The Roaring Twenties
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING The Roaring Twenties
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Discussion Questions - Short Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Immigrant Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Strengths and Weaknesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Patricia A. Peirson.
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: info@aimsmultimedia.com
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FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
media or content areas.
Link to the World
in the program. Your students
These activities offer ideas
will have opportunities to make discoveries
for connecting learners’
meaning.
classroom activities to their
and formulate ideas on their own, based on
Curriculum Connections
suggested
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
Additional
understand,
Programs
retain,
and
recall
the
Choose the best way for students to
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read The Roaring Twenties Themes,
learned, and to provide them with
Overview, and Objectives to become
practice in test-taking procedures.
Reproducible Activities
familiar with program content and
The AIMS Teaching Module provides a
expectations.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have
the opportunity for students to assess their
Twenties together or in small groups.
students
view
The
Roaring
knowledge of new vocabulary with this word
game or puzzle. The format of this
vocabulary activity allows students to use the
or
•
Some students may benefit from
viewing the video more than one time.
related words and phrases in a different
context.
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a
local
community
The Roaring Twenties
Themes
Introduction to the Program
nativism - a policy favoring the interests of
native-born citizens over those of immigrants
Themes addressed in this thought-provoking
As people sought to forget the horrors of the
prohibition - the forbidding by law of the
program include the economic, political,
First World War, they embraced jazz, new
manufacture, transportation, sale, and pos-
and social climate of the 1920s. Within
fads and fashions, industrial technology,
session of alcoholic beverages
these thematic sections, there is examination
advances in modern conveniences and
socialism - a social system based on gov-
of the extremes which characterize this
entertainment, and a relaxation of social
ernment ownership and administration of
decade: prosperity and poverty, internation-
and sexual mores. It was a tumultuous time
the means of production and distribution of
alism and isolationism, experiment and tra-
rocked by issues such as women’s rights,
goods
dition.
prohibition, the theory of evolution, restric-
theory of evolution - a scientific theory
tions on immigration, and a growing fear of
regarding the origin of species of living
communism. The country experienced politi-
organisms
Overview
cal scandal and economic upheaval. The
“The Roaring Twenties” captures a unique
Roaring Twenties became a battleground
period in American history - from the fun
upon which the zeal to break free of the past
and frivolity for which it’s most known, to the
and tradition clashed with an almost nostal-
Ask one or more of the following questions
important social and political legacy of the
gic yearning for the conventions of the pre-
to prompt discussion about the Roaring
era. Included are discussion of the ‘return to
war years and a return to “normalcy.” Much
Twenties: When were the Roaring Twenties?
normalcy’ following World War I; social ten-
of what occurred during this decade contin-
What war preceded the Roaring Twenties?
sions and politics; the Red Scare; the presi-
ues to shape and define our country as a
What effect do you think this war had on
dencies of Warren Harding and Calvin
nation and as a people today.
individuals and society during the 1920s?
Coolidge; post-war changes in American
business; Garveyism and the Scopes trial;
Discussion Ideas
What is your overall impression of the
Introduction to Vocabulary
and the significant pop-culture of the era.
Roaring Twenties? When you think of this
era, what images come to mind?
Before starting the program, write the following words and phrases on the board.
Objectives
Focus
Ask the class to discuss the meaning of each
•
To
explain
the
political
and
international affairs of the 1920s.
•
•
•
word, and review or have students research
Ask students to imagine themselves living in
the terms that are unfamiliar.
the 1920s. Have them choose an identity;
To describe the emergence of the
someone they think they would like to have
modern economy in business, daily life,
anarchists - people who want to abolish all
been (for example, a former soldier, factory
and work.
forms of government
worker, student, entrepreneur, politician,
To give specific examples of the
communists - those who believe in an eco-
political activist, flapper, jazz musician, etc.)
different social tensions and their
nomic and social system where property is
As they view the program, have students
consequences.
owned by everyone and the needs of the
keep their adopted identity in mind: Who
To identify new cultural movements and
whole are more important than those of the
are you? From that perspective, what is your
understand how they changed the
individual
life like? For instance, how do you live and
American society.
