Homework: perhaps NONE?
Complete political cartoon assignment?
Review Ch. 26, 12.1 notes? OHP product sharing?
Monday, December 7, 2015
I. Pearl Harbor Remembrance Day
Display NOTES on 5 postwar tensions…-??
II. Oral History Project
Continue sharing…finish by Wednesday?
Sacco & Vanzetti
clemency hearing
is later this week.
Ch. 13 section
“quiz” early next
week…“test” is
LATER next week
Individual Ch. 12 &
13 QUIZ (major) is
planned for final
week of December.
ROARING 1920s
Celebrity Dance
PARTY is Wed.,
December 23rd!!!
Homework: perhaps NONE?
Complete political cartoon assignment?
Review Ch. 26, 12.1 notes? OHP product sharing?
Tuesday-Wednesday, December 8-9, 2015
Oral History Project
Continue sharing…finish by Wednesday?
Sacco & Vanzetti
clemency hearing
is later this week.
Ch. 13 section
“quiz” early next
week…“test” is
LATER next week
Individual Ch. 12 &
13 QUIZ (major) is
planned for final
week of December.
ROARING 1920s
Celebrity Dance
PARTY is Wed.,
December 23rd!!!
Criteria
Advanced
Proficient
Basic
Below Basic
Interviewee’s
experience
Demonstrates sophisticated
understanding of interviewee’s
experience in historical context.
Demonstrates understanding of
interviewee’s experience in
historical context.
Demonstrates little to no understanding
of interviewee’s experience in historical
context.
-Highly informative & engaging
retelling of interviewee’s story
35-32
-Informative & engaging
retelling of interviewee’s story
31-25
Demonstrates sophisticated
understanding of the historical
time period.
Uses 5 or more sources.
Multiple citations in MLA format
Demonstrates understanding of
the historical time period.
Uses 3 – 4 sources
Citations in MLA format
Demonstrates limited
understanding of
interviewee’s experience in
historical context.
-Attempts to retell
interviewee’s story (minimally
engaging and/or informative)
24-20
Demonstrates limited
understanding of the
historical time period.
Uses 2 sources
Material is cited
-Excellent analysis of research
compared to participant’s
testimony (displays many
insightful “connections”)
35-32
-Analysis of research compared
to participant’s testimony is
satisfactory (displays insightful
several “connections”)
31-25
-Inadequate analysis of
research & participant’s
testimony (displays few
insightful “connections”)
24-20
-Little or no analysis of research or
participant’s testimony (displays no
meaningful “connections”)
19-0
Student actively works with
peers and contributes to their
success.
10-9
Student collaborates with peers
but has minimal impact on their
success.
8-7
Student has minimal
collaboration with peers.
Student does not collaborate with
anyone.
Media chosen is highly effective
in engaging and connecting to
audience.
Media chosen is effective in
engaging and connecting to
audience.
Media chosen is somewhat
effective in engaging and
connecting to audience.
6
Media chosen is ineffective in engaging
and connecting to audience.
Questions, bibliography and
product show limited control
of grammar, mechanics, and
spelling.
6
Questions, bibliography, and product
show minimal control of grammar,
mechanics, and spelling.
Student
Research
Collaboration
Product
10-9
Conventions
Questions, bibliography, and
product show evident control of
grammar, mechanics, and
spelling
10-9
_____/35 points
-Inadequate and/or ineffective retelling
of interviewee’s story
19-0
Demonstrates little to no understanding
of the historical time period.
Uses 1 source
There are no citations
6
5-0
_____/35 points
_____/10 points
_____/10 points
5-0
8-7
Questions, bibliography, and
product show sufficient control
of grammar, mechanics, and
spelling.
8-7
/points
5-0
Comments:
Total: ______/100
Very nicely done! A well-deserved advanced rating
Good overall effort…more research and/or interview analysis needed, but still high proficient work
Acceptable product, but research and/or interview analysis needed much more attention/effort (SCL is recommended….submit enhanced work within 10 days)
INCOMPLETE product! Research and interview analysis are inadequate SCL is HIGHLY RECOMMENDED
FILE NAME:
1 LEVANT TOPIC?? 1
10
11
12
13
14
15
16
17
18
19
20
21
1
2
3
4
5
6
7
8
9
C
A V S
Period 1
Presentation order…“sharing”
expectations
C…content knowledge
Era/event EXPLAINED?
A…analysis: interview vs.
research
Interview COMPARED to history?
V…visual/product
Project LOOK good/show EFFORT?
S…speaking/delivery skills
Was OHP sharing ENGAGING?
FILE NAME:
1 ADAMS TOPIC?? 2
22
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
C
Period 2
A V S Presentation order…“sharing”
expectations
C…content knowledge
Era/event EXPLAINED?
A…analysis: interview vs.
research
Interview COMPARED to history?
V…visual/product
Project LOOK good/show EFFORT?
S…speaking/delivery skills
Was OHP sharing ENGAGING?
FILE NAME:
1 BURN TOPIC?? 3
20
21
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Period 3
C A V S Presentation order…“sharing”
expectations
C…content knowledge
Era/event EXPLAINED?
A…analysis: interview vs.
research
Interview COMPARED to history?
V…visual/product
Project LOOK good/show EFFORT?
S…speaking/delivery skills
Was OHP sharing ENGAGING?
FILE NAME:
1 STANTON TOPIC?? 4
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
1
2
3
4
5
6
C
A V S
Period 4
Presentation order…“sharing”
expectations
C…content knowledge
Era/event EXPLAINED?
A…analysis: interview vs.
research
Interview COMPARED to history?
V…visual/product
Project LOOK good/show EFFORT?
S…speaking/delivery skills
Was OHP sharing ENGAGING?
Period 6
Presentation order…“sharing”
expectations
FILE NAME:
1 JENKINSON TOPIC?? 6
C
8
9
10
11
12
13
14
1
2
3
4
5
6
7
A V S
C…content knowledge
Era/event EXPLAINED?
A…analysis: interview vs.
research
Interview COMPARED to history?
V…visual/product
Project LOOK good/show EFFORT?
S…speaking/delivery skills
Was OHP sharing ENGAGING?
Homework: READ Americans Ch. 13 section, complete “ttt”
blanks & record 10+ notes by Monday, 12/14
Reminders: political cartoon assignment? OHP sharing or SCL?
Wednesday, December 9, 2015
I. Oral History Project
Continue sharing…finish today?
II. Begin Sacco & Vanzetti Clemency Hearing
Voting for Governor?
Preparation for testimony
Sacco & Vanzetti
clemency hearing
is later this week.
