Splash Screen

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Splash Screen
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Contents
Chapter Introduction Section 1 A Clash of
Values Section 2 Cultural Innovations Section
3 African American Culture Chapter Summary
Chapter Assessment
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Intro 1
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Intro 2
Chapter Objectives
Section 1 A Clash of Values

• Explain the rise in racism and nativism in the
  1920s.

• Describe the clash of values in the 1920s and the
  changing status of women.

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Intro 3
Chapter Objectives
Section 2 Cultural Innovations

• Describe the explosion of art and literature and
  the disillusionment of 1920s artists.

• Summarize the effects of sports, movies, radio,
  and music on popular culture.

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Intro 4
Chapter Objectives
Section 3 African American Culture

• Describe the Harlem Renaissance and the
  rediscovery of African American cultural roots.

• Explain the increase in African American
  political activism.

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Intro 7
Why It Matters
The 1920s was an era of rapid change and clashing
values. Many Americans believed society was
losing its traditional values, and they took
action to preserve these values. Other Americans
embraced new values associated with a freer
lifestyle and the pursuit of individual goals.
Writers and artists pursued distinctively
American themes, and the Harlem Renaissance gave
African Americans new pride.
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Intro 8
The Impact Today
The 1920s left permanent legacies to American
culture.

• National celebrities in sports and film emerged.
• Jazz music became part of American culture.
• F. Scott Fitzgerald and Ernest Hemingway wrote
  classics of American literature.

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Intro 9
continued on next slide
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Intro 10
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End of Intro
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Section 1-1
Guide to Reading
Main Idea
During the 1920s, clashes between traditional and
modern values shook the United States.
Key Terms and Names

• anarchist

• Fundamentalism
• evolution
• creationism
• police powers
• speakeasy

• eugenics
• Ku Klux Klan
• Emergency Quota Act
• flapper

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Section 1-2
Guide to Reading (cont.)
Reading Strategy
Organizing As you read about Americans
reactions to immigrants in the 1920s, complete a
graphic organizer similar to the one on page 482
of your textbook by filling in the causes and
effects of anti-immigrant prejudices.
Reading Objectives

• Explain the rise in racism and nativism in the
  1920s.

• Describe the clash of values in the 1920s and the
  changing status of women.

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Section 1-3
Guide to Reading (cont.)
Section Theme
Continuity and Change The rapid changes of the
early 1900s challenged Americans who wanted to
preserve traditional values.
15
Section 1-4
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Section 1-5
Nativism Resurges

• In the 1920s, racism and nativism increased.

• Immigrants and demobilized military men and women
  competed for the same jobs during a time of high
  unemployment and an increased cost of living.
• Ethnic prejudice was the basis of the Sacco and
  Vanzetti case, in which the two immigrant men
  were accused of murder and theft.

(pages 482484)
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Section 1-6
Nativism Resurges (cont.)

• They were thought to be anarchists, or opposed to
  all forms of government.

• Sacco and Vanzetti were sentenced to death, and
  in 1927 they were executed still proclaiming
  their innocence.
• Nativists used the idea of eugenics, the false
  science of the improvement of hereditary traits,
  to give support to their arguments against
  immigration.

(pages 482484)
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Section 1-7
Nativism Resurges (cont.)

• Nativists emphasized that human inequalities were
  inherited and said that inferior people should
  not be allowed to breed.

• This added to the anti-immigrant feeling of the
  time and further promoted the idea of strict
  immigrant control.
• The Ku Klux Klan (KKK) led the movement to
  restrict immigration.

(pages 482484)
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Section 1-7
Nativism Resurges (cont.)

• This new Klan not only targeted the freed African
  Americans but also Catholics, Jews, immigrants,
  and other groups believed to have un-American
  values.

• Because of a publicity campaign, by 1924 the Ku
  Klux Klan had over 4 million members and
  stretched beyond the South into Northern cities.
• Scandals and poor leadership led to the decline
  of the Klan in the late 1920s.
• Politicians supported by the Klan were voted out
  of office.

(pages 482484)
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Section 1-8
Nativism Resurges (cont.)
What led to a resurgence of racism and nativism
in the United States after World War I?
During the early 1920s, an economic recession, an
influx of immigrants, and racial and cultural
tensions led to an atmosphere of disillusionment
and intolerance. Many Americans saw immigrants as
a threat to the status quo of traditional
American values. Immigrants and demobilized
military men and women competed for the same jobs
during a time of high unemployment and an
increased cost of living.
(pages 482484)
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Section 1-9
Controlling Immigration

• In 1921 President Harding signed the Emergency
  Quota Act, limiting immigration to 3 percent of
  the total number of people in any ethnic group
  already living in the United States.