fundamentalism - a movement in 20th cen-
make money? How are you affected by the
tury Protestantism emphasizing the literally
changes in society, music, politics, or inter-
interpreted Bible as the basis to Christian life
national affairs? How does political corrup-
and teaching
tion affect you? What impact will the stock
isolationism - a national policy of abstaining
market crash of 1929 have on your life?
from political or economic relations with
other countries
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SUGGESTED ACTIVITIES
Meeting Individual Needs
Ask students to recall some of the major people and events from the program. List their responses on the board.
Discuss the importance of each. If necessary, provide suggestions of your own to trigger additional responses and
30 Minutes
stimulate discussion.
Writing
Prior to viewing the program, students were asked to imagine themselves living in the 1920s and to adopt an identity of someone they would like to have been. For this activity, have students use that identity or another of their
choice. Ask them to write a brief chronicle of life during the Roaring Twenties from their chosen perspective.
Encourage them to be detailed in their references to actual people and events, as well as in describing their own
45 Minutes
participation and reactions to life in the ‘20s.
Connection to History
HI ST OR Y
On October 10, 1919, the 18th amendment, named the Volstead Act, was passed by Congress. This amendment
mandated that “No person shall manufacture, sell, barter, transport, import, export, deliver, furnish or posses intoxicating liquor except as authorized in this act.” The resulting rise in organized crime led many to feel that
Prohibition’s negative impact on society far outweighed any benefits.
Extended
Did the social benefits of Prohibition outweigh the damage caused by the related rise in organized crime? Using
library and Internet resources, have students research this topic and prepare an essay based on their findings.
Connection to Social Studies - Woman Suffrage Movement and the 19th Amendment
Beginning in the mid-19th century, supporters of woman suffrage lectured, wrote, marched, lobbied, and practiced
SO CI AL
ST UD IE S
civil disobedience to achieve what many Americans considered a radical change in the Constitution. Ask students
to research the arguments both for and against woman suffrage. Once research has been completed, organize a
class debate on the topic. Have one team present arguments in favor of suffrage, and the other counter suffrage
with arguments which would have seemed logical and relevant prior to passage of the 19th Amendment.
Extended
Connection to Music
By the mid-1920s, the popularity of jazz had skyrocketed. It was being played in dance halls, roadhouses and
speakeasies all over the country. Radio and phonograph records were bringing jazz to locations so remote that no
M US IC
band could reach them. But for the conservative segments of the population (fearful of such rapid change and fighting to maintain the status quo), jazz music was seen not merely an annoyance but a threat, one more cause of
loosening morals and a catastrophic influence on the national character.
Using library, video, and Internet resources, have students research the origins of jazz, its emergence as a major
musical art form, and its impact on American society. If possible, have students find and share with the class sample recordings of popular 1920s artists or selected pieces of music, along with a brief summary of related information.
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Extended
Link to the World
Flagpole Sitting and Other Outlandish Fads: many people spent the decade of the 1920s trying to forget the horrors of the First World War. It was a time to let loose; to indulge in materialism and good times. Among the more
bizarre outlets for this explosion of restless pleasure-seeking were outlandish fads like flagpole sitting, marathon
dancing, and the “bunion derby” - a foot race from Los Angeles to New York.
60 Minutes
Have students research and share with the rest of the class one or more of these fads. Discuss their possible social
origins and impact. Where and why did the fad originate? How long did it last? Who participated in it? Has it left
its mark on society and does it exist in any form today? How does it compare with fads today?
