong introduced jazz, a style of music influenced by Dixieland music and ragtime. He became the first great cornet and trumpet soloist in jazz music.


Louis Armstrong


E. A famous Harlem nightspot, the Cotton Club, was where some famous African American musicians, such as Duke Ellington, got their start.

F. Bessie Smith sang about unrequited love, poverty, and oppression, which were classic themes in blues style music. This soulful style of music evolved from African American spirituals.



What was the Harlem Renaissance?

In large northern cities, particularly New York City’s neighborhood of Harlem, African Americans created environments that stimulated artistic development, racial pride, a sense of community, and political organization, which led to a massive creative outpouring of African American arts. This became known as the Harlem Renaissance.



A. After World War I, many African Americans wanted a new role in life and in politics.

II. African American Politics (pages 429–431)

B. The Great Migration led to African Americans becoming powerful voting blocs, which influenced election outcomes in the North. Oscar DePriest was elected as the first African American representative in Congress from a Northern state after African Americans voted as a block.


C. The National Association for the Advancement of Colored People (NAACP) battled against segregation and discrimination. The NAACP’s efforts led to the passage of anti-lynching legislation in the House of Representatives, but the Senate defeated the bill.



D. Jamaican black leader Marcus Garvey’s idea of “Negro Nationalism” glorified black culture and traditions. He founded the Universal Negro Improvement Association (UNIA), which promoted black pride and unity. Garvey encouraged education as the way for African Americans to gain economic and political power; but he also voiced the need for separation and independence from whites.


Marcus Garvey


E. Garvey’s plan to create a settlement in Liberia in Africa for African Americans caused middle class African Americans to distance themselves from Garvey. His ideas, however, led to a sense of pride and hope in African Americans that resurfaced during the civil rights movement in the 1960s.



What was Marcus Garvey’s “Negro Nationalism?”

Garvey’s idea of “Negro Nationalism” glorified black culture and traditions. He founded the Universal Negro Improvement Association, which promoted black pride and unity. He encouraged education as the way for African Americans to gain economic and political power; but he also voiced the need for separation and independence from whites.



___ sought

___ author

___ jazz

___ blues

___ impact

Vocabulary

A. to make a lasting impression upon an individual or group

B. American style of music which uses syncopated rhythms and melodies

C. style of music evolving from African American spirituals and noted for its melancholy sound

D. someone who creates original material

E. to have gone in search of change

E

D

B

C

A




showed political strength of African Americans

Explain the importance of the defeat of Judge John Parker’s nomination to the U.S. Supreme Court.



emphasized black pride and separate African American society

Describe the goals of Marcus Garvey’s Universal Negro Improvement Association.


Reviewing Big Ideas

lobbied and worked through the courts

Identifying What actions did the NAACP take to expand political rights for African Americans?


Critical Thinking

created a strong voting bloc

Synthesizing How did the Great Migration affect the political power of African Americans in the North?

CA HI1


Critical Thinking

distinctive orchestration and improvisation

Analyzing How did Duke Ellington create a new musical style that grew out of the ragtime tradition?


Critical Thinking

literature; new styles of music; theater; political influence

Organizing Use a graphic organizer similar to the one below to describe the impact of the Harlem Renaissance on U.S. society.


Analyzing Visuals

style of clothing

Examining Photographs Study the images shown here of the Cotton Club and African Americans posing by their car. Describe an element featured in these photographs that reveal how African Americans helped shape the social culture of the 1920s.


Chapter Summary


___ anarchist

___ eugenics

___ flapper

___ speakeasy

___ jazz

___ blues

A. a pseudo-science that deals with the improvement of hereditary qualities of a race or breed

B. a place where alcoholic beverages are sold illegally

C. American style of music which uses syncopated rhythms and melodies

D. person who believes that there should be no government

E. style of music evolving from African American spirituals and noted for its melancholy sound

F. a young woman of the 1920s who showed freedom from convention

D

A

F

B

C

E


Reviewing Content Vocabulary

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


___ Harlem Renaissance _____ continue to influence writers today.

___ To Americans who embraced traditional values, the modern consumer culture, relaxed _____, and growing urbanism symbolized the nation’s moral decline.