Ch. 13 section
“quiz” early next
week…“test” is
LATER next week
Individual Ch. 12 &
13 QUIZ (major) is
planned for final
week of December.
ROARING 1920s
Celebrity Dance
PARTY is Wed.,
December 23rd!!!
Chapter 13:The Roaring Life of the 1920s
(p. 432-461)
1.
—
the attempt to make the sale of alcohol
3. Through national
illegal—and the conflict between
, radio, and
and science
symbolized in the
, the
mass media helped create a national culture.
.
trial both reveal the clash between new and
4. Among the personal achievements of the
traditional values in the 1920s.
were the
2. There were more work opportunities for
women in the 1920s than in prior years, but
of
Claude McKay, Langston Hughes, and Zora Neale
Hurston; the
of Paul Robeson; and the
of Louis Armstrong,
they faced
and unequal treatment. Women
were becoming more independent and
assertive. In their home lives, women more
often were free to choose their own husbands,
although the divorce rate
. They had fewer
. They enjoyed
many
that made housework easier.
“Duke” Ellington, and Bessie Smith.
Chapter 13: The Roaring Life of the 1920s
(p. 432-461)
1. Prohibition—the attempt to make
the sale of alcohol illegal—and the
conflict between fundamentalism
and science symbolized in the Scopes
trial both reveal the clash between
new and traditional values in the
1920s.
2. There were more work
opportunities for women in the
1920s than in prior years, but they
faced discrimination and unequal
treatment. Women were becoming
more independent and assertive. In
their home lives, women more often
were free to choose their own
husbands, although the divorce rate
increased. They had fewer children.
They enjoyed many conveniences
that made housework easier.
3. Through national magazines, radio, and
movies, the mass media helped create a
national culture.
4. Among the personal achievements of the
Harlem Renaissance were the writings of
Claude McKay, Langston Hughes, and Zora
Neale Hurston; the acting of Paul Robeson;
and the music of Louis Armstrong, “Duke”
Ellington, and Bessie Smith.
Criteria
Advanced
Proficient
Basic
Below Basic
Interviewee’s
experience
Demonstrates sophisticated
understanding of interviewee’s
experience in historical context.
Demonstrates understanding of
interviewee’s experience in
historical context.
Demonstrates little to no understanding
of interviewee’s experience in historical
context.
-Highly informative & engaging
retelling of interviewee’s story
35-32
-Informative & engaging
retelling of interviewee’s story
31-25
Demonstrates sophisticated
understanding of the historical
time period.
Uses 5 or more sources.
Multiple citations in MLA format
Demonstrates understanding of
the historical time period.
Uses 3 – 4 sources
Citations in MLA format
Demonstrates limited
understanding of
interviewee’s experience in
historical context.
-Attempts to retell
interviewee’s story (minimally
engaging and/or informative)
24-20
Demonstrates limited
understanding of the
historical time period.
Uses 2 sources
Material is cited
-Excellent analysis of research
compared to participant’s
testimony (displays many
insightful “connections”)
35-32
-Analysis of research compared
to participant’s testimony is
satisfactory (displays insightful
several “connections”)
31-25
-Inadequate analysis of
research & participant’s
testimony (displays few
insightful “connections”)
24-20
-Little or no analysis of research or
participant’s testimony (displays no
meaningful “connections”)
19-0
Student actively works with
peers and contributes to their
success.
10-9
Student collaborates with peers
but has minimal impact on their
success.
8-7
Student has minimal
collaboration with peers.
Student does not collaborate with
anyone.
Media chosen is highly effective
in engaging and connecting to
audience.
Media chosen is effective in
engaging and connecting to
audience.
Media chosen is somewhat
effective in engaging and
connecting to audience.
6
Media chosen is ineffective in engaging
and connecting to audience.
Questions, bibliography and
product show limited control
of grammar, mechanics, and
spelling.
6
Questions, bibliography, and product
show minimal control of grammar,
mechanics, and spelling.
Student
Research
Collaboration
Product
10-9
Conventions
Questions, bibliography, and
product show evident control of
grammar, mechanics, and
spelling
10-9
_____/35 points
-Inadequate and/or ineffective retelling
of interviewee’s story
19-0
Demonstrates little to no understanding
of the historical time period.
Uses 1 source
There are no citations
6
5-0
_____/35 points
_____/10 points
_____/10 points
5-0
8-7
Questions, bibliography, and
product show sufficient control
of grammar, mechanics, and
spelling.
8-7
/points
5-0
Comments:
Total: ______/100
Very nicely done! A well-deserved advanced rating
Good overall effort…more research and/or interview analysis needed, but still high proficient work
Acceptable product, but research and/or interview analysis needed much more attention/effort (SCL is recommended….submit enhanced work within 10 days)
INCOMPLETE product! Research and interview analysis are inadequate SCL is HIGHLY RECOMMENDED
Components of the OHP PRODUCT
I.
Introduction (give detailed background info of the time period: Cold War,
WW II, 1950’s culture, Vietnam, etc. …include timelines, maps, images,
video clips, etc.)
Convert 2-paragraph into “background” section!
II. Body: Explain person’s experiences related to your time period
(era or event) in detail
(results of most of your interview
questions should be included)
III. Comparison Section: Compare the interview information to
your own knowledge of the time period, including as much
historical detail as possible (cited sources!) (Demonstrate
understanding of interviewee’s experience in historical context)
ANALYZE & “retell” the story vs. research in your product
IV. Conclusion: Summarize the effect that the era or event had on
your interviewee’s life REFLECTION…summary & “lasting impressions?”
(Write a thank you letter to you interviewee & consider sharing a copy of your product)
OHP product due on or before Tuesday, 12/1!
OHP Product
• Students will create a final product that demonstrates their
understanding of the interviewee’s experience in historical
context. Please choose from the following options:
–
–
–
–
A PowerPoint presentation or Podcast
A short narrative / biography
A documentary
Other product as approved by the teacher
• All products should:
–
–
–
–
–
Demonstrate an understanding of the historical event or era.
Incorporate specific information from the interview.
Place the interviewee’s experiences in historical context.
Interest and engage the audience.
Demonstrate effort and quality work.
OHP Timeline
Do the following:
• Include ACTUAL testimony (text, audio, and/or video) from
the interview
• Analyze, compare/contrast, and/or REFLECT on the
historical research AND the person’s testimony
• PICTURE of your person (like a baseball card with bio info)
• Include LOTS of relevant images, maps, timelines, etc. to
make it LOOK NICE!
• Be creative and original, but FOLLOW INSTRUCTIONS, the
RUBRIC, and LEARN from the SAMPLES! ASK for help!
Pecha Kucha?