Connection to Physical Science and American History
The 1920s was a time of hope and celebration, and a time of innovation, discovery and invention: radio, moving
L
PH YS ICA
SC IEN CE
pictures, jazz, women’s right to vote, commercially produced peanut butter, to name a few. Using various resources,
such as library and Internet, have students research and compile a list of “firsts” for the decade. Discuss the impact
60 Minutes
these firsts may have had on society then and now. (An excellent Internet source to start with is The Media History
Project http://mediahistory.umn.edu/time/1920s.html)
Connection to Civics
Although the United States has been shaped by successive waves of immigrants, Americans have often viewed
immigration as a problem. Our Statue of Liberty proudly stands as a symbol of welcome, and the plaque at her
base declares “Give me your tired, your poor, your huddled masses yearning to breathe free...” Yet following the
First World War, there was a marked increase in demands for restrictions on immigration. Why? What issues were
45 Minutes
at the core of this wave of anti-immigrant sentiment? How do conditions and public opinion then compare with the
immigration issues we face today? What solutions can you suggest?
Have students research this topic in preparation for a general class discussion of the issue.
Connection to Economics and Writing
On October 24, 1929, later to be known as Black Thursday, the stock market began its downhill drop, heralding
the end of the “Roaring Twenties” and the beginning of the Great Depression. What was it like for the people of
CS
ECONOMI
the time? What did they read in the newspaper when it happened? What were they told that might have warned
them of the impending trouble? What was the impact on the average American?
Extended
Have students research this topic and write a short story from the perspective of an individual of the time as he or
she sees the market crumble and feels the effects in his/her personal life. Some suggested perspectives might be a
business owner, investor, wife or child of a such a businessperson, a woman just entering the job market, an outsider with no investments at risk, an opportunist who sees the crash as a boon, an economist who has foreseen the
crash, etc. Encourage students to be creative in their approach to the story.
Culminating Activity
Give students a few minutes to brainstorm what they see as the pros and cons of living in the 1920s. Then, ask students to imagine the clock has rolled back to this era. Have them choose an identity - someone they would like to
be (a general identity or specific). Discuss the following: What do they like about their lives? What don’t they like?
How do they view society and politics (both domestic and foreign)? Are they optimistic or pessimistic about the
direction the country is going?
8
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45 Minutes
HI ST OR Y
Name
VOCABULARY
PART A: The vocabulary terms - and individuals - listed below are from The Roaring Twenties. Read each definition. On the line next to the
definition, write the number of the vocabulary term or individual that matches the definition.
1. talkies
2. speakeasies
3. Ohio Gang
4. Warren Harding
5. Calvin Coolidge
6. Herbert Hoover
7. Mellon Plan
8. the flapper
9. scientific management
10. picture palaces
11. installment plan
12. mass transit
13. Origins Act of 1929
14. Monkey Trial
15. Teapot Dome Scandal
________
Harding’s pro-business cabinet appointee
________
a movie with sound
________
the most efficient way to perform a task
________
reduction in income taxes
________
oil lands illegally sold
________
a new credit system
________
promoted a “return to normalcy”
________
“Silent Cal”
________
streetcars and subways
________
elaborate movie theaters
________
Harding’s poker buddies
________
illegal clubs that sold alcohol
________
limitations on immigration
________
women’s new image
________
legal controversy over the Theory of Evolution taught in school
PART B: Choose 10 of the above terms. Use each term in a sentence that tells something about the person, thing, or event as it relates to the
Roaring Twenties. Use a separate sheet of paper for this activity.
9
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Name
CHECKING COMPREHENSION
Read each of the following questions, then answer them in space provided. Use a separate sheet of paper if necessary. Please use complete
sentences.
1. In America of the 1920s, what conditions specifically affected the labor workers? ______________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
2. What production procedure did Henry Ford adopt, and how did it affect the average American?__________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
3. What effect did the sudden production and sale of automobiles have on the economy and industry of the United States in the 1920s?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
4. What were the two key union strikes and what were their outcomes? __________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
5. What was the Teapot Dome Scandal and who was responsible for it? ________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
6. How did President Harding’s policies impact the country’s participation in world affairs? ________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
7. What was the Red Scare of the 1920s? __________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
8. What role did the Nicola Sacco and Bartolomeo Vanzetti Case play in America’s fears? ________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
9. What were the names of two groups involved in the racial tensions of the 1920s, and what was the purpose of each? ________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
10. Give at least three examples of women’s new roles in the Roaring Twenties. __________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
10
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
Name
TRUE OR FALSE
Place a T next to statements that are true, and an F next to statements that are false.