• This discriminated heavily against southern and
  eastern Europeans.
• The National Origins Act of 1924 made immigrant
  restriction a permanent policy.

(page 484)
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Section 1-10
Controlling Immigration (cont.)

• The act lowered the quotas to 2 percent of each
  national group living in the U.S. in 1890.

• This further restricted immigrants from southern
  and eastern Europe.
• The act exempted immigrants from the Western
  Hemisphere from the quotas.
• The immigration acts of 1921 and 1924 reduced
  the labor pool in the United States.

(page 484)
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Section 1-11
Controlling Immigration (cont.)

• Employers needed laborers for agriculture,
  mining, and railroad work.

• Mexican immigrants began pouring into the United
  States between 1914 and the end of the 1920s.
• The immigrants fled their country in the
  aftermath of the Mexican Revolution of 1910.

(page 484)
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Section 1-13
Controlling Immigration (cont.)
How did the Newlands Reclamation Act of 1902
help bring Mexican immigrants to the United
States?
This act provided funds for irrigation projects
in the Southwest. This led to a need for large
numbers of agricultural laborers for factory
farms. Since the National Origins Act of 1924
limited immigration from southern and eastern
Europe but not from the Western Hemisphere,
Mexican immigrants looking for jobs and political
freedom poured into the United States.
(page 484)
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25
Section 1-14
The New Morality

• A new morality challenged traditional ideas and
  glorified youth and personal freedom.

• New ideas about marriage, work, and pleasure
  affected the way people lived.
• Women broke away from families as they entered
  the workforce, earned their own livings, or
  attended college.
• The automobile gave American youth the
  opportunity to pursue interests away from parents.

(pages 484486)
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Section 1-15
The New Morality (cont.)

• Womens fashion drastically changed in the 1920s.

• The flapper, a young, dramatic, stylish, and
  unconventional woman, exemplified the change in
  womens behavior.
• Professionally, women made advances in the fields
  of science, medicine, law, and literature.

(pages 484486)
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Section 1-17
The New Morality (cont.)
How did the automobile encourage the new
morality?
The automobile led to the independence of many
youths. As a result, many American youths spent
time away from family to socialize with friends.
(pages 484486)
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Section 1-18
The Fundamentalist Movement

• Some Americans feared the new morality and
  worried about Americas social decline.

• Many of these people came from small rural towns
  and joined a religious movement called
  Fundamentalism.
• The Fundamentalists rejected Darwins theory of
  evolution, which suggested that humans developed
  from lower forms of life over millions of years.

(pages 486487)
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Section 1-19
The Fundamentalist Movement (cont.)

• Instead, Fundamentalists believed in
  creationismthat God created the world as
  described in the Bible.

• In 1925 Tennessee passed the Butler Act, which
  made it illegal to teach anything that denied
  creationism and taught evolution instead.

(pages 486487)
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Section 1-20
The Fundamentalist Movement (cont.)

• The debate between evolutionists and creationists
  came to a head with the Scopes Trial.

• Answering the request of the ACLU, John T.
  Scopes, a biology teacher, volunteered to test
  the Butler Act by teaching evolution in his
  class.
• After being arrested and put on trial, Scopes was
  found guilty, but the case was later overturned.
  
• After the trial, many fundamentalists withdrew
  from political activism.

(pages 486487)
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Section 1-21
The Fundamentalist Movement (cont.)
How did the American Civil Liberties Union (ACLU)
cause the clash between the evolutionists and the
creationists?
The ACLU raised money to test the Butler Act, and
it asked for a volunteer who would purposely
teach evolution in the classroom.
(pages 486487)
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Section 1-22
Prohibition

• Many people felt the passage of the Eighteenth
  Amendment, which prohibited alcohol, would reduce
  unemployment, domestic violence, and poverty.

• The Volstead Act made the enforcement of
  Prohibition the responsibility of the U.S.
  Treasury Department.
• Until the 1900s, police powersa governments
  power to control people and property in the
  publics interest, had been the job of the state
  governments.

(pages 487488)
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Section 1-22
Prohibition (cont.)

• Americans ignored the laws of Prohibition.

• They went to secret bars called speakeasies,
  where alcohol could be purchased.
• Crime became big business, and gangsters
  corrupted many local politicians and governments.

(pages 487488)
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Section 1-22
Prohibition (cont.)

• In 1933 the ratification of the Twenty-first
  Amendment ended Prohibition.

• It was a defeat for supporters of traditional
  values and those who favored the use of federal
  police powers to achieve moral reform.