• http://www.pechakucha.org/
• http://www.pechakucha.org/faq
• http://www.usc.edu/dept/education/CMMR/
Pecha_Kucha_TipsResourcesExamples.pdf
Homework: READ Americans Ch. 13 section & record 10+ notes by Monday, 12/14
Continue prep & reflection on Clemency Hearing! (Re-read 26, 12.1)
Reminders: political cartoon assignment? OHP sharing or SCL?
Thursday-Friday, December 10-11, 2015
Sacco & Vanzetti Clemency Hearing
Why are we here
TODAY?
Students will participate in the Ch. 26 History Alive! “clemency
hearing” for Sacco & Vanzetti.
Sacco and Vanzetti
A hotly protested
criminal trial, held
from 1920 to 1927,
in which Italian
immigrants Nicola
Sacco and
Bartolomeo Vanzetti
were convicted of
robbing and
murdering two men
and sentenced to
death; many people
believed that the
trial was unfair and
that the defendants
were prosecuted
because they were
anarchists, not
because they were
guilty.
• In the summer of 1927, Alvan Fuller, the governor of Massachusetts, held the
lives of two men in his hands. Six years earlier, Nicola Sacco and Bartolomeo
Vanzetti had been found guilty of committing a double murder and robbery and
were condemned to die. Fuller appointed Abbott Lawrence Lowell, president of
Harvard University, to investigate whether the men deserved clemency
[clemency: the act of lessening a punishment] , or a lessening of their penalty.
• The Lowell Committee began by asking, Had the Sacco and Vanzetti trial been
fair? Sacco and Vanzetti were Italian immigrants in a time of great prejudice
against foreigners. In addition, both men had fled to Mexico in 1917 rather than
serve in the army. The prosecutor's first question to Vanzetti in the trial was,
"When this country was at war, you ran away so you would not have to fight as a
soldier?" This question may have turned trial judge Webster Thayer and the jury
against the defendants.
• Defense attorney Fred Moore argued that there was no clear evidence tying his
clients to the murders. Sacco's gun fired the type of bullets used to kill the two
men, but tests could not prove the bullets came from his weapon. A cap at the
scene was said to be Sacco's, but it did not fit him. There was even less evidence
tying Vanzetti to the crime. Moore claimed the two men were being tried
because they were immigrants who had radical political beliefs.
• When the jury returned a guilty verdict, many people questioned the decision.
During the next six years, concern over the verdict spread as Judge Thayer
rejected all legal appeals on Sacco and Vanzetti's behalf. There were
demonstrations in London, Buenos Aires, and other world capitals.
• The Sacco and Vanzetti trial raised fundamental questions about America's
founding ideals of equality and rights under the law.
Preparing for Sacco & Vanzetti “trial simulation”
• Students they will soon determine the fate of
Sacco and Vanzetti by participating in a clemency
hearing before Governor Alvan Fuller and the
Lowell Committee.
• Students work with their groups to prepare the
responses to the questions on their Role Cards.
• Students in the Lowell Committee place their
desks in the front of the room so they can see all
the groups.
“Act-it-out”
Clemency Hearing
• Groups with Role Cards 2–7 choose one person to
testify for their group.
• Students in the Lowell Committee begin the hearing
by following the instructions on Role Card 1…calling
the ACLU witness.
• After all group witnesses have testified, LISTEN as
Bartolomeo Vanzetti “testifies”…audio!
• The Lowell Committee will deliberate and decide
whether Sacco and Vanzetti should be granted
clemency.
• Governor Fuller will present the verdict to the class.
You be the “judge!”
Reasons they may be NOT guilty?
Reasons they do NOT deserve a reduction in their
sentence or a pardon (freedom)?
“T-chart” (found on the “causes & effects” worksheet), plus your
Chapter 26 “5 TENSIONS” worksheet, including clemency hearing
notes/observations, will be checked for QUALITY & further
completion.
Use notes & hearing “facts” to construct a well-developed paragraph
to Gov. Fuller & the Lowell committee expressing your OPINION on
the Sacco & Vanzetti case.
Was justice served?
Before our clemency hearing begins….
Bartolomeo Vanzetti (above
with moustache) and Nicola
Sacco (right, SANS ‘stache”)
The Lowell Committee
American Civil Liberties Union
After coming to the United States, Nicola Sacco and
Bartolomeo Vanzetti struggled to make a living. Sacco
worked for a construction company as a water boy and a
"pick-and-shoveler." He made as little as $1.15 a day for
backbreaking labor. After 12-hour shifts at work, he spent
three nights a week studying English. Eventually, he found a
job as a shoemaker, which paid better. At the Milford Shoe
Company, he earned between $30 and $40 a week.
As soon as World War I ended, the federal government
canceled its contracts with weapons manufacturers.
Hundreds of thousands of factory workers were laid off. At
the same time, the army released nearly 4 million soldiers.
The result was massive unemployment and an economic
recession.
Vanzetti had a harder life than Sacco. Over the years, he
worked as a dishwasher, a bricklayer, a cook, and a factory
hand in an iron mill. At the time of his arrest, he was selling
fish from a cart that he pushed through the streets. None o
his jobs ever paid enough for him to buy a home, wear nice
clothes, or marry. Still, Sacco and Vanzetti did have jobs. In
the years just after World War I, many other American
workers did not.
Nativists
Industrial Workers of the World
I.W.W. Headquarters After Palmer Raid, 1919
In late 1919, following a period of labor turbulence and several bombing incidents, post-World War I antiradical hysteria reached fever pitch. In
November 1919, Attorney General A. Mitchell Palmer launched a series of raids targeting the most vulnerable radical and progressive
organizations. By early 1920, more than five thousand people were arrested in what became known as the "Palmer Raids." Goldman's Mother
Earth office was among the first to be ransacked in 1917. Rumor has it that J. Edgar Hoover used her confiscated library and manuscripts to
educate himself on the radical Left. Apparently, most of the material was later destroyed.
(IWW headquarters, New York City, after the raid of November 15, 1919. Special Collections Library, Labadie Collection, University of Michigan)
Plymouth Cordage Company
Like many workers after World War
I, Sacco and Vanzetti were union
men. Sacco and his wife, Rosina,
acted in plays to raise money for
striking workers. Vanzetti helped
organize a strike at the Plymouth
Cordage Company, where he
worked as a rope maker. He urged
immigrant groups to support labor
unions. The dedication of the two
men to the union movement was
one reason working-class
communities later raised money for
their legal defense.
East Boston Anarchists Organization
Nicola Sacco became an anarchist
while working in a shoe factory.
Bartolomeo Vanzetti learned about
anarchism while working at a rope
factory. The two met in 1917, when
they fled to Mexico to escape the
military draft. When they returned to
Massachusetts, they joined an East
Boston anarchists' group.
