Mr. Judd
Name________________
Ch. 10 The Jazz Age Study Guide
It was a time of stark and sometimes
startling contrasts in American life. World
War I was over. Women got the right to
vote. Fashion took a liberal turn. Alcohol
was outlawed. Babe Ruth was king of the
ballpark, Charles Lindbergh of the skies.
Jazz filled the air - and the airwaves. And
just about everybody who could afford it,
went to the movies in “The Roaring ‘20s.”
The Roaring Twenties has the reputation as
a decade of play and prosperity. Though
unemployment was low and many
Americans were better off financially, real
wealth was concentrated among just a few
families. Sixty percent of America's riches
were owned by only two percent of the
people. The 27,500 wealthiest families had
as much money as the twelve million
poorest. With the end of World War I, the
country desperately wanted to return to normal. But prices shot upward with the
increased demand for goods and services, while wages were still low due to a ban on
raises and labor strikes during the war.
Now that the war had ended, strikes over higher wages resumed. In September 1919
Boston Police walked off patrol, citing lousy pay and long hours. Their subsequent
absence triggered a free-for-all of looters and vandals. In turn, city officials granted no
negotiation; the police force was replaced without the option to return. That same
month 343,000 steel workers staged a nation-wide strike, only to taste a violent defeat.
When substitute workers were hired, rioting erupted resulting in the mobilization of
federal troops. Eighteen steelworkers lost their lives in the struggle; the walkout lasted
four months with no reward. As labor unrest spread across the country some
Americans felt it was being fostered by communists - radicals who believed in an
economic and social system where prosperity is owned by everyone, and the needs of
the whole are more important than those of the individual. Other citizens grew
increasingly suspicious of immigrants, fearing they too, might be communists.
This so-called "Red Scare" was at a high during the Presidential election of 1919. And
Ohio Lieutenant governor, Warren G. Harding's campaign promise of, "A return to
normalcy" was just what the country wanted to hear and believe.
Name:
Mr. Judd
Period:
Graphic Organizer: The 1920’s were considered the Roaring 20’s because of the high levels of cultural
excitement, experimentation, conflict, and change. Scan through Ch. 10 Jazz Age and come up with as many
examples of each as you can.
EXCITEMENT
Pg.
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Information
EXPERIMENT
Pg.
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Information
CONFLICT
Pg.
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Information
CHANGE
Pg. Information
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Name:
Topic/Event
Nativism
Pg. 376
Red Scare
Pg. 351
Palmer Raids
Pg. 352
Sacco and
Vanzetti
Pg. 376
Anarchists
Pg. 376
Ku Klux Klan
Pg. 377
Quota System
(See National
Origins Act)
Pg. 378
Boston Police
Strike
Pg.349
The Steel
Strike
Pg.349
“Red
Summer”
Pg. 350
Chicago Race
Riot 1919
Pg. 350
Mr. Judd
America Struggles with Postwar Issues
An Age of Intolerance
Define/Explain. Be Specific.
Period:
The 1920’s was known as an age of intolerance
(not accepting others). Who is being discriminated
against in this example?
YOU DECIDE: GUILTY BEYOND A REASONABLE DOUBT?
SACCO
INNOCENT
(Place check for one,
both, or neither)
GUILTY
(Place check for one,
both, or neither)
JUSTIFICATION
(Cite specific
evidence to support
your case)
VANZETTI
Name:
Mr. Judd
Period:
Document Based Questions (DBQ’s) Roaring Twenties
Document 1
"If it had not been for these things, I might have lived out my life talking at street corners to scorning men. I might
have died unmarked, unknown, a failure. Now we are not a failure. This is our career and our triumph. Never in our
full life could we hope to do such work for tolerance, for justice, for man's understanding of man as now we do by
accident. Our words--our lives--our pains--nothing! The taking of our lives--lives of a good shoemaker and a poor fishpeddler--all! That last moment belongs to us--that agony is our triumph."
Statement attributed to Bartolomeo Vanzetti by Philip D. Stong, a reporter for the North American Newspaper
Alliance who visited Vanzetti in prison in May of 1927 shortly before he and Sacco were executed.]
1. According to this passage, what did Bartolomeo Vanzetti feel his execution would accomplish that he might not have
accomplished had he not been wrongfully convicted?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. Explain how the Russian Revolution and nativism in the U.S. led to the conviction and execution of Sacco and Vanzetti.
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
Document 2
I am fed up
With Jim Crow laws,
People who are cruel
And afraid,
Who lynch and run,
Who are scared of me
And me of them.
I pick up my life
And take it away
On a one-way ticket
Gone Up North
Gone Out West
Gone!
-Langston Hughes, 1926
3. In this document, the author states that he has “Gone” because of what reason?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Name a type of person or group and the region of the U.S. that the author is fed up
with?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Document 3
5. In analyzing this photograph, what new method of
production is being used?