(pages 487488)
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Section 1-22
Prohibition (cont.)
How were Prohibition and crime related?
Organized crime ran most of the speakeasies.
Bootleggingthe illegal production and
distribution of alcoholwas common. Gangsters
smuggled alcohol into the United States, and
violence occurred as gangs fought to control the
liquor trade. Some gangsters gained enough money
and power to corrupt local politicians.
(pages 487488)
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Section 1-23
Checking for Understanding
Define Match the terms on the right with their
definitions on the left.
C
__ 1. the scientific theory that humans and other
forms of life have evolved over time __
2. person who believes that there should be no
government __ 3. the belief that God created the
world and everything in it, usually in the way
described in Genesis __ 4. a place where
alcoholic beverages are sold illegally __ 5. a
young woman of the 1920s who showed freedom from
convention, especially in dress
A. anarchist B. flapper C. evolution D. creationis
m E. speakeasy
A
D
E
B
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Section 1-24
Checking for Understanding (cont.)
Explain why the Eighteenth Amendment was repealed.
People recognized that Prohibition was not
successful.
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Section 1-25
Reviewing Themes
Continuity and Change How did the passage of the
Eighteenth Amendment and the Volstead Act change
the federal governments role?
The federal government obtained police powers to
enforce the law.
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Section 1-26
Critical Thinking
Synthesizing Why were immigrants from Mexico not
included in the quota system set by the
immigration acts?
They provided cheap labor.
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Section 1-28
Analyzing Visuals
Analyzing Photographs Study the image of the
federal agent destroying barrels of alcohol on
page 488 of your textbook. Why do you think the
barrels were destroyed in public with a crowd
watching?
They were destroyed in public to intimidate
people, hoping to make them fearful and
submissive in the face of federal authority.
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Section 1-29
Close
Explain the resurgence, impact, and decline of
the Ku Klux Klan.
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End of Section 1
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Section 2-1
Guide to Reading
Main Idea
An era of exciting and innovative cultural
trends, the 1920s witnessed changes in art and
literature. This period also saw a dramatic
increase in the countrys interest in sports and
other forms of popular culture.
Key Terms and Names

• Bohemian

• F. Scott Fitzgerald
• mass media

• Carl Sandburg
• Eugene ONeill
• Ernest Hemingway

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Section 2-2
Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the 1920s, complete
a graphic organizer like the one on page 492 of
your textbook by filling in the main
characteristics of art, literature, and popular
culture that reflect the era.
Reading Objectives

• Describe the explosion of art and literature and
  the disillusionment of 1920s artists.

• Summarize the effects of sports, movies, radio,
  and music on popular culture.

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Section 2-3
Guide to Reading (cont.)
Section Theme
Culture and Traditions American culture in the
1920s saw a rise in both the arts and popular
entertainment.
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Section 2-4
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Section 2-5
Art and Literature

• During the 1920s, American artists, writers, and
  intellectuals began challenging traditional ideas
  as they searched for meaning in the modern world.

• The artistic and unconventional, or Bohemian,
  lifestyle of Manhattans Greenwich Village and
  Chicagos South Side attracted artists and
  writers.

(pages 492494)
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Section 2-6
Art and Literature (cont.)

• These areas were considered centers of
  creativity, enlightenment, and freedom from
  conformity to old ideas.

• The European art movement influenced American
  modernist artists.
• The range in which the artists chose to express
  the modern experience was very diverse.

(pages 492494)
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Section 2-7
Art and Literature (cont.)

• Writing styles and subject matter varied. Chicago
  poet Carl Sandburg used common speech to glorify
  the Midwest and the expansive nature of American
  life.

• Playwright Eugene ONeills work focused on the
  search for meaning in modern society.

(pages 492494)
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Section 2-9
Art and Literature (cont.)
How did F. Scott Fitzgeralds The Great Gatsby
portray modern society?
The book exposed the emptiness and superficiality
of modern society as the characters spent much of
their lives chasing futile dreams.
(pages 492494)
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Section 2-10
Popular Culture

• The economic prosperity of the 1920s afforded
  many Americans leisure time for enjoying sports,
  music, theater, and entertainment.

• Radio, motion pictures, and newspapers gave rise
  to a new interest in sports.
• Sports figures, such as Babe Ruth and heavyweight
  champion Jack Dempsey, were famous for their
  sports abilities but became celebrities as well.

(pages 494495)
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Section 2-11
Popular Culture (cont.)

• Motion pictures became increasingly popular.

• The first talking picture, The Jazz Singer, was
  made in 1927.
• The golden age of Hollywood began.
• The mass mediaradio, movies, newspapers, and
  magazineshelped break down the focus on local
  interests.
• Mass media helped unify the nation and spread new
  ideas and attitudes.