Vanzetti later boasted, "Both Nick and I
are anarchists—the radical of the
radical." On the night of their arrest,
both were carrying guns. Sacco also
had a pamphlet advertising an
anarchist rally at which Vanzetti would
speak. After their trial, many came to
believe that Sacco and Vanzetti had
been convicted because of their radical
politics.
Official in the Palmer Raids
I.W.W. Headquarters After Palmer Raid, 1919
In late 1919, following a period of labor turbulence and several bombing incidents, post-World War I antiradical hysteria reached fever pitch. In
November 1919, Attorney General A. Mitchell Palmer launched a series of raids targeting the most vulnerable radical and progressive
organizations. By early 1920, more than five thousand people were arrested in what became known as the "Palmer Raids." Goldman's Mother
Earth office was among the first to be ransacked in 1917. Rumor has it that J. Edgar Hoover used her confiscated library and manuscripts to
educate himself on the radical Left. Apparently, most of the material was later destroyed.
(IWW headquarters, New York City, after the raid of November 15, 1919. Special Collections Library, Labadie Collection, University of Michigan)
The police investigating the South
Braintree robbery had little to go
on except eyewitness accounts of
two bandits who "looked Italian."
Three weeks later, the police
arrested Sacco and Vanzetti. When
searched, the suspects were found
to be carrying pistols and
ammunition. When questioned,
they lied about where they had
been and how they had obtained
their guns. Their behavior made
them look suspicious to the police
and, later, to a jury. But during this
troubled time, some native-born
Americans eyed many
immigrants—especially those who
were poor and spoke little
English—with suspicion.
This demonstration on behalf of Sacco and Vanzetti took place in London,
England. As the execution date drew near, mass protests took place across
Europe. In the United States, the case reflected deep social divisions. To many
native-born Americans, Sacco and Vanzetti represented an alien threat to
their way of life. To many immigrants, Sacco and Vanzetti were fellow victims
of prejudice against newcomers.
Stuff You Missed in History Class Podcast:
How the Sacco and Vanzetti Trial Worked
http://www.youtube.com/watch?v=Cl3_5X_FLwI
Sacco (left) and Vanzetti (right)
http://www.democracynow.org/20
07/8/22/sacco_and_vanzetti_80_y
ears_after
The Historic Verdict(s)
Was justice served?
On July 27, 1927, six years after Sacco and Vanzetti were convicted of
murder, the Lowell Committee concluded that the trial of the two
men had been fair and that clemency for Sacco and Vanzetti was
unjustified.
That was all Governor Alvan Fuller needed. He ignored pleas to save
the lives of Sacco and Vanzetti. Just after midnight on August 23,
1927, the two men were strapped into electric chairs and executed.
Decades after the executions, doubts remain about the guilt of Sacco
and Vanzetti. Modern crime analysis confirms that Sacco’s gun was
used to kill one of the victims, which suggests that Sacco was guilty.
But no proof was ever found to link Vanzetti to the murders. Most
scholars who have studied the incident have concluded that Vanzetti
was innocent.
You be the “judge!”
Reasons they may be NOT guilty?
• A cap at the murder scene did
not fit Sacco.
• They were hard workers who
were able to maintain jobs during
the postwar period.
• They were two of millions of
Americans who participated in
labor strikes during the period.
• Most anarchists were peaceful.
• The eyewitnesses were biased
and said the bandits “looked
Italian.”
• Most poor immigrants were
viewed with suspicion during the
period.
Reasons they do NOT deserve clemency?
• They dodged the draft in WW I.
• Crime was commonplace during the
postwar years.
• Vanzetti organized labor strikes, and
Sacco raised money for striking
workers.
• They were both carrying guns on
the night of their arrest.
• Sacco had an advertisement for an
anarchist rally in his pocket.
• Upon their arrest, they lied about
where they had been.
Your “verdict?” = 1-paragraph Essay
RUBRIC
Write a paragraph to submit to Governor Alvan Fuller and the Lowell Committee. Choose one founding ideal and
describe whether it was advanced or restricted during the postwar period. Explain how the advancement or
restriction of this ideal may have helped or hurt Sacco and Vanzetti in their trial.
Persuasion: Write passionately about the American ideal and use the Sacco and Vanzetti trial “facts” & details to
voice your OPINION to Governor Fuller & the Lowell Committee.
Adv. (9-10) : extremely convincing arguments & evidence; committee was clearly right or wrong
Prof. (7-8): somewhat convincing arguments & evidence; committee questioned (may be right or wrong)
Basic (6 or less): minimal arguments and/or evidence; little attempt to address the committee (may lack awareness of task)
Historical Content: Utilize the trial & hearing “facts” and details to support your view and explain the impact on
your selected American ideal.
Adv. (15-13) : precise details utilized effectively to evaluate impact on selected American ideal and Sacco & Vanzetti legal case
Prof. (12-11): adequate details utilized to evaluate the impact on selected American ideal and Sacco & Vanzetti legal case
Basic (6 or less): minimal details improperly used to evaluate the impact on selected American ideal and Sacco & Vanzetti legal case
Conventions/Details: Write clearly using proper spelling, grammar, sentence structure (1-pg. max.), plus VISUAL.
Adv. (9-10) : excellent writing with few or no errors; well-developed 1-page paragraph and appropriate picture(s)
Prof. (7-8): effective writing with minor errors; 1-page paragraph and/or picture NOT exemplary (may be missing)
Basic (6 or less): largely ineffective writing with many errors; minimally-developed paragraph; picture is inappropriate or missing
• a clear thesis that states your position?
• two pieces of evidence that support your topic sentence?
• an explanation of how each piece of evidence supports your topic sentence?
America’s Founding Ideals: equality, rights, liberty, opportunity, democracy
Your “verdict?” = 1-paragraph Essay
RUBRIC
• Write CONCISELY…8-10 LINES maximum!!!
Write a paragraph to submit to Governor Alvan Fuller and the Lowell Committee. Choose one founding ideal and
describe whether it was advanced or restricted during the postwar period. Explain how the advancement or
restriction of this ideal may have helped or hurt Sacco and Vanzetti in their trial.
Persuasion: Write passionately about the American ideal and use the Sacco and Vanzetti trial “facts” & details to
voice your OPINION to Governor Fuller & the Lowell Committee.
• Follow the same task, but LIMIT the verbiage in
Adv. (9-10) : extremely convincing arguments & evidence; committee was clearly right or wrong
written
argument.