1.
________
Over half of America’s riches were owned by only two percent of the people.
2.
________
Boston police and U. S. Steelworkers went on strike for higher wages and won.
3.
________
Low interest rates sparked the construction of plants, homes, office buildings, and skyscrapers.
4.
________
Scientific Management identified the most time-efficient ways to complete a task.
5.
________
Vacuum cleaners, washing machines, irons, and toasters were becoming popular and affordable in most homes.
6.
________
In the 1920s, there were great tensions between Americans regarding social, racial, and moral beliefs.
7.
________
After President Calvin Coolidge died, Warren Harding became the new President.
8.
________
Garveyism discriminated against anyone who was not American, not white, and not Protestant.
9.
________
The Scopes Trial debated whether the Theory of Evolution could be taught in schools.
10. ________
In the 1920s, many students did not attend high school, as it was only for college-bound students.
11
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Name
DISCUSSION QUESTIONS - SHORT ESSAY
Choose two (2) of the following topics and write a short essay on each based on the information in the program. Use a separate sheet of paper.
Be sure to use complete sentences.
1. Discuss the origins of the Harlem Renaissance and its impact on society.
2. Discuss the issue behind the Scopes Trial, the people involved, and the outcome of that trial.
3. Describe the Red Scare, its development, and the impact on American society.
4. Discuss the presidential election of Warren Harding, his policies, and the scandal associated with his presidency.
5. Summarize the social tensions found between American citizens and immigrants, as well as the related racial discrimination.
6. Discuss the cultural changes in American society during the 1920s.
12
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Name
IMMIGRANT INTERVIEW
It is the 1920s and radio broadcasting has just become very popular. You have your own radio program and are about to interview an
immigrant living in the United States. Develop questions to ask and create some possible responses. Be sure to include questions about the latest
fears Americans are having about immigrants and the Act to restrict and limit immigration.
Question #1 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
Question #2 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
Question #3 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
Question #4 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
Question #5 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
13
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Name
STRENGTHS AND WEAKNESSES
The Roaring Twenties was a time of change. Many of the conditions and events of the 1920s were very positive while others were not. Complete
the chart below to outline the different strengths and weaknesses of the Roaring Twenties.
STRENGTHS
WEAKNESSES
Economy
Status
Labor/
Work Force
Status
Women’s
Status
Social
Status
Racial
Status
14
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Name
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards.
A
N
A
R
C
H
I
S
T
Q
W
C
Z
J
X
V
X
K
Q
M
O
N
Z
V
Y
F
O
G
V
Q
W
Y
Z
G
X
O
J
Y
N
Q
B
O
X
W
S
Q
N
A
T
I
V
I
S
M
T
Z
L
N
Y
O
J
X
G
V
Z
E
Q
A
V
S
M
I
O
V
C
Z
W
M
X
J
R
K
E
W
I
X
D
I
Z
I
G
H
J
Y
Q
N
W
K
J
N
Q
G
T
N
A
F
L
A
P
P
E
R
A
Q
O
Y
E
U
X
L
Q
J
W
R
K
X
V
E
G
I
Z
W
L
N
I
K
X
G
Z
D
M
Y
P
X
T
G
Q
O
V
S
V
T
A
L
K
I
E
S
W
A
J
M
V
X
M
Z
R
Q
J
Y
X
N
K
V
L
Z
N
E
K
W
E
Y
X
K
Z
V
Q
G
X
O
B
W
G
Q
J
J
G
C
O
M
M
U
N
I
S
M
Y
X
M
V
X
W
Q
N
O
I
T
I
B
I
H
O
R
P
Z
anarchist
communism
Coolidge
era
evolution
flapper
Harding
Hoover
isolationist
nativism
prohibition
socialism
speakeasy
talkies
15
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
Name
TEST
Circle the letter of the correct answer for each question.