___ The most striking element of American art was the _____ range of artistic styles, each attempting to express the individual, modern experience.

A. source

B. aspects

C. ethics

F

C

D

Identify which term is the best fit for each sentence.

Reviewing Academic Vocabulary

D. diverse

E. unify

F. authors

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


___ Challenging traditional ways of seeing and thinking, the new morality glorified youth and personal freedom and influenced various _____ of American society.

___ The mass media fostered a sense of shared national experience that helped _____ the nation and spread the new ideas and attitudes of the time.

___ Even big business, which previously favored unrestricted immigration as a _____ of cheap labor, now feared the new immigrants as radicals.

A. source

B. aspects

C. ethics

B

E

A

Identify which term is the best fit for each sentence.

Reviewing Academic Vocabulary

D. diverse

E. unify

F. authors

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Reviewing the Main Ideas

1. Why was there a rise in racism and nativism in the 1920s?

influx of immigrants and a recession

Section 1

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6



2. What was the Fundamentalist movement?

It was a religious movement to reassert the Bible’s authority in life.

Section 1

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6



3. Why did artists and writers move to Greenwich Village and Chicago’s South Side in the 1920s?

The communities offered freedom from conformity and traditional ideas.

Section 2

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6



4. Why was Harlem the center of the African American renaissance?

because of its large, concentrated African American population

Section 3

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6



5. What were two reasons for the rise in African American political activism?

Harlem Renaissance and African American experience in World War I

Section 3

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Critical Thinking

6. Connecting Review the reading skill on page 404 of your textbook. Then reread “Jazz, Blues, and the Theater” on pages 428–429. Write and answer your own questions for text-to-self, text-to-text, and text-to-world connections.

Statements will vary but should create three connections for text-to-self, text-to-text, and text-to-world reading connections.

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Critical Thinking

7. Civics In what ways did the new morality change American family life?

The new morality emphasized personal freedom over parental authority and led women to pursue an identity outside the home.

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Critical Thinking

8. Analyzing Analyze the causes and effects of the changing role of women in the 1920s.

Causes: new morality, more education, and job experience; Effects: greater public freedom, women’s contributions in new fields

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Critical Thinking

9. Identifying List three works of American art or literature that convey universal themes.

Answers will vary but should include reasonable examples from the text.

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Critical Thinking10. Evaluating Assess the value or importance

of the Scopes trial to the Fundamentalist Movement in terms of the trial’s causes and results.

The trial was set in motion from the fundamentalist belief in creationism. The trial created a debate over science and religion. In the end the trial created a critical view of Fundamentalism.

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Critical Thinking

11. Categorizing Use a graphic organizer similar to the one below to list the major organizations and movements of the 1920s and their goals or purposes.

the new morality aimed to expand individual freedom; Fundamentalism aimed to restore the Bible’s authority; Prohibition aimed to ban alcohol

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


A Black Man Talks of Reaping

I have sown beside all waters in my day. I planted deep, within my heart the fearThat wind or fowl would take the grain away.I planted safe against this stark, lean year.

I scattered seed enough to plant the landIn rows from Canada to MexicoBut for my reaping only what the handCan hold at once is all that I can show.

Yet what I sowed and what the orchard yieldsMy brother’s sons are gathering stalk and root,Small wonder then my children glean in fieldsThey have not sown, and feed on bitter fruit. ”

Interpreting Primary Sources Arna Bontemps was a poet who started his writing career during the Harlem Renaissance. Read the poem and answer the questions that follow.


12. What does Bontemps mean by “what the hand can hold at once is all that I can show” and “bitter fruit”?

he has worked hard all his life but has little to show for it

CA 11RL3.4


13. What major theme of Harlem Renaissance writing is evident in this poem?

disillusionment

CA 11RC2.5


Geography and History

14. Interpreting Graphs What significant changes in immigration do the circle graphs show?

They show a dramatic increase in the percentage of immigrants from Latin America and a dramatic decrease in the percentage of immigrants from Eastern and Southern Europe.