Prof. (7-8): somewhat convincing arguments & your
evidence; committee
questioned
(may be right or wrong)
Basic (6 or less): minimal arguments and/or evidence; little attempt to address the committee (may lack awareness of task)
• PREPARE to square off AGAINST someone with an
Adv. (15-13) : precise details utilized effectively to evaluate impact on selected American ideal and Sacco & Vanzetti legal case
opposing viewpoint.
Prof. (12-11): adequate details utilized to evaluate the impact on selected American ideal and Sacco & Vanzetti legal case
Historical Content: Utilize the trial & hearing “facts” and details to support your view and explain the impact on
your selected American ideal.
Basic (6 or less): minimal details improperly used to evaluate the impact on selected American ideal and Sacco & Vanzetti legal case
• THANK you for your willingness to “see the other
side!
Conventions/Details: Write clearly using proper spelling, grammar, sentence structure (1-pg. max.), plus VISUAL.
Adv. (9-10) : excellent writing with few or no errors; well-developed 1-page paragraph and appropriate picture(s)
Prof. (7-8): effective writing with minor errors; 1-page paragraph and/or picture NOT exemplary (may be missing)
Basic (6 or less): largely ineffective writing with many errors; minimally-developed paragraph; picture is inappropriate or missing
1 = CLEMENCY verdict for your class is JUSTICE!
2 = Clemency VERDICT for your class is an injustice!
• a clear thesis that states your position?
• two pieces of evidence that support your topic sentence?
• an explanation of how each piece of evidence supports your topic sentence?
America’s Founding Ideals: equality, rights, liberty, opportunity, democracy
Clemency hearing results…
2015
Period 1:
Period 2:
Period 3:
Period 4:
Period 6:
Sacco executed, clemency (pardon) for Vanzetti
clemency, 10 total years in prison
clemency, 15 additional years (21 total)
Sacco (4 additional yrs), Vanzetti pardoned
2014
Period 2…clemency, DEPORTATION
Period 3…clemency, 5 years in low security prison with eligibility for parole
Period 4…clemency, 30 years
Period 5…clemency, PARDONED
Period 6…clemency, life in prison
2013
Period 1:
Period 3:
Period 4:
Period 5:
Period 6:
clemency…sentence commuted to 20 years in prison
clemency…sentenced reduced to 15 years
Sacco & Vanzetti Trial via British Law School
clemency…life in prison
clemency…15 years
clemency…5 years, RELEASED for time served
Causes of Economic Problems
• The economy had been
centered around war production.
• The government had no plans
for demobilization.
• Overnight, the federal
government canceled its
wartime contracts.
• The army discharged nearly 4
million veterans, flooding the
labor market.
Effects of Economic Problems
• Hundreds of factories closed.
• Millions of Americans were
thrown out of work.
• The standard of living
decreased.
• The economy lapsed into
recession.
• Crime increased.
Causes of Labor Problems
• The federal government no
longer encouraged good
labor relations.
• Corporations reduced wages.
• Corporations paid less
attention to employee safety.
• The workday increased to 12
hours.
Effects of Labor Problems
• Many Americans joined unions
for the first time.
• Strikes erupted across the
country.
• Supreme Court decisions
diminished the power of
unions.
• Workers lost economic ground.
Causes of Political Problems
• In April 1919, authorities
discovered 36 bombs and
blamed them on radicalism.
• Americans feared radical groups
such as socialists,
communists, and anarchists.
• In June 1919, eight bombs went
off simultaneously in
eight cities, one of them targeting
Attorney General
Mitchell Palmer.
Effects of Political Problems
• Attorney General Palmer launched
the Red Scare, a campaign against
subversives.
• During the Palmer Raids, homes
and businesses were
raided and thousands of radicals
were arrested.
• Some 30 states passed sedition
laws.
• Subversive books were removed
from libraries.
• Mobs attacked suspected radicals.
• The civil liberties of citizens were
violated.
Effects of Social Problems
Causes of Social Problems
• The Emergency Immigration Act of 1921 instituted
• Immigration to the United States a quota system.
increased during the early postwar • The Immigration Act of 1924 further limited
period.
immigration from southern and eastern Europe and
• Many new immigrants were from banned immigration from Asia.
• The Ku Klux Klan was revived and used violence to
southern and eastern Europe.
• Nativists called for restrictions in intimidate targeted groups.
• The Klan openly marched in major cities to show
immigration.
their strength and endorse political candidates.
• Union members favored tighter
• The American Civil Liberties Union (ACLU) was
immigration laws.
created to protect the freedom of speech for all
people.
• The ACLU took on challenging cases, such as the
Sacco and Vanzetti case.
Causes of Racial & Religious Problems
• Asian immigrants faced severe legal
discrimination.
• Some states prohibited Asian immigrants
from owning land and marrying whites.
• African Americans faced continuing
racism.
• African American veterans had trouble
finding employment.
• Lynching made a comeback in the South.
• Anti-Semitism continued during the
postwar period.
• Catholics were targets of religious
prejudice.
Effects of Racial & Religious Problems
• Tensions between whites and blacks
erupted into nationwide race riots in
the summer of 1919.
• Marcus Garvey created the Back-toAfrica movement, urging African
Americans to leave the racist society
of the United States.
• The Anti-Defamation League was
created to fight for an end to antiSemitism.
America’s Postwar Issues, Struggles, & Tensions
History Alive! Ch. 26: Understanding Postwar
Tensions (p. 331-341)
Following World War I, America faced 5 distinct
types of problems. IDENTIFY the types of problems,
then describe specific examples & details, including
vocabulary words, in the spaces provided.
The Americans
Ch. 12: 1 Politics of the
Roaring Twenties (p. 410-418)
“Understanding Postwar Tensions”
America’s Problems, Struggles & Issues after WW I
History Alive!
Ch. 26, p. 331-340
• There were 5 types of problems in the US:
-Emerging Economic Tensions
-Rising Labor Tensions
-Growing Political Tensions
-Increasing Social Tensions
-Enduring Racial & Religious Tensions
• As you examine the images & info to follow,
ENHANCE your notes…
As soon as World War I ended, the
federal government canceled its
contracts with weapons manufacturers,
like this one in New Jersey. Hundreds of
thousands of factory workers were laid
off. At the same time, the army released
nearly 4 million soldiers. The result was
massive unemployment and an
economic recession.
Like many workers after World War I,
Sacco and Vanzetti were union men.
A poorly planned demobilization
resulted in an economic recession after
World War I. As unemployment rose,
living standards for all but the richest
Americans declined.
When soldiers and sailors shipped home from Europe at the war’s end,
they found the nation in economic distress. Government employment
posters, like the one above, encouraged employers to hire veterans. But
the jobs simply did not exist.
