Objectives  To understand such issues as Prohibition, the changing role of women, and the influence of the Harlem Renaissance.

Section 1: Changing Ways of Life

Journal  What differences exist today between urban (city) and rural lifestyles?

Rural and Urban Differences  – 2 million people left the farm for the city every year  Big cities: New York City (5.6 million), Chicago (3 million), Philadelphia (2 million)

Rural and Urban Differences  Cities  Competition  Change  More reading  Discussions about science and social ideas  Various backgrounds  Drinking, casual dating, gambling  Farms  Slow paced  Live close to family and friends  Strict morals

Prohibition  18 th Amendment – manufacture, sale, and transportation of alcohol is illegal  Rural South and West, Protestants, Women’s Christian Temperance Union  After WWI Americans were tired of making sacrifices  Volstead Act established a Prohibition Bureau to enforce the law -> underfunded -> difficult to monitor all the roads and coastline

Speakeasies Underground/hidden saloons

Bootleggers  People who smuggled alcohol into the U.S.

Organized Crime  Chicago’s Al Capone was in control of 10,000 speakeasies  $60 million a year  1933 – 21 st Amendment repeals Prohibition

Central Question  Why was the 18 th Amendment passed?

Discussion  1. What problems did people see in society at the turn of the century?  2. Why did they think Prohibition would solve these problems?  3. What strategies/evidence did temperance advocates use to convince people to support Prohibition?

Video Clips  capone/videos#st-valentines-day-massacre capone/videos#st-valentines-day-massacre  The Untouchables

Journal  Should America continue to promote fascination with Capone through museums, memorabilia, and tours of gangland sites?

Rumrunners, Moonshiners, Bootleggers DVD  Gmsw Gmsw

Journal  What differences exist between urban (city) and rural (small town) lifestyles in the 1920s?

Science and Religion Clash  Fundamentalist religious groups vs. secular (nonreligious) thinkers  Issue = validity (strength/truth) of certain scientific discoveries

Science and Religion Clash  Waves of people become very religious  Question authority and elite  Passionate speakers feel a direct connection with God  The First Great Awakening (1740s-1750s)  The Second Great Awakening (1820s-1840s)

Science and Religion Clash  Fundamentalism (1920s)  Protestant movement  Belief in literal translation of the Bible – all stories in the Bible are true  Against the sins of modern life  Against Darwin’s theory of evolution  Preachers in the South and West lead religious revivals  Prohibit the teaching of evolution

The Scopes Trial  John T. Scopes – biology teacher from Dayton, Tenn. who challenges the Butler Act  American Civil Liberties Union (ACLU) hires Clarence Darrow to defend him  William Jennings Bryan = prosecutor

Science and Religion Clash  Why did people care about the Butler Act?  Textbook – A Civic Biology  Go to the back of the Guiding Questions

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Why did people care about the Butler Act?

Discussion  1. Who supported the Butler Act? What were their reasons?  2. Who opposed the Butler Act? What were their reasons?  3. How did Reverend Straton view the big cities? How did the NY Times view Dayton, Tennessee? Why did those views play a role in the Scopes Trial?  4. In what ways did the historical context of the 1920s affect the battle over the Butler Act?  5. How was the Scopes Trial more than just a simple debate between evolution and creationism?

Science and Religion Clash  Fundamentalism – Protestant movement based on a literal interpretation of the Bible  All stories in the Bible are true  Reject theory of evolution = Charles Darwin’s theory that plant and animal species have changed over millions of years  Evolution from apes vs. Bible creationism Wanted laws to prohibit the teaching of evolution

The Scopes Trial  March 1925 Tennessee passes law outlawing the teaching of evolution  American Civil Liberties Union (ACLU) defends John T. Scopes, a young biology public school teacher who tells students humans have evolved  Clarence Darrow defends Scopes  William Jennings Bryan prosecutes  Scopes is found guilty and law stays in effect

Now and Then  1999 – Kansas State School Board votes to eliminate the teaching of evolution  Supreme Court says evolution must only be taught as scientific fact + creationism may not be taught as scientific fact (in public schools)

Assignment  1. Issue -> Legislation -> Outcome  Issue = prohibition (illegal to sell or manufacture)  Issue = teaching evolution  2. Explain how urbanization created a new way of life that often clashed with the values of traditional rural society.  3. Describe the controversy over the role of science and religion in American education and society in the 1920s.

Section 2: The Twenties Woman

Journal  How is the music you listen to different than the music your parents listen to?  Do you think your attitude towards life is different than your parents?