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Geography and History

15. Applying Geography Skills Why did these changes in immigration occur between 1921 and 1925?

changes in immigration laws

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


Billy Sunday and Aimee Semple McPherson are both regarded as examples of what religious movement of the 1920s?

Fundamentalism

Standards 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6


11.2.3 Trace the effect of the Americanization movement.

11.3.3 Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

11.5.2 Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

11.5.3 Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).

11.5.4 Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

11.5.5 Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

11.5.6 Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

11.5.2 Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

11.5.6 Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

Connecting

Effective readers make connections between what they read and what they know. Some connections are based on personal experiences (text-to-self). Readers can also make connections to things they have read in other books (text-to-text) and to things that happen in other places (text-to-world). Making these connections allows you, the reader, to add new knowledge to what you already know. It helps you understand the relationship between events of the past and present. Finally, when you make good connections, you are more likely to remember the information you have read.

Pages 404–405

Read the following paragraph and ask a connecting question of a partner.

Connecting

Thanks to radio and motion pictures, sports such as baseball and boxing reached new heights of popularity in the 1920s. Baseball star Babe Ruth became a national hero, famous for hitting hundreds of home runs. As one broadcaster later remarked, “He wasn’t a baseball player. He was a worldwide celebrity, an international star, the likes of which baseball has never seen since.” (pages 420–421)

Pages 404–405

While reading the passage, you might have made the following connections:

Connecting

• Text-to-self: Do you recall the first time you saw a major sports celebrity, such as Tiger Woods or Michael Jordan? Do you remember how it feels to win a game?

• Text-to-text: Have you read about or seen film footage of Babe Ruth?

• Text-to-world: Has mass media made celebrity commonplace in today’s society?

Pages 404–405

As you read this chapter, pause periodically and make a connection based on something you have just read to important ideas, times, and topics in your life. Remember the better the connection, the more likely you are to remember the new information.

Interpreting Events

One of the critical responsibilities of historians is to interpret historical events within their social, political, and economic contexts. As you learned in chapter 4, historians also compare past events with present-day realities. Limiting the analysis to one or the other, however, results in understanding only parts of past events.

It is important for you to interpret events within the context of the time. Applying today’s standard to past events could lead to a misrepresentation of history.

Pages 404–405

Analysis Skill Standard H13

Interpreting Events

Read this passage from your textbook about the Scopes Trial in Tennessee.

In 1925 Tennessee passed the Butler Act, which outlawed any teaching that denied “the story of the Divine Creation of man as taught in the Bible. . . .” The American Civil Liberties Union (ACLU) advertised for a teacher who would be willing to be arrested for teaching evolution. John T. Scopes . . . volunteered to be the test case. . . .. . . After eight days of trial, Scopes was found guilty and fined $100. . . . (pages 411–412)

Pages 404–405


Interpreting Events

Reading about the case by itself probably would leave you confused about the reasons for the trial. Similarly, if you were to interpret this landmark case by today’s standards, you would not understand the context surrounding the trial. Once you learn about the cultural clashes in the 1920s, such as those between science and religion, you will understand the growing division between traditional and modern views during that time. You will also better understand the circumstances surrounding the trial and its impact.

Pages 404–405


Flappers

Flapper Hairstyle Actress Colleen Moore wears a pageboy haircut that was popular in the 1920s.

Perhaps no other symbol of the 1920s captured the spirit of the time like the flapper. Psychologist G. Stanley Hall wrote his observation of a typical flapper:

“She wore a knitted hat, with hardly any brim, of a flame or bonfire hue; a henna scarf; two strings of Betty beads, of different colors, twisted together; an open short coat, with ample pockets; a skirt with vertical stripes. . . . Her stockings were woolen and of brilliant hue. But most noticeable of all were her high overshoes, or galoshes. One seemed to be turned down at the top and entirely unbuckled, while the other was fastened below and flapped about her trim ankle in a way that compelled attention.”

—quoted in We, the American Women

New Forms of Expression Rebelling against older, more formal dancing styles, these Charleston dancers perform steps that one observer described as “knock-kneed and pigeon-toed.”