• demobilization: the act of discharging forces
from military service or use
• recession: a period in which there is a decline
in economic activity and prosperity
In 1919, unions staged more than 3,600
strikes across the country, creating the
greatest wave of labor unrest in the nation's
history.
In January 1919,
nearly every
worker in Seattle,
Washington, went
on strike over
wages and
working
conditions. For
five days, most
economic activity
in the city halted.
Despite public fear
of food shortages
and revolution,
neither came to
pass.
Strike-related violence, such as shown here, fueled some Americans’ fears
that radical union activity might lead to revolution. Public fear of radicals
contributed to unions’ decline.
American Federation of Labor (AFL)
• dominant force in the union movement.
• a group of unions representing skilled workers,
such as machinists or mechanics, organized by
their craft.
• best known for "bread and butter" unionism. It
concentrated on improving wages and working
conditions for its union members.
• middle-class Americans began to view unionism
as a threat to their way of life.
• diminishing power of unions had a negative effect
on workers.
Boston Police Strike (1919)
• most controversial strike of 1919
• police walked off the job after city officials cut their wages and
refused to negotiate with their union.
• citizens initially felt sympathy for the police, but that vanished as
the city lapsed into anarchy.
• Residents set up citizen patrols to fight rising crime. Governor
Calvin Coolidge called in National Guard troops to keep order.
"There is no right to strike against the public safety by anybody,
anywhere, any time."
• Coolidge fired the striking policemen and hired new ones. His firm
stand made Coolidge a national hero. The next year, the Republican
Party nominated him as its candidate for vice president.
• radicalism: a point of view favoring extreme
change, especially in social or economic structure
• communism: an economic or political system in
which the state or the community owns all
property and the means of production, and all
citizens share the wealth
• Palmer Raids: conducted by Justice Department
attorney J. Edgar Hoover at the instruction of
U.S. Attorney General Mitchell Palmer, a series of
unauthorized raids on homes, businesses, and
meeting places of suspected subversives that
resulted in the arrest of 6,000 radicals, often
without any evidence against them
Red Scare
• lasting from 1919 to 1920, a campaign launched
by U.S. attorney general Mitchell Palmer and
implemented by Justice Department attorney J.
Edgar Hoover to arrest communists and other
radicals who promoted the overthrow of the
U.S. government
• revived during the Cold War by Senator Joseph
McCarthy during a period of anticommunism
lasting from 1950 to 1957.
Discrimination
• The rising tide of immigrants triggered a
resurgence of nativism along with calls for
immigration restriction
• nativists feared that the latest immigrants
would never become "100 percent American.”
• Congress responded to anti-immigrant
pressure by passing the Emergency
Immigration Act of 1921
Notice the
two big dips
in this
graph. The
first one
follows
passage of
the
Emergency
Immigration
Act of 1921.
The second
shows the
impact of
the
Immigration
Act of 1924.
The first Ku Klux Klan arose
during Reconstruction to
intimidate freedmen. It faded
away after Reconstruction but
was reborn in 1915. This new
KKK targeted African Americans,
immigrants, Jews, Catholics, and
anyone with values that Klan
members saw as “un-American.”
Klan membership swelled to
3-4 million members and
gained considerable political
power throughout the
country.
The KKK portrayed itself as a
defender of American values.
American Civil Liberties Union (ACLU)
• The views of nativists and the Klan did not go
unchallenged.
• In 1920, a group of pacifists and social activists
founded the to protect freedom of speech.
• The ACLU specialized in the defense of
unpopular individuals and groups
Discrimination
• Asian immigrants also faced severe legal
discrimination.
• The influx of 2.4 million Jewish immigrants from
eastern Europe stirred up anti-Semitism (antiSemitism: policies, views, and actions that
discriminate against Jewish people; prejudice against
Jews)
• Anti-Defamation League (ADL)
Organization formed to "to stop the defamation [false
accusation] of the Jewish people." Its longer-term
mission was "to secure justice and fair treatment to all
citizens alike."
• Catholics were also targets of religious prejudice.
Back to Africa?
Born in Jamaica, Marcus
Garvey traveled widely
throughout the Americas.
Everywhere he went, he saw
discrimination against blacks
and the need to restore black
pride in people of African
heritage. “Up, you mighty
race,” he told his followers.
“You can accomplish what
you will.” In 1920, while
addressing a crowd of 25,000
in New York City, he outlined
a plan to build a new black
nation in Africa.
Chapter 12, Summary
Politics of the Roaring Twenties
1. Americans’ dislike of foreigners in the 1920s was revealed by the Red Scare, by
the rise of the Ku Klux Klan, by a trend towards isolationism and by laws
limiting immigration.
2. The labor movement in the 1920s had some successes but mostly went into a
period of declining membership, in part because unions were labeled as radicals.
3. Five nations, including the United States, signed an agreement to dismantle
parts of their navies. Also, 64 nations signed the Kellogg-Briand Treaty promising
to give up war as an instrument of foreign policy.
4. He made poor choices, which brought incidents of bribery and corruption such
as the Teapot Dome Scandal and Elk Hills.
5. The business boom was stimulated by a rise in productivity and by the growth
of buying on credit.
Chapter 13, Summary
The Roaring Life of the 1920s
1. Prohibition—the attempt to make the sale of alcohol illegal—and the conflict
between fundamentalism and science symbolized in the Scopes trial
both reveal the clash between new and traditional values in the 1920s.
2. There were more work opportunities for women in the 1920s than in prior
years, but they faced discrimination and unequal treatment. Women were
becoming more independent and assertive. In their home lives, women more
often were free to choose their own husbands, although the divorce
rate increased. They had fewer children. They enjoyed many conveniences that
made housework easier.
3. Through national magazines, radio, and movies, the mass media helped
create a national culture.
4. Among the personal achievements of the Harlem Renaissance were the
writings of Claude McKay, Langston Hughes, and Zora Neale Hurston; the acting
of Paul Robeson; and the music of Louis Armstrong, “Duke” Ellington, and
Bessie Smith.
As your REVIEW your “ttt” questions, also READ
the MAIN IDEAS for each chapter!
Chapter 12: Politics of the Roaring Twenties
A desire for normality after the war and a fear of
COMMUNISM
and "foreigners" led to postwar
isolationism.
The Harding administration appealed to America's
desire for calm and peace after the war, but resulted in
SCANDAL .
Consumer GOODS
fueled the business boom of
the 1920s as America's standard of living soared.
What’s to come in 2015?
"Greatest speech ever made" with HD MUSIC
Greatest Speech Ever Made WITHOUT background music
"The Great Dictator" (1940) documentary (~25 minutes)
What was ROARING in post-World War I
America in the 1920s?