Young Women Change the Rules  A rebellious, pleasure-loving atmosphere of the 1920s  independence  19 th Amendment – women suffrage  Flapper = a free young woman who embraced the new fashions and current urban attitudes  Shorter dresses, smoked cigarettes, talked about sex, danced  Marriage = more of an equal partnership

Dancing  Fox trot, camel walk, tango, Charleston, shimmy, dance marathon  om/watch?v=IcemYjTd vZ8 om/watch?v=IcemYjTd vZ8

 Flappers were like women of today because ______________ and they were unlike women of today because __________________________.

Young Woman Change the Rules  Still influenced by tradition/church  Casual dating becomes more accepted  The Double Standard = a set of principles granting greater sexual freedom to men than to women

Women Shed Old Roles at Home and at Work  How were women freed from some household chores?

Women Shed Old Roles at Home and at Work  Time saving appliances  Business growth leads to jobs for millions of women

Women Shed Old Roles at Home and at Work  Women replaced by men after WWI  “women’s professions” = teachers, nurses, librarians  Big business = typists, filing, assembly line workers  Few become managers  Earn less than men  Men felt women should stay at home (job competition)

The Changing Family

 Margaret Sanger opens birth control clinic (1916)  Women have more time for children and reading  Marriages are based more on romance  Children are in school  More social time, peer pressure, rebellious children

 Double standard refers to stricter _________ standards for ____________ than for ___________ in the 1920s.  What is your opinion of the double standard?  Women had new roles in the 1920s such as __________________.

Assignment  1. How do you think women’s lives changed most dramatically in the 1920s?  Think about families and jobs.  2. Do you think that some women of this decade made real progress towards equality?  Think about double standard, the flapper’s style and image, changing views of marriage

Section 3: Education and Popular Culture

Schools and the Mass Media Shape Culture  1914 = 1 million American students in high school -> college-bound  1926 = 4 million -> college-bound and vocational training  Before WWI – a million immigrants a year come to America

Expanding News Coverage  Literacy increased  Newspapers printed sensational stories

Radio  By 1930 – 40 percent of American households had radios  News and sporting events

America Chases New Heroes  More money + more leisure time = money for entertainment

Sports Heroes

Charles Lindberg  First non-stop solo flight across the Atlantic

Entertainment and the Arts  “Talkies” doubled the movie attendance  The Jazz Singer 1927  Disney’s Steamboat Willie 1928  Video clip  Georgia O’Keeffe

Writers of the 1920s  Sinclair Lewis  F. Scott Fitzgerald  The Great Gatsby  “Jazz Age”  Edna St. Vincent Millay  Ernest Hemmingway  The Sun Also Rises  A Farewell to Arms  Many denounced war  Addressed political and social topics  Negative side of the freedom of the 1920s

Section 4: The Harlem Renaissance  Journal  What contributions have African Americans made in our society?  Think about literature, art, music, politics, acting, etc.

African American Voices in the 1920s  Great Migration ( ) – African Americans from the South migrate to northern cities  Push factors  Pull factors

African American Voices in the 1920s  25 urban race riots in 1919  National Association for the Advancement of Colored People (NAACP) – protest racial violence  James Weldon Johnson fights for anti- lynching laws

 During the Great _______________ African Americans moved from the ________ to the __________.  The NAACP fought to improve the lives of __________________ by __________________________.

Marcus Garvey  African Americans face daily threats and discrimination  Marcus Garvey - African Americans should build a separate society  Spreads a radical message of black pride  1914 – Garvey establishes the Universal Negro Improvement Association (UNIA)

Marcus Garvey  Promotes black businesses  Encourages African Americans to return to Africa

 Marcus Garvey’s goals were different than the NAACP’s because _____________________.

The Harlem Renaissance  Harlem, NYC = world’s largest black urban community  A literary and artistic movement celebrating African American culture

African American Writers  Resist prejudice/discrimination  The struggle of living in the black ghetto  Take pride in surviving slavery through creativity and strength

Performers Paul Robeson performs in front of large white audiences in NYC

Jazz  Jazz is born in the early 1900s in New Orleans  Musicians blend instrumental ragtime with vocal blues  Louis Armstrong helps spread jazz to large cities  Most popular music for dancing  Played at exotic nightclubs like the Cotton Club  watch?v=GohBkHaHap8 watch?v=GohBkHaHap8

 The results of the migration of African Americans to northern cities in the 1920s include ____________________.  Examples of the artistic activity that became known as the Harlem Renaissance include ________________________.

Assignment  Page  Guided Reading

The Cotton Club  1. Describe the atmosphere of the Cotton Club.  2. Who owned the club?  3. Where was it located?  4. What did people do at the Cotton Club?  5. Describe how black and white people interacted there.

Group Review  Student #1 = Questions 1-5  Student #2 = Questions 6-10  Student #3 = Questions  15 minutes for research  10 minutes per student to share responses  Pages