1. The economy of the Roaring Twenties was characterized by:
a) high employee wages.
b) a concentration of real wealth among very few families.
c) low prices for good due to a surplus of products available to consumers.
d) high unemployment.
2. Due to the Red Scare of the 1920s:
a) communists were blamed for a wide range of social ills.
b) there were few, if any, communists in the United States.
c) immigrants fleeing Europe were welcomed to the United States.
d) all of the above.
3. President Harding’s opposition to U.S. participation in the League of Nations:
a) reflected the nation’s desire to build up its military strength.
b) was based upon the U.S. government’s desire to wage war wherever and whenever necessary.
c) reflected a new governmental policy of isolationism.
d) was based upon his belief that the League represented communist interests.
4. The sudden production and sales of the automobile resulted in:
a) a boost to the oil industry.
b) construction of highways.
c) development of a major United States industry.
d) all of the above.
5. In the 1920s, farmers experienced severe economic problems because:
a) of an oversupply of farm products and falling consumer prices.
b) of a decrease in farm production and rising consumer prices.
c) of growing demand for farm products.
d) there were too few farmers to meet the demands for farm products.
16
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Name
TEST (CONTINUED)
6. President Coolidge believed that prosperity for all Americans depended on:
a) importing more from foreign countries.
b) providing financial assistance to American farmers.
c) the success of big business.
d) the movement of people from the city to the country.
7. Which of the following events happened first?
a) Calvin Coolidge was elected president.
b) The 19th Amendment was passed into law.
c) The Teapot Dome Scandal was revealed.
d) The sale of alcohol was made illegal.
8. Which of the following statements is true about the American economy of the 1920s?
a) Most Americans worked in the automobile industry and earned high wages.
b) The economy benefited from the policy of isolationism.
c) Although the economy was prospering on the surface, there were serious underlying problems.
d) Most Americans were deeply in debt due to newly introduced practice of installment buying.
Short Essay Section: Use full sentences to answer the following questions. Use a separate sheet of paper if necessary.
9. Discuss the cause-and-effect relationship between the Red Scare and demands for limits on immigration during the 1920s.
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
10. Discuss the issues involved in the Scopes Trial and the impact of its outcome.
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
17
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ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
#3026-EN-VID
American Presidents (1901-29)
#9892-EN-VID
Andrew Carnegie: The Original Man of Steel
#9883-EN-VID
Model T Man From Michigan, America: Henry Ford and His Horseless Carriage
#9276-EN-VID
Industry - The Rise of Big Business
#9273-EN-VID
Entertainment - Between the Great Wars
#9889-EN-VID
Louis Armstrong: The Gentle Giant of Jazz
#4024-EN-VID
The Great Gatsby
#8971-EN-VID
World War One and the Great Depression (1900-1939)
#9757-EN-VID
Rites of Passage (1919-1920)
#9758-EN-VID
The Best of Times (1920-1924)
#9759-EN-VID
Coming of Age (1924-1928)
#9760-EN-VID
Power and Prejudice (1926-1928)
#9761-EN-VID
Tarnished Dream (1929-1931)
#9813-EN-VID
Between the Wars (1918-1939)
18
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
INTERNET RESOURCES FOR TEACHERS AND STUDENTS
For Teachers
http://odur.let.rug.nl/~usa/H/1990/ch7_p5.htm
From Revolution to Reconstruction ... and what happens afterwards: A general overview of America in the 1920s.
http://www.history.ohio-state.edu/projects/clash/Introduction/Intro.htm
Ohio State University Department of History Clash of Cultures in the 1910s and 1920s. Topics include Prohibition, Immigration, The Klan,
Women, and the Scopes Trial.
http://www.nhmccd.edu/contracts/lrc/kc/decade20.html
Kingwood College Library on the American Cultural History presents a Website on facts from the 1920s and information on the decade’s music,
literature, people, fashions, and entertainment.
http://www.nku.edu/~diesmanj/harlem.html
This Website provides a detailed description of the Harlem Renaissance, the artists, and samples of their work.
http://www.pbs.org/wgbh/amex/lindbergh/
PBS presents a documentary of Charles Lindbergh and his first solo flight across the Atlantic.