“The return to normalcy ushered in an exciting new
era, including the start of the automobile culture,
flappers and the revolution in manners and morals.
The consumer revolution, the rise of advertising and
motion pictures, the Harlem Renaissance, the Jazz
Age and the golden age of sports were all glamorous
new aspects of American life. Meanwhile, social
polarization, prohibition, the Scopes Trial and the
rebirth of the KKK represented the more sober social
realities.”
The Roaring 1920s
ratification
normalcy
innovations
women
international
prosperity
automobile
international
Americans turned away from
affairs in the aftermath of
World War I, an attitude reflected in newly elected President Warren G. Harding’s call for a return
normalcy
to “
.” The country’s focus shifted instead to the material
benefits associated with America’s unprecedented postwar
Spurred by new inventions and technological
prosperity
innovations
States’ economy was in the midst of a third industrial revolution. The
.
, the United
automobile
became a dominant feature of America’s new consumer culture and created a more mobile
society, and consumer goods such as electrical appliances caused fundamental changes in daily
life. Along with the consumer revolution came dramatic cultural changes, especially for
women
. With the
ratification
of the 19th
Amendment, women experienced increased participation in public affairs, improved educational
and employment opportunities and enjoyment of the many glamorous aspects of the Roaring
Twenties.
The Roaring 1920s
nativist
Harlem Renaissance
jazz
sports
flight
revival
temperance
pivotal
The motion picture industry was born and quickly assumed a
role in American culture. Americans were also entertained by
jazz
pivotal
music, just
one aspect of the emergence of a distinctively African-American culture, known as
Harlem Renaissance
the
. Heroes from the “Golden
Age of
sports
” led by Babe Ruth and Jack Dempsey excited
many, and Charles Lindbergh thrilled the world with his daring
flight
.
However, old social tensions flared up during this period of rapid cultural change.
Temperance
advocates had succeeded in making Prohibition the law
of the land, but enforcement proved very difficult. The Ku Klux Klan experienced a
strong
and
revival , expressing hatred towards those they regarded as un-American,
nativist
groups rejected many elements of the new culture that
they believed were destroying American values.
The Roaring 1920s
gap
prosperity
stocks
The excitement generated by the economic
production
prosperity
of the time
tended to overshadow underlying weaknesses such as high speculation in
stocks , cutbacks in industrial
gap
production
and the increasing
between rich and poor. The causes for an abrupt end to the economic
optimism of the Roaring Twenties were in place.
“Nothing in the world can take the place of persistence. Talent will not; nothing is more
common than unsuccessful men with talent. Genius will not; unrewarded genius is
almost a proverb. Education will not; the world is full of educated derelicts. Persistence
and determination are omnipotent. The slogan 'press on' has solved and always will
solve the problems of the human race.”
- Calvin Coolidge
Use the documentary video, OTHER internet
resources, and your books to fill in the blanks below.
assembly
1913 — Henry Ford sets up the first moving
line.
1913 — John Watson publishes Psychology as the Behaviorist Views It.
1914 — Marcus
Garvey
founds the Universal Negro Improvement Association.
alcohol
1919 — The 18th Amendment, prohibiting the sale of
vote
1920 — Women gain the right to
with ratification of the 19th Amendment.
cities
1920s — For the first time, more Americans live in
than in the countryside
quota
1924 — The Immigration Act establishes the first national origins
1925 — The Scopes
trial
system.
is held in Tennessee.
1927 — Duke Ellington brings his band to the
Cotton
1927 — The Jazz Singer, the first “talkie”
1927 — Charles Lindbergh is first to fly solo across the
1929 — The stock market
, is ratified.
crash
movie
Club in Harlem.
, is released.
Atlantic
Ocean.
signals the end of the Roaring Twenties.
Vocabulary
Progressivism — An American reform movement within both major political parties, from about 1890 to World War I,
that pressed for legislation to reform many aspects of America’s urban and industrial systems.
“The Jazz Age” and “The Roaring Twenties” — Terms used by historians to characterize the decade of the 1920s.
Third Industrial Revolution — The shift in the 1920s towards relying on electricity for power and utilizing the assembly
line for the mass production of consumer goods.
Model T— A reliable, affordable car that was designed, manufactured and sold by Henry Ford. It became one of the
most popular American-made cars in history.
mass consumer culture — The desire of producers to sell, and of consumers to buy, the many new products
developed in the 1920s, such as electrical appliances.
19th Amendment — The Constitutional amendment that gave women the right to vote.
Speakeasies — Places where alcoholic drinks were sold illegally during the time of Prohibition.
Flappers — Young women of the 1920s who sought to liberate themselves from old social rules and customs and to
enjoy life fully and on a basis equal with men.
snake oil salesmen — A term used to describe dishonest salesmen in traveling medical shows or in country fairs, who
sold bottles filled with worthless mixtures as medicinal cures.
Vocabulary
Universal Negro Improvement Association — A large African-American organization
founded by Marcus Garvey to promote
self
pride, economic
, and the formation of an independent nation in
.
Harlem Renaissance — An outpouring of literary and musical creativity by African
Americans in the 1920s, centered in
City.
The Cotton Club — A popular nightclub in Harlem where
patrons came to enjoy entertainment by African-American performers, including
Duke Ellington.
— A form of melancholy music originated by African
Americans in the South.
Blues
Africa
New York
racial
-sufficiency
white
Vocabulary
Prohibition — A time in American history, following the passage of the 18th Amendment, when it was illegal to
produce, transport or consume alcoholic beverages.
Ku Klux Klan — A secret terror organization dedicated to white supremacy, first organized in the South after
the Civil War.
nativism — A postwar phenomenon characterized by Americans’ distrust of foreigners and foreign influence.
“Golden Age of Sports” — A time in the 1920s when sports became tremendously popular and top athletes like
Babe Ruth, Jack Dempsey, Bill Tilden, and Red Grange became sports
heroes.
Scopes trial — A controversial trial in which John Scopes, a high school teacher, was convicted of breaking a
Tennessee law outlawing the teaching of evolution.
The Gospel of Business — During the boom of the 1920s, the strong belief in American corporations and
prosperity, best expressed by President Calvin Coolidge, that “The chief business of the American people is
business.”
Chapter 12, Summary
Politics of the Roaring Twenties
1. Americans’ dislike of foreigners in the 1920s was revealed by the Red Scare, by
the rise of the Ku Klux Klan, by a trend towards isolationism and by laws
limiting immigration.
2. The labor movement in the 1920s had some successes but mostly went into a
period of declining membership, in part because unions were labeled as radicals.