Modern Clothing Women’s clothing changed significantly in the 1920s. Hemlines were much shorter and showed more of the body. Stylish new hats also emphasized bold colors and a freer design.

Flappers

Charleston The Charleston, named after the city of Charleston, South Carolina, was the dance craze of the 1920s. Women who did the Charleston were called flappers, perhaps because of the way they flapped their arms while doing the dance.

Flappers


1. Identifying How did women’s clothing change in the 1920s?

Hemlines were much shorter, and hats featured bold colors and freer designs.

Flappers

Critical Thinking

2. Evaluating How would you describe the connection of flappers to the roles of women in society during the 1920s?

Flappers personified the changing roles of women in society in the 1920s. Flappers sought social freedoms, while other women pursued political and economic freedoms.

Flappers

Read Source 1 on page 436 of your textbook and answer the following question.

Why does London plan to stop drinking?

Prohibition will make alcohol inaccessible.

Historical Analysis

CA HR4; HI3

Read Source 2 on pages 436–437 of your textbook and answer the following question.

What is Bartholdt’s main argument against Prohibition?

Prohibition takes away one of the basic liberties—to eat and drink what one pleases.

Historical Analysis

CA HR4; HI3

Read Source 3 on page 437 of your textbook and answer the following question.

How does the Anti-Saloon League tie together the makers of alcoholic beverages and anti-German sentiments?

Alcohol manufacture and transport does not support troops. The Anti-Saloon League associates brewers with Germany.

Historical Analysis

CA HR4; HI3

How do London, Bartholdt, and the Anti-Saloon League believe that the United States will be changed by Prohibition?

Comparing and Contrasting Sources

London argues that society will be better off because people will not have the vice. Bartholdt thinks that society will suffer because of the restriction of people’s liberties and the tyranny of the majority. The Anti-Saloon League poster suggests that removing the alcohol and its harmful effects will improve society. Resources devoted to this industry can be used to support the war effort.

The Sacco-Vanzetti Case

On April 15, 1920, in South Braintree, Massachusetts, armed robbers murdered two factory employees during a payroll holdup. Police arrested two Italian immigrants and anarchists—Nicola Sacco and Bartolomeo Vanzetti—as suspects. After a court found the two men guilty, defense attorneys fought for six years for a new trial. The attorneys believed the trial had shown signs of prejudice, intimidation, and dishonesty. Did Sacco and Vanzetti receive a fair trial, or were they victims of the troubled atmosphere in the United States at the time? You’re the historian.

Read The Sacco-Vanzetti Case on pages 416–417 of your textbook and answer the questions on the following slides.

Understanding the Issue

They argued that the defendants were found guilty because of their political views, not because of the evidence against them.

1. Why did the defense attorneys believe that the defendants were not given a fair trial?



They wanted to establish that his radical views made him dangerous, regardless of whether he actually committed the crime.

2. Why do you think the prosecution questioned Sacco on his political beliefs?



A historian might argue that since the evidence was inconclusive, the verdict was unfounded.

3. After studying the historical context of the case and the frame of reference of the jury, how might a modern historian argue that Sacco and Vanzetti did not receive a fair trial?


Activities1. Investigate Check your local library or the Internet and prepare a

report on the latest information on the case.


CA 11WS1.6

Activities2. Create a Simulation Recreate the trial. Research the testimony and the

people involved in the case. Assign roles to class members, including witnesses, jury members, a prosecutor, a defense attorney, and a judge.


Read Religious Freedom in the United States on pages 424–425 of your textbook and answer the

questions on the following slides.

Religious Freedom in the United States


The Great Awakening fostered the founding of many new churches. These new churches increased religious tolerance.

1. How did the Great Awakening promote greater religious tolerance?



According to Reynolds v. United States, religious practices that violated the law or undermined the public interest were not protected by the First Amendment.

2. What did the Supreme Court rule in Reynolds v. United States?


Critical Thinking

Two Supreme Court decisions, Engel v. Vitale and Abingdon School District v. Schempp ruled that school-sponsored prayers are unconstitutional. The issue continues to be debated.