For Students
Note: Teachers should preview all sites to ensure they are age-appropriate for their students.
http://mediahistory.umn.edu/time/1920s.html
This Website is a media history timeline with specific events of the media’s “firsts” in the 1920s.
http://www.cohums.ohio-state.edu/history/projects/prohibition/proh1920.htm
The Temperance and Prohibition Websites includes viewpoints of the controversial topic from the medical use of alcohol, Women’s National
Committee for Law Enforcement, and other statements from those who testified.
http://www.d.umn.edu/cla/faculty/tbacig/studproj/is3099/jazzcult/20sjazz/index.html
The American Jazz Culture in the 1920s Website contains information on its artists, its development in the United States, the recordings, and
the Jazz Culture.
http://165.29.91.7/classes/humanities/amstud/97-98/harren/HARREN.HTM
The Harlem Renaissance Web page is a collection of biographies of the leaders, entertainers, and writers of the period.
19
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ANSWER KEY for page 9
VOCABULARY
PART A: The vocabulary terms - and individuals - listed below are from The Roaring Twenties. Read each definition. On the line next to the
definition, write the number of the vocabulary term or individual that matches the definition.
1. talkies
2. speakeasies
3. Ohio Gang
4. Warren Harding
5. Calvin Coolidge
6. Herbert Hoover
7. Mellon Plan
8. the flapper
9. scientific management
10. picture palaces
11. installment plan
12. mass transit
13. Origins Act of 1929
14. Monkey Trial
15. Teapot Dome Scandal
6
________
Harding’s pro-business cabinet appointee
1
________
a movie with sound
9
________
the most efficient way to perform a task
7
________
reduction in income taxes
15
________
oil lands illegally sold
11
________
a new credit system
4
________
promoted a “return to normalcy”
5
________
“Silent Cal”
12
________
streetcars and subways
10
________
elaborate movie theaters
3
________
Harding’s poker buddies
2
________
illegal clubs that sold alcohol
13
________
limitations on immigration
8
________
women’s new image
14
________
legal controversy over the Theory of Evolution taught in school
PART B: Choose 10 of the above terms. Use each term in a sentence that tells something about the person, thing, or event as it relates to the
Roaring Twenties. Use a separate sheet of paper for this activity.
SENTENCES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TERM.
20
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
ANSWER KEY for page 10
CHECKING COMPREHENSION
Read each of the following questions, then answer them in space provided. Use a separate sheet of paper if necessary. Please use complete
sentences.
1. In America of the 1920s, what conditions specifically affected the labor workers? Labor workers were not allowed to strike for better conditions due to the ban on strikes during WWI. Meanwhile, laborers were expected to work punitively long hours for low wages, and prices
for goods were increasing due to the sudden demand for products. Boston police and U.S. Steelworkers both attempted strikes in the 1920s
and lost.
2. What production procedure did Henry Ford adopt, and how did it affect the average American? Henry Ford was chiefly responsible for
the general adoption of assembly line techniques and for the consequent great expansion of American industry and the raising of the
American standard of living. Due to his production techniques, cars became readily available and affordable for the average American.
3. What effect did the sudden and sale of automobiles have on the economy and industry of the United States in the 1920s? This resulted in
the development of a major United States industry, gave a boost to the oil industry, and launched the major construction of highways
throughout the country.
4. What were the two key union strikes and what were their outcomes? Boston police went on strike to ask for a raise and U.S. Steelworkers
went on strike to end a 12-hour, 7-day a week work schedule. Both strikes were defeated.
5. What was the Teapot Dome Scandal and who was responsible for it? The Ohio Gang - government officials and friends hired by President
Harding - leased federal land containing rich oil fields located in Teapot Dome, Wyoming to private oil companies in exchange for bribes.
6. How did President Harding’s policies impact the country’s participation in world affairs? President Harding’s policy of a “return to normalcy” supported isolationism; he refused to participate in the League of Nations, raised tariffs on imported goods, and refused to allow
American farmers to sell their surplus products outside of the United States, though it might have bolstered their failing financial state.