3. Five nations, including the United States, signed an agreement to dismantle
parts of their navies. Also, 64 nations signed the Kellogg-Briand Treaty promising
to give up war as an instrument of foreign policy.
4. He made poor choices, which brought incidents of bribery and corruption such
as the Teapot Dome Scandal and Elk Hills.
5. The business boom was stimulated by a rise in productivity and by the growth
of buying on credit.
Chapter 13, Summary
The Roaring Life of the 1920s
1. Prohibition—the attempt to make the sale of alcohol illegal—and the conflict
between fundamentalism and science symbolized in the Scopes trial
both reveal the clash between new and traditional values in the 1920s.
2. There were more work opportunities for women in the 1920s than in prior
years, but they faced discrimination and unequal treatment. Women were
becoming more independent and assertive. In their home lives, women more
often were free to choose their own husbands, although the divorce
rate increased. They had fewer children. They enjoyed many conveniences that
made housework easier.
3. Through national magazines, radio, and movies, the mass media helped
create a national culture.
4. Among the personal achievements of the Harlem Renaissance were the
writings of Claude McKay, Langston Hughes, and Zora Neale Hurston; the acting
of Paul Robeson; and the music of Louis Armstrong, “Duke” Ellington, and
Bessie Smith.
Alive! 26 - Understanding Postwar Tensions
•
Rising economic, political, and social tensions marked the years just after World War I.
This tense atmosphere affected the murder trial of Nicola Sacco and Bartolomeo
Vanzetti. Both men were sentenced to death, despite weak evidence. Some
Americans saw Sacco and Vanzetti as victims of prejudice against immigrants and
radicals.
•
Recession A poorly planned demobilization resulted in an economic recession after
World War I. As unemployment rose, living standards for all but the richest Americans
declined.
Labor unrest Unions staged thousands of strikes for better wages and working
conditions. Despite these efforts, unions began to lose strength, and their membership
declined.
Red Scare Fear of socialists, communists, and anarchists fueled the Red Scare. Attorney
General Mitchell Palmer led raids against suspected subversives, often violating their
civil liberties.
Immigration restriction Congress responded to anti-immigrant pressure by restricting
immigration. A quota system also limited the number of immigrants from each country.
Back-to-Africa movement African Americans were disappointed that their service to
the country in World War I did not reduce racial prejudice. Marcus Garvey's Back-toAfrica movement appealed to blacks who had given up hope for equality in the United
States.
Discrimination Nativism surged in the postwar years. A revived Ku Klux Klan targeted
blacks, immigrants, Jews, and Catholics as un-American. The Anti-Defamation League
began in response to anti-Semitism. The American Civil Liberties Union formed to
protect freedom of speech.
•
•
•
•
•
Alive! 27 - The Politics of Normalcy
•
•
•
•
•
•
•
•
•
The election of 1920 launched a decade-long Republican Era in national politics. During
that time, three Republican presidents—Warren G. Harding, Calvin Coolidge, and Herbert
Hoover—worked to return the nation to "normalcy," or peace and prosperity.
Isolationism After World War I, many Americans favored a policy of isolationism, or
withdrawal from international affairs.
Free enterprise system The Republican presidents supported individual enterprise and the
free enterprise system by adopting business-friendly fiscal policies. The government cut taxes
and spending.
Teapot Dome Scandal The Harding administration was marred by corruption. Harding's
distress over the Teapot Dome Scandal contributed to his declining health. He died in office
in 1923.
Washington Naval Conference The Republican presidents turned to diplomacy to prevent
another world war. The Washington Naval Conference attempted to reduce military
competition by limiting the size of the world's most powerful navies.
Kellogg-Briand Pact Sixty-two nations signed this treaty, in which they agreed to outlaw war.
Dawes Plan The United States set up the Dawes Plan to help European nations pay their war
debts to American lenders.
Dow Jones Industrial Average Americans hoping to "get rich quick" engaged in speculation in
land and stocks. The Dow Jones Industrial Average rose as money flowed into the stock
market.
Economic boom The economy prospered as businesses boomed. Business consolidation led
to the domination of most major industries by just a few companies. However, poverty
persisted, and many farmers and workers were left out of the boom.
Alive! 28 - Popular Culture in the Roaring Twenties
•
•
•
•
•
•
•
•
New ideas and prosperity brought change to American popular culture in the
Roaring Twenties. The creative energy of writers, artists, filmmakers, and
musicians, as well as innovations by businesspeople and inventors, all
contributed to new directions in American life.
Consumer culture New products and advertising encouraged a buying spree.
Credit and installment buying allowed people to buy now and pay later.
Mass media National magazines, radio, and motion pictures brought news,
information, and entertainment to millions of Americans. Regional differences
began to fade as a new national popular culture became part of daily life.
Women voters All women gained the vote in 1920. The League of Women Voters
encouraged all voters to become informed about public issues. Congress
considered, but rejected, the first version of the equal rights amendment.
The Jazz Age Jazz, a new form of music, expressed the mood of the decade.
Introduced by African American musicians, jazz became popular throughout the
country and the world.
Harlem Renaissance Musicians and writers centered in Harlem gave voice to the
experiences of African Americans in song, poetry, and novels.
Lost Generation Disillusioned by World War I and the nation's growing consumer
culture, some artists and writers fled to Paris. This "Lost Generation" produced
books and poetry that are still read and enjoyed today.
Spectator sports More leisure time allowed Americans to attend sporting events.
Spectator sports became a big business, and athletes became national celebrities.
Alive! 29 - The Clash Between
Traditionalism and Modernism
•
Culturally, the United States became a deeply divided nation during the Roaring
Twenties. Tensions arose between traditionalists, with their deep respect for
long-held cultural and religious values, and modernists, who embraced new
ideas, styles, and social trends.
•
Urban versus rural By 1920, the United States was becoming more urban than
rural. Urban areas prospered as business and industry boomed. Rural areas
declined economically and in population.
Youth versus adults Suspicious of the older generation after the war, many young
people rejected traditional values and embraced a new youth culture. Chaperoned
courting gave way to unsupervised dating. Flappers scandalized the older
generation with their style of dress, drinking, and smoking.
Wets versus drys The Eighteenth Amendment launched the social experiment
known as prohibition. The Volstead Act, which outlawed the sale of alcohol, was
supported by drys and ignored by wets. The Twenty-First Amendment repealed
prohibition in 1933.
Religion versus science Religious fundamentalists worked to keep the scientific
theory of evolution out of public schools. The Scopes trial, testing Tennessee's antievolution law, was a legal victory for fundamentalists but a defeat in the court of
public opinion. The issue of teaching creationism in biology classes is still current
today.
•
•
•