(pages 494495)
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Section 2-13
Popular Culture (cont.)
How did popular culture in the United States
change during the 1920s?
(pages 494495)
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Section 2-13
Popular Culture (cont.)
The economic prosperity of the 1920s afforded
many Americans leisure time for enjoying sports,
music, theater, and entertainment. Radio, motion
pictures, and newspapers gave rise to a new
interest in sports. Sports figures became
celebrities. Motion pictures became increasingly
popular. The first talking picture, The Jazz
Singer, was made in 1927. The golden age of
Hollywood began. The mass mediaradio, movies,
newspapers, and magazinesbroke down the focus on
local interests. Mass media helped unify the
nation and spread new ideas and attitudes.
(pages 494495)
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Section 2-19
Checking for Understanding
Define Match the terms on the right with their
definitions on the left.
A
__ 1. a person (as an artist or writer) leading
an unconventional lifestyle __ 2. a medium of
communication (as in television and radio)
intended to reach a wide audience
A. Bohemian B. mass media
B
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Section 2-20
Checking for Understanding (cont.)
Describe the main themes of artists and writers
during the 1920s.
The main themes of artist and writers during the
1920s were disenchantment, isolation,
disillusionment, and emptiness.
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57
Section 2-21
Reviewing Themes
Culture and Traditions How did writers, artists,
and popular culture of the 1920s affect
traditional ideas in the United States?
They broke down patterns of narrow focus on local
interest.
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Section 2-22
Critical Thinking
Synthesizing How did World War I influence the
literature written during the 1920s?
It led many writers to portray disillusionment
and to reevaluate the myths of American heroes.
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Section 2-24
Analyzing Visuals
Interpreting Art Study the Edward Hopper
painting, Nighthawks, on page 493 of your
textbook. How do different elements of this piece
work to convey a sense of isolation?
One man eats by himself, there are only three
customers in the diner, there is only one person
working at the diner, and there are not people on
the sidewalk or in the street.
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Section 2-25
Close
Summarize the effects of sports, movies, radio,
and music on popular culture.
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End of Section 2
62
Section 3-1
Guide to Reading
Main Idea
During World War I, the prospect of employment
and greater freedoms spurred the Great
Migration of African Americans from the rural
South to industrial cities in the North.
Key Terms and Names

• Great Migration

• jazz
• Cotton Club
• blues
• Marcus Garvey

• Harlem Renaissance
• Claude McKay
• Langston Hughes

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63
Section 3-2
Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the African
American experience in the 1920s, complete a
graphic organizer similar to the one on page 498
of your textbook by filling in the causes and
effects of the Harlem Renaissance.
Reading Objectives

• Describe the Harlem Renaissance and the
  rediscovery of African American cultural roots.

• Explain the increase in African American
  political activism.

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64
Section 3-3
Guide to Reading (cont.)
Section Theme
Groups and Institutions African Americans played
stronger political and cultural roles in the
1920s than they had in previous decades.
65
Section 3-4
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Section 3-5
The Harlem Renaissance

• The Great Migration occurred when hundreds of
  thousands of African Americans from the rural
  South headed to industrial cities in the North
  with the hope of a better life.

(pages 498500)
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Section 3-6
The Harlem Renaissance (cont.)

• In large northern cities, particularly New York
  Citys neighborhood of Harlem, African Americans
  created environments that stimulated artistic
  development, racial pride, a sense of community,
  and political organization, which led to a
  massive creative outpouring of African American
  arts.

• This became known as the Harlem Renaissance.

(pages 498500)
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Section 3-7
The Harlem Renaissance (cont.)

• Writer Claude McKay became the first important
  writer of the Harlem Renaissance.

• His work expressed defiance and contempt of
  racism, which were very strong writing
  characteristics of this time.
• Langston Hughes became the leading voice of the
  African American experience in the United States.

(pages 498500)
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Section 3-7
The Harlem Renaissance (cont.)

• Louis Armstrong introduced jazz, a style of music
  influenced by Dixieland music and ragtime.

• He became the first great cornet and trumpet
  soloist in jazz music.
• A famous Harlem nightspot, the Cotton Club, was
  where some famous African American musicians,
  such as Duke Ellington, got their start.

(pages 498500)
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Section 3-7
The Harlem Renaissance (cont.)

• Bessie Smith sang about unrequited love, poverty,
  and oppression, which were classic themes in
  blues style music.

• This soulful style of music evolved from African
  American spirituals.

