Chapter Introduction
Section 1 A Clash of Values
Section 2 Cultural Innovations
Section 3 African American Culture
Chapter Assessment
The Big Ideas
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.
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.
The Big Ideas
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.
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.
I. Nativism Resurges (pages 407–408)
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.
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.
I. Nativism Resurges (pages 407–408)
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.
I. Nativism Resurges (pages 407–408)
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.
I. Nativism Resurges (pages 407–408)
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.
II. Controlling Immigration (pages 408–410)
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.
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.
II. Controlling Immigration (pages 408–410)
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.
II. Controlling Immigration (pages 408–410)
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.
III. The New Morality (pages 410–411)
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.
III. The New Morality (pages 410–411)
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.
IV. The Fundamentalist Movement
(pages 411–412)
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.
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.
IV. The Fundamentalist Movement
(pages 411–412)
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.
IV. The Fundamentalist Movement
(pages 411–412)
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.
V. Prohibition (pages 412–413)
A. Many people felt the passage of the
Eighteenth Amendment, which prohibited
alcohol, would reduce unemployment,
domestic violence, and poverty.
A federal revenue
agent carries out
the laws of
Prohibition by
destroying barrels
of alcohol.
V. Prohibition (pages 412–413)
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.
V. Prohibition (pages 412–413)
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.
V. Prohibition (pages 412–413)
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.
Vocabulary
Match the term on the left with the correct definition.
___
C
___
E
anarchist
___
D
___
F
source
___
B
___
A
flapper
eugenics
aspect
police powers
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
Checking for Understanding
Explain why the Eighteenth Amendment was
repealed.
People recognized that Prohibition was not
successful.
Reviewing Big Ideas
Examining How did the passage of the
Eighteenth Amendment and the Volstead Act
change the federal government’s role?
The federal government obtained police
powers to enforce the law.
Critical Thinking
Synthesizing Why were immigrants from
Mexico not included in the quota system set by
the immigration acts?
They provided cheap labor.
CA HI4
Critical Thinking
Categorizing Use a graphic organizer similar
to the one below to list the provisions of the
immigration acts passed in the 1920s.
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
Analyzing Visuals
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?
to intimidate
people, hoping to
make them fearful
and submissive in
the face of federal
authority
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.
I. Art and Literature (pages 419–420)
A. During the 1920s, American artists, writers,
and intellectuals began challenging traditional
ideas as they searched for meaning in the
modern world.
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.
I. Art and Literature (pages 419–420)
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.
I. Art and Literature (pages 419–420)
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.
II. Popular Culture (pages 420–421)
A. The economic prosperity of the 1920s
afforded many Americans leisure time for
enjoying sports, music, theater, and
entertainment.
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
II. Popular Culture (pages 420–421)
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.
II. Popular Culture (pages 420–421)
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.
Vocabulary
Match the term on the left with the correct definition.
___
C
___
D
emerge
___
A
___
B
mass media
diverse
unify
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
Checking for Understanding
Describe the main themes of artists and
writers during the 1920s.
disenchantment, isolation, disillusionment,
and emptiness
Reviewing Big Ideas
Summarizing How did writers, artists, and
popular culture of the 1920s affect traditional
ideas in the United States?
They broke down patterns of narrow focus on
local interest.
Critical Thinking
Synthesizing How did World War I influence
the literature written during the 1920s?
It led many writers to portray disillusionment and
to reevaluate the myths of American heroes.
Critical Thinking
Organizing Use a graphic organizer similar to
the one below to list the effects of mass media
on American culture.
broke down patterns of provincialism, unified
Americans, spread new ideas and attitudes
Analyzing Visuals
Interpreting Art Study the Edward Hopper
painting, Nighthawks, shown here. How do
different elements of this piece work to convey
a sense of isolation?
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.
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.
I. The Harlem Renaissance
(pages 427–429)
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.
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.
I. The Harlem Renaissance
(pages 427–429)
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.
I. The Harlem Renaissance
(pages 427–429)
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
I. The Harlem Renaissance
(pages 427–429)
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.
I. The Harlem Renaissance
(pages 427–429)
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.
II. African American Politics (pages 429–431)
A. After World War I, many African Americans
wanted a new role in life and in politics.
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.
II. African American Politics (pages 429–431)
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.
II. African American Politics (pages 429–431)
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
II. African American Politics (pages 429–431)
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.
II. African American Politics (pages 429–431)
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.
Vocabulary
Match the term on the left with the correct definition.
___
E
___
D
sought
___
B
___
C
jazz
___
A
impact
author
blues
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
Checking for Understanding
Explain the importance of the defeat of
Judge John Parker’s nomination to the U.S.
Supreme Court.
showed political strength of African Americans
Checking for Understanding
Describe the goals of Marcus Garvey’s
Universal Negro Improvement Association.
emphasized black pride and separate African
American society
Reviewing Big Ideas
Identifying What actions did the NAACP take to
expand political rights for African Americans?
lobbied and worked through the courts
Critical Thinking
Synthesizing How did the Great Migration
affect the political power of African Americans
in the North?
created a strong voting bloc
CA HI1
Critical Thinking
Analyzing How did Duke Ellington create
a new musical style that grew out of the
ragtime tradition?
distinctive orchestration and improvisation
Critical Thinking
Organizing Use a graphic organizer similar to
the one below to describe the impact of the
Harlem Renaissance on U.S. society.
literature; new styles of music; theater;
political influence
Analyzing Visuals
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.
style of clothing
Chapter Summary
Reviewing Content Vocabulary
Match the term on the left with the correct definition.