______________________________________________
______________________________________________
______________________________________________
6. What affect did this new method of production have on the
manufacture of automobiles and how did those changes
affect the rest of society?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Document 4
7. How does the cartoonist want the government to deal with immigration?
___________________________________________________________
___________________________________________________________
8. What image does the cartoonist use to depict immigrants as undesirable?
___________________________________________________________
___________________________________________________________
Document 5
9. Why was the Indiana leader called “dry”?
__________________________________________________
__________________________________________________
10. What was Albert Fall guilty of?
__________________________________________________
__________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Document 6
18th Amendment (Ratified by the states, January, 1919)
Section 1: After one year from this ratification of this article the manufacture sale, or transportation of intoxicating
liquors within…the United States…is hereby prohibited.
Section 2: The Congress and several States shall have concurrent power to enforce this article by appropriate legislation.
Volstead Act (Passed by Congress, October, 1919)
No person shall on or after the date when the Eighteenth Amendment to the Constitution of the United States does into
effect, manufacture, sell, barter, transport, import, export, deliver, furnish, or possess any intoxicating liquor except as
authorized in this Act…
11. What does the 18th Amendment and the Volstead Act specifically ban?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
12. What, ironically, does the 18th Amendment and the Volstead Act not ban?
__________________________________________________________________________________________________
Document 7
13. What generalization could you make from this chart about murder and Prohibition in America?
_________________________________________________________________________________________
_________________________________________________________________________________________
14. Why did the homicide rate begin to decline in 1933? __________________________________________
_________________________________________________________________________________________
Document 8
15. Which region or section of the country led the way in recognizing a woman’s right to vote?
_______________________________________________________________________________________
16. Which event allowed all women in the United States the right to vote?
_______________________________________________________________________________________
Document 9
17. Explain how WWI and the suffrage
movement led to the changing roles of
women in the society of the 1920s.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
18. Describe the difference between the women of the Victorian era and the flappers of the 1920s.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Economic Systems
Kansas Board Votes to Include Intelligent Design in Schools
The Kansas Board of Education is likely to vote in September to replace the state's newly
updated science-teaching standards with a revised version that plays down evolution and rejects
the idea that science is a search for “natural” explanations only. The change would open the
doors of biology classrooms to supernatural explanations of human life and origins, including
the increasingly popular concept of “intelligent design” — the idea that life is so complex it
could only have been created by an intelligent being. School boards and lawmakers in nearly
half the states, including Georgia, Pennsylvania and New York, are examining similar proposals.
Most scientists say intelligent design is just a new, more acceptable name for biblical
creationism. But intelligent design supporters argue that they only want an equal hearing for
alternate theories of life's origins and a chance for students to examine what they say are serious
gaps in evolutionary science.
Should public schools “teach the controversy” surrounding evolution and
intelligent design?
Rep. Mark E. Souder, R-Ind.
Written for The CQ Researcher, July 2005
The question of biological origins continues to
plague discussions about public school scienceeducation policy. But why can't high-school
students just learn the standard scientific view and
be done with it? Science is science, and that should
end the debate.
Normally it would. But evolution is different.
Charles Darwin's theory — and its modern
variants — assert that everything we see in the
living world is the result of an unplanned,
unguided process of random variation and natural
selection. It has, from the very beginning, been
something more than just a scientific theory.
Darwinism quickly became a near-religious
conviction for modern agnostics, and since its early
days it has been used against people of faith. That
history, of course, does not disqualify it as science,
but it does help explain why many well-educated
Alan I. Leshner
CEO, American Association for the Advancement of
Science (AAAS)
Written for The CQ Researcher, July 2005
Science classrooms are for the teaching of science,
and intelligent design is not science-based. Science
involves well-developed methods of inquiry for
explaining the natural world in a systematic,
testable fashion. The theory of evolution is based
on such rigorous sifting of evidence.
But advocates of intelligent design, while seeking
to cloak themselves in the language of science, have
yet to propose testable hypotheses that can be
subjected to the methods of experimental science.
Intelligent design presupposes that an intelligent,
supernatural agent is responsible for biological
structures and processes deemed to be
“irreducibly complex.” But whether such an
intelligent designer exists is a matter of belief or
faith, not science.
Americans have not made, and perhaps never will
make, their peace with Darwinian theory.
Still, public doubt alone might not be enough to
affect public school treatment of an
overwhelmingly established theory. But the
Darwinian mechanism as an explanation for
macroevolution has long been the subject of cogent
and powerful scientific criticisms. And those
criticisms have become more compelling in recent
years as new evidence piles up: Recently
uncovered fossil beds deepen the mystery of the
Cambrian explosion, and molecular biology
reveals the nanotechnology and digital information
inside each lowly cell.
Moreover, any historical theory should be taught
with proper modesty and candor. Repeatable
experiments involving microevolution in the lab
are one thing, but the vast extrapolation of
“molecules to man” macroevolution is quite
another. Students should understand the huge
difference in certainty between one and the other.
There is strong public support for teaching
Darwin's theory critically. For example, a 2001
Zogby Poll found that 71 percent of Americans
agree that “biology teachers should teach Darwin's
theory of evolution but also the scientific evidence
against it.”
Whatever its philosophical implications, Darwin's
theory dominates current thinking about origins in
modern biology, and so a high-school biology
education would not be complete without learning
the theory.
But the theory should not be taught as an absolute.