1. How has the establishment clause of the First Amendment been applied to public schools?


Critical Thinking

Answers will vary. Use specific examples in your responses.

2. Why do you think freedom of religion is such an important and controversial right?


Selected Poems

Langston Hughes Langston Hughes was born in Joplin, Missouri, in 1902. After high school Hughes went on to Columbia University to study engineering, but he soon dropped out to pursue his first love—poetry. Hughes published his first poem, “The Negro Speaks of Rivers,” in 1921 at the age of 19. He eventually became known as the “Poet Laureate of Harlem” and wrote over 850 poems during his lifetime. The poems on pages 432–434 of your textbook are a sampling of Hughes’s work during the 1920s.

Read to Discover

Reader’s Dictionary

What is Hughes’s perception of the place of African Americans in society at the time he wrote these poems?

Euphrates: River in the Middle East

Congo and Nile: Rivers in Africa

lulled: calmed; soothed

syncopated: marked by rhythm stressing a weak beat

pallor: paleness

Selected Poems

Read Selected Poems on pages 432–434 of your textbook and answer the questions on the following

slides.

Selected Poems

1. Recall and Interpret How do you think Hughes’s use of punctuation and line breaks helps convey his point in the poems?

Answers will vary. The use of punctuation and line breaks forces the reader to pause and reflect on the line just read.

Selected Poems

CA 11RL3.4

2. Evaluate and Connect Do you think these poems convey a positive message or a negative one? Why?

Possible response: a positive, hopeful message; the poet suggests that while things are not good now, there is hope for the future

Selected Poems

CA 11RL3.2

Interdisciplinary ActivityResponse Writing The poem “I, Too” is a response to Walt Whitman’s poem, “I Hear America Singing.” Using the Internet or other resources, find and read Whitman’s poem. In small groups, try to figure out how Hughes’s poem ties in to Whitman’s. Then write your own response poem to “I Hear America Singing.”

Selected Poems

Reading on Your Own

Black Boy (Autobiography)

by Richard Wright

A prominent author of the Harlem Renaissance, Wright details his struggles growing up black in extreme poverty in the early 1900s. Although he did not attend school regularly until high school, he found different jobs to earn money for books and eventually graduated as the valedictorian of his school

Reading on Your Own

Home to Harlem (Fiction)

by Claude McKay

This was the first novel by an African American to hit the best-seller list and established Claude McKay as an important contributor to the Harlem Renaissance. We learn about the back alleys where drinking and gambling take place in Harlem during the Jazz Age. Jake Brown rises above those who give in to the depression of poverty and enjoys the blessings of life he finds.

Reading on Your Own

God’s Trombones (Poetry)

by James Weldon Johnson

Johnson, a lawyer, author, and diplomat, was an important literary figure during the 1920s. Believing that black preachers’ voices were like trombones, he wrote a series of sermons in poetic form in this collection.

Reading on Your Own

Their Eyes Were Watching God (Fiction)

by Zora Neale Hurston

The most important female African American writer of the Harlem Renaissance, Hurston uses local dialect to tell the story of Janie Crawford, who suffers through two loveless marriages before finding a fulfilling match with Tea Cake, a laborer and gambler.

To navigate within this Presentation Plus! product:

Click the Forward button to go to the next slide.

Click the Previous button to return to the previous slide.

Click the Section Back button to return to the beginning of the section you are in.

Click the Menu button to return to the Chapter Menu.

Click the Help button to access this screen.

Click the Speaker button to listen to available audio.

Click the Speaker Off button to stop any playing audio.

Click the Exit button or press the Escape key [Esc] to end the chapter slide show.

Presentation Plus! features such as the Reference Atlas, History Online, and others are located in the left margin of most screens. Click on any of these buttons to access a specific feature.

Splash Screen Contents Chapter Introduction Section 1Section 1A Clash of Values Section 2Section...

Documents

Transcript of Splash Screen Contents Chapter Introduction Section 1Section 1A Clash of Values Section 2Section...