___
D
___
A
anarchist
___
F
___
B
flapper
___
C
___
E
jazz
eugenics
speakeasy
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
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 Academic Vocabulary
Identify which term is the best fit for each sentence.
A. source
D. diverse
B. aspects
E. unify
C. ethics
F. authors
___
F
Harlem Renaissance _____ continue to influence
writers today.
___
C
To Americans who embraced traditional values, the
modern consumer culture, relaxed _____, and growing
urbanism symbolized the nation’s moral decline.
___
D
The most striking element of American art was the
_____ range of artistic styles, each attempting to
express the individual, modern experience.
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 Academic Vocabulary
Identify which term is the best fit for each sentence.
A. source
D. diverse
B. aspects
E. unify
C. ethics
F. authors
___
B
Challenging traditional ways of seeing and thinking, the
new morality glorified youth and personal freedom and
influenced various _____ of American society.
___
E
The mass media fostered a sense of shared national
experience that helped _____ the nation and spread the
new ideas and attitudes of the time.
___
A
Even big business, which previously favored unrestricted
immigration as a _____ of cheap labor, now feared the
new immigrants as radicals.
Standards 11.2.3, 11.3.3, 11.5,
11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6
Section 1
Reviewing the Main Ideas
1. Why was there a rise in racism and nativism
in the 1920s?
influx of immigrants and a recession
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
Section 1
2. What was the Fundamentalist movement?
It was a religious movement to reassert the
Bible’s authority in life.
Standards 11.2.3, 11.3.3, 11.5,
11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6
Section 2
Reviewing the Main Ideas
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.
Standards 11.2.3, 11.3.3, 11.5,
11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6
Section 3
Reviewing the Main Ideas
4. Why was Harlem the center of the African
American renaissance?
because of its large, concentrated African
American population
Standards 11.2.3, 11.3.3, 11.5,
11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6
Section 3
Reviewing the Main Ideas
5. What were two reasons for the rise in
African American political activism?
Harlem Renaissance and African American
experience in World War I
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, textto-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 Thinking
10. 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
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.
A Black Man Talks of Reaping
I have sown beside all waters in my day.
I planted deep, within my heart the fear
That wind or fowl would take the grain away.
I planted safe against this stark, lean year.
I scattered seed enough to plant the land
In rows from Canada to Mexico
But for my reaping only what the hand
Can hold at once is all that I can show.
Yet what I sowed and what the orchard yields
My brother’s sons are gathering stalk and root,
Small wonder then my children glean in fields
They have not sown, and feed on bitter fruit. ”
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-toAfrica” 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-toAfrica” 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.
Pages 404–405
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
Connecting
Read the following paragraph and ask a connecting question
of a partner.
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
Connecting
While reading the passage, you might have made the
following connections:
• 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?
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.
Pages 404–405
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.
Analysis Skill
Standard H13
Pages 404–405
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)
Analysis Skill
Standard H13
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.
Analysis Skill
Standard H13
Flappers
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
Flapper Hairstyle Actress Colleen
Moore wears a pageboy haircut
that was popular in the 1920s.
Flappers
New Forms of Expression Rebelling
against older, more formal dancing styles,
these Charleston dancers perform steps
that one observer described as “knockkneed 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
Checking for Understanding
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.
Historical Analysis
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.
CA HR4; HI3
Historical Analysis
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.
CA HR4; HI3
Historical Analysis
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 antiGerman sentiments?
Alcohol manufacture and transport does not support
troops. The Anti-Saloon League associates brewers
with Germany.
CA HR4; HI3
Comparing and Contrasting Sources
How do London, Bartholdt, and the Anti-Saloon
League believe that the United States will be
changed by Prohibition?
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 AntiSaloon 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.
The Sacco-Vanzetti Case
Understanding the Issue
1. Why did the defense attorneys believe that the
defendants were not given a fair trial?
They argued that the defendants were found guilty
because of their political views, not because of the
evidence against them.
The Sacco-Vanzetti Case
Understanding the Issue
2. Why do you think the prosecution questioned
Sacco on his political beliefs?
They wanted to establish that his radical views made
him dangerous, regardless of whether he actually
committed the crime.
The Sacco-Vanzetti Case
Understanding the Issue
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?
A historian might argue that since the evidence was
inconclusive, the verdict was unfounded.
The Sacco-Vanzetti Case
Activities
1. Investigate Check your local library or the Internet
and prepare a report on the latest information on
the case.
CA 11WS1.6
The Sacco-Vanzetti Case
Activities
2. 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.
Religious Freedom in the
United States
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
Checking for Understanding
1. How did the Great Awakening promote greater
religious tolerance?
The Great Awakening fostered the founding of many
new churches. These new churches increased
religious tolerance.
Religious Freedom in the
United States
Checking for Understanding
2. What did the Supreme Court rule in Reynolds v.
United States?
According to Reynolds v. United States, religious
practices that violated the law or undermined the
public interest were not protected by the First
Amendment.
Religious Freedom in the
United States
Critical Thinking
1. How has the establishment clause of the First
Amendment been applied to public schools?
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.
Religious Freedom in the
United States
Critical Thinking
2. Why do you think freedom of religion is such an
important and controversial right?
Answers will vary. Use specific examples in your
responses.
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.
Selected Poems
Read to Discover
What is Hughes’s perception of the place of African
Americans in society at the time he wrote these poems?
Reader’s Dictionary
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.
CA 11RL3.4
Selected Poems
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
CA 11RL3.2
Selected Poems
Interdisciplinary Activity
Response 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.”
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.
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