7. What was the Red Scare of the 1920s? Americans feared foreign radicals, communists, and labor unrest. Immigrants were especially
blamed for bringing disruptive ideas with them, and the press called it the “Red Scare.” Raids were ordered on homes and offices where
communists were suspected to be living or working; many were imprisoned and deported without trial.
8. What role did the Nicola Sacco and Bartolomeo Vanzetti Case play in America’s fears? The Sacco-Vanzetti Case personified the fear
Americans had of immigrants, anarchists, communists, and other political radicals. These two men, accused of robbery and murder, were
both immigrants who admitted to being anarchists and dodging the draft. Whether or not they were guilty of the crimes for which they
were convicted is still debated today.
9. What were the names of two groups involved in the racial tensions of the 1920s, and what was the purpose of each? The Ku Klux Klan was
anti-immigrant, anti-Jewish, anti-Catholic, anti-union, pro-Prohibition, and hated anyone who was not a white protestant. In contrast, a
movement led by Marcus Garvey - Garveyism - rejected white society, promoted pride in African heritage, and advocated a return to
Africa.
10. Give at least three examples of women’s new roles in the Roaring Twenties. This was a new period of freedom for women, as they broke
the bonds of Victorian culture, received the vote, started working, and adopted new fashions such as short hair and skirts. Women who
wore these new fashions were called “flappers.
21
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
ANSWER KEY for page 11
TRUE OR FALSE
Place a T next to statements that are true, and an F next to statements that are false.
1.
T
________
2.
________
3.
________
4.
________
Scientific Management identified the most time-efficient ways to complete a task.
5.
T
________
Vacuum cleaners, washing machines, irons, and toasters were becoming popular and affordable in most homes.
6.
________
In the 1920s, there were great tensions between Americans regarding social, racial, and moral beliefs.
7.
F
________
After President Calvin Coolidge died, Warren Harding became the new President.
8.
F
________
Garveyism discriminated against anyone who was not American, not white, and not Protestant.
9.
________
F
T
T
T
T
F
10. ________
Over half of America’s riches were owned by only two percent of the people.
Boston police and U. S. Steelworkers went on strike for higher wages and won.
Low interest rates sparked the construction of plants, homes, office buildings, and skyscrapers.
The Scopes Trial debated whether the Theory of Evolution could be taught in schools.
In the 1920s, many students did not attend high school, as it was only for college-bound students.
22
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
ANSWER KEY for page 12
DISCUSSION QUESTIONS - SHORT ESSAY
Choose two (2) of the following topics and write a short essay on each based on the information in the program. Use a separate sheet of paper.
Be sure to use complete sentences.
ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
1. Discuss the origins of the Harlem Renaissance and its impact on society.
2. Discuss the issue behind the Scopes Trial, the people involved, and the outcome of that trial.
3. Describe the Red Scare, its development, and the impact on American society.
4. Discuss the presidential election of Warren Harding, his policies, and the scandal associated with his presidency.
5. Summarize the social tensions found between American citizens and immigrants, as well as the related racial discrimination.
6. Discuss the cultural changes in American society during the 1920s.
23
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
ANSWER KEY for page 13
IMMIGRANT INTERVIEW
It is the 1920s and radio broadcasting has just become very popular. You have your own radio program and are about to interview an
immigrant living in the United States. Develop questions to ask and create some possible responses. Be sure to include questions about the latest
fears Americans are having about immigrants and the Act to restrict and limit immigration.
ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING AND THOUGHTFUL CONSIDERATION OF THE TOPIC.
Question #1 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
Question #2 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
Question #3 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
Question #4 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
Question #5 __________________________________________________________________________________________________________
Possible Response ______________________________________________________________________________________________________
24
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
ANSWER KEY for page 14
STRENGTHS AND WEAKNESSES
The Roaring Twenties was a time of change. Many of the conditions and events of the 1920s were very positive while others were not. Complete
the chart below to outline the different strengths and weaknesses of the Roaring Twenties.
ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
STRENGTHS
WEAKNESSES
Economy
Status
Labor/
Work Force
Status
Women’s
Status
Social
Status
Racial
Status
25
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
ANSWER KEY for page 15
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards.
A
N
A
R
C
H
I
S
T
Q
W
C
Z
J
X
V
X
K
Q
M
O
N
Z
V
Y
F
O
G
V
Q
W
Y
Z
G
X
O
J
Y
N
Q
B
O
X
W
S
Q
N
A
T
I
V
I
S
M
T
Z
L
N
Y
O
J
X
G
V
Z
E
Q
A
V
S
M
I
O
V
C
Z
W
M
X
J
R
K
E
W
I
X
D
I
Z
I
G
H
J
Y
Q
N
W
K
J
N
Q
G
T
N
A
F
L
A
P
P
E
R
A
Q
O
Y
E
U
X
L
Q
J
W
R
K
X
V
E
G
I
Z
W
L
N
I
K
X
G
Z
D
M
Y
P
X
T
G
Q
O
V
S
V
T
A
L
K
I
E
S
W
A
J
M
V
X
M
Z
R
Q
J
Y
X
N
K
V
L
Z
N
E
K
W
E
Y
X
K
Z
V
Q
G
X
O
B
W
G
Q
J
J
G
C
O
M
M
U
N
I
S
M
Y
X
M
V
X
W
Q
N
O
I
T
I
B
I
H
O
R
P
Z
anarchist
communism
Coolidge
era
evolution
flapper
Harding
Hoover
isolationist
nativism
prohibition
socialism
speakeasy
talkies
26
© Copyright 2003 • AIMS Multimedia • The Roaring Twenties • #2857
ANSWER KEY for page 16
TEST
Circle the letter of the correct answer for each question.
1. The economy of the Roaring Twenties was characterized by:
a) high employee wages.
b) a concentration of real wealth among very few families.
c) low prices for good due to a surplus of products available to consumers.
d) high unemployment.
2. Due to the Red Scare of the 1920s:
a) communists were blamed for a wide range of social ills.
b) there were few, if any, communists in the United States.
c) immigrants fleeing Europe were welcomed to the United States.
d) all of the above.
3. President Harding’s opposition to U.S. participation in the League of Nations:
a) reflected the nation’s desire to build up its military strength.
b) was based upon the U.S. government’s desire to wage war wherever and whenever necessary.
c) reflected a new governmental policy of isolationism.
d) was based upon his belief that the League represented communist interests.
4. The sudden production and sales of the automobile resulted in:
a) a boost to the oil industry.
b) construction of highways.
c) development of a major United States industry.
d) all of the above.
5. In the 1920s, farmers experienced severe economic problems because:
a) of an oversupply of farm products and falling consumer prices.
b) of a decrease in farm production and rising consumer prices.
c) of growing demand for farm products.
d) there were too few farmers to meet the demands for farm products.
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ANSWER KEY for page 17
TEST (CONTINUED)
6. President Coolidge believed that prosperity for all Americans depended on:
a) importing more from foreign countries.
b) providing financial assistance to American farmers.
c) the success of big business.
d) the movement of people from the city to the country.
7. Which of the following events happened first?
a) Calvin Coolidge was elected president.
b) The 19th Amendment was passed into law.
c) The Teapot Dome Scandal was revealed.
d) The sale of alcohol was made illegal.
8. Which of the following statements is true about the American economy of the 1920s?
a) Most Americans worked in the automobile industry and earned high wages.
b) The economy benefited from the policy of isolationism.
c) Although the economy was prospering on the surface, there were serious underlying problems.
d) Most Americans were deeply in debt due to newly introduced practice of installment buying.
Short Essay Section: Use full sentences to answer the following questions. Use a separate sheet of paper if necessary.
9. Discuss the cause-and-effect relationship between the Red Scare and demands for limits on immigration during the 1920s.
ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC.
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10. Discuss the issues involved in the Scopes Trial and the impact of its outcome.
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