Instead, it should be taught as a synthesis — the
current dominant scientific theory explaining the
origin of species — but also as a theory subject to
significant limitations, failed predictions and
important scientific criticisms. Efforts to exclude
from public schools the scientific debate on this
sensitive topic serve only to thwart the true
purpose of education — and science itself.
In science classrooms, students learn that scientists
reject or accept theories according to how well
they explain the evidence rather than on what the
researchers would like to believe. Students learn
that a scientific theory, such as evolution or
gravity, is much more than just an educated guess.
A theory is accepted only after repeated
observation and experiment.
Discussion of intelligent design may be appropriate
in a class devoted to history, philosophy or social
studies but not in a biology class. Science teachers
should not be asked to teach religious ideas or to
balance the scientific theory of evolution against an
untestable alternative.
Many scientists are deeply religious and see
scientific investigation and religious faith as
complementary components of a well-rounded life.
There is a place for discussing the role of science
and religion in American life, but the science
classroom should remain a place for teachers to
nurture the spirit of curiosity and inquiry that has
marked American science since the days of
Benjamin Franklin and Thomas Jefferson.
Our children deserve a first-class science
education. Efforts to redefine science by inserting
a particular belief into the biology curriculum are
in direct conflict with science standards
recommended by both the National Academy of
Sciences and the AAAS.
Proponents of intelligent design are doing more
than attack evolution. They also are undermining
essential methods of science by challenging its
reliance on observable causes to explain the world
around us.
America's students must be taught to distinguish
between true science and a system of belief based
on faith. At a time when the United States faces
increasing global competition in science and
technology, public school science classrooms
should remain free of ideological interference and
dedicated to the rigor that has made American
science the envy of the world.
1920’s Slang
ab-solute-ly-yes!
all wet- wrong
and how!- I agree
ankle- walk
applesauce- flattery
baby grand- stocky man
baby vamp- attractive female
balled up- confused
baloney- nonsense
bank’s closed- no kissing
beat one’s gums- chatter
bee’s knees- terrific
beef- complaint
beeswax- business
bell bottom- a sailor
bent- intoxicated
berries- perfect
big cheese- important person
blow- leave
bootleg- illegal liquor
breezer- convertible
bull- policeman
bump off- kill
bum’s rush- thrown out
bus- old car
cat’s meow- great
cash- kiss
cast a kitten- have a fit
cheaters- eyeglasses
clam- dollar
copasetic- excellent
crasher- uninvited party guest
daddy- boyfriend
dame-woman
dapper- flapper’s father
darb- great!
dewdropper- unemployed man
dogs- feet
dolled up- dressed up
dry up- get lost
ducky- very good
earful- enough
egg- high-living person
fire extinguisher- chaperone
fish- freshman
flat tire- a boring person
fliver- Model T
heebie jeebies- jitters
Floorflusher- constant dancer
flour-lover- too much powder
fly boy- aviator
gams- legs
get-up- outfit
in a lather- angry
gigolo- dancing partner
glad rags- nice clothes
the goods- the facts
goofy- in love
grummy- depressed
grungy- envious
handcuff- engagement ring
hard-boiled- tough
heavy sugar- a lot of money
heeler- poor dancer
high hat- snob
hip to the jive- trendy
hit on all sixes- perform well
hooey- nonsense
hop- a dance
hot sketch- a cut-up
icy mitt- rejection
insured- engaged
iron- motorcycle
ish kabibble- “I don’t care.”
jack- money
jane- female
jerk- dispense (as soda)
joe- coffee
joint- establishment
juice joint- speakeasy
left holding the bag- blamed
line- lie
lollapalooza- a BIG lie
Lollygagger- idle person
milquetoast- shy person (male)
mooch- to leave
munitions- face powder
nifty- cool
noodle juice- tea
Oliver Twist- good dancer
on the up and up- honest
orchid- expensive item
owl- person who’s out late
giggle water- alcohol beverage
percolate- run smoothly
dumb dora- stupid female
piffle-baloney
piker-coward
pill- teacher
pinch- arrest
pinko- liberal
pos-i-lute-ly- yes
rain pitchforks- downpour
razz- make fun of
real McCoy- genuine
ritzy- high style
Reuben- country guy
Rhatz!- how disappointing!
rub- student dance party
rummy- a drunk
sap- fool
Says you!- I don’t believe you
screaming meemies- shaking
screwy- crazy
sheba- girlfriend
sheik- boyfriend
shiv- knife
simolean- dollar
sinker- doughnut
sitting pretty- in good shape
smarty- cute flapper
smoke-eater- smoker
smudger- close dancer
sockdollager- action with impact
so’s your old man- irritated reply
speakeasy- illegal bar
spill- talk
static- empty talk
stilts- legs
struggle- modern dance
stuck one- in love
swanky- elegant
tell it to Sweeny- reply of disbelief
tight- attractive
torpedo- hitman
unreal- special
upstage- snobby
water-proof- doesn’t need make-up
wet blanket- killjoy
cake-eater- lady’s man
whoopee- wild fun
flat tire- a dull, disappointing date
drugstore cowboy- someone who picks up girls
butt me!- I’ll take a cigarette