(pages 498500)
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Section 3-8
The Harlem Renaissance (cont.)
What was the Harlem Renaissance?
In large northern cities, particularly New York
Citys neighborhood of Harlem, African Americans
created environments that stimulated artistic
development, racial pride, a sense of community,
and political organization, which led to a
massive creative outpouring of African American
arts. This became known as the Harlem Renaissance.
(pages 498500)
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72
Section 3-9
African American Politics

• After World War I, many African Americans wanted
  a new role in life and in politics.

• The Great Migration led to African Americans
  becoming powerful voting blocs, which influenced
  election outcomes in the North.
• Oscar DePriest was elected as the first African
  American representative in Congress from a
  Northern state after African Americans voted as a
  block.

(pages 501502)
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Section 3-10
African American Politics (cont.)

• The National Association for the Advancement of
  Colored People (NAACP) battled against
  segregation and discrimination.

• The NAACPs efforts led to the passage of
  anti-lynching legislation in the House of
  Representatives, but the Senate defeated the bill.

(pages 501502)
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Section 3-11
African American Politics (cont.)

• Jamaican black leader Marcus Garveys idea of
  Negro Nationalism glorified black culture and
  traditions.

• He founded the Universal Negro Improvement
  Association (UNIA), which promoted black pride
  and unity.
• Garvey encouraged education as the way for
  African Americans to gain economic and political
  power but he also voiced the need for separation
  and independence from whites.

(pages 501502)
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Section 3-11
African American Politics (cont.)

• Garveys plan to create a settlement in Liberia
  in Africa for African Americans caused middle
  class African Americans to distance themselves
  from Garvey.

• His ideas, however, led to a sense of pride and
  hope in African Americans that resurfaced during
  the civil rights movement in the 1960s.

(pages 501502)
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Section 3-12
African American Politics (cont.)
What was Marcus Garveys Negro Nationalism?
Garveys idea of Negro Nationalism glorified
black culture and traditions. He founded the
Universal Negro Improvement Association, which
promoted black pride and unity. He encouraged
education as the way for African Americans to
gain economic and political power but he also
voiced the need for separation and independence
from whites.
(pages 501502)
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Section 3-23
Checking for Understanding
Define Match the terms on the right with their
definitions on the left.
B
__ 1. style of music evolving from African
American spirituals and note for its melancholy
sound __ 2. American style of music that
developed from ragtime and blues and which uses
syncopated rhythms and melodies
A. jazz B. blues
A
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Section 3-24
Checking for Understanding (cont.)
Explain how Bessie Smiths music conveyed
universal themes.
Bessie Smith sang of love, poverty, and
oppression.
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79
Section 3-24
Checking for Understanding (cont.)
Explain the importance of the defeat of Judge
John Parkers nomination to the U.S. Supreme
Court.
Judge John Parkers defeat showed the political
strength of African Americans.
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Section 3-24
Checking for Understanding (cont.)
Describe the goals of Marcus Garveys Universal
Negro Improvement Association.
The association emphasized black pride and a
separate African American society.
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Section 3-25
Reviewing Themes
Groups and Institutions What actions did the
NAACP take to expand political rights for African
Americans?
They lobbied and worked through the courts.
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Section 3-26
Critical Thinking
Synthesizing How did the Great Migration affect
the political power of African Americans in the
North?
The Great Migration affected the political power
of African Americans in the North by creating a
strong voting bloc.
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Section 3-27
Critical Thinking (cont.)
Analyzing How did Duke Ellington create a new
musical style that grew out of the ragtime
tradition?
Duke Ellington used distinctive orchestration and
improvisation to create a new musical style.
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Section 3-28
Analyzing Visuals
Examining Photographs Study the pictures of the
Cotton Club and African Americans posing by their
car on page 500 of your textbook. What are some
elements of these pictures that show African
Americans adopting part of the 1920s social
culture?
The style of clothing they wore indicates they
were adopting part of the 1920s social culture.
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display the answer.
85
Section 3-30
Close
Explain the increase in African American
political activism.
86
End of Section 3
87
Chapter Summary 1
88
End of Chapter Summary
89
Chapter Assessment 1
Reviewing Key Terms
Define Match the terms on the right with their
definitions on the left.
G
__ 1. a place where alcoholic beverages are sold
illegally __ 2. American style of music that
developed form ragtime and blues and which uses
syncopated rhythms and melodies __ 3. the belief
that God created the world and everything in it,
usually the way described in Genesis __ 4. person
who believes that there should be no government
__ 5. a person (as an artist or writer) leading
an unconventional lifestyle
A. anarchist B. eugenics C. flapper D. evolution E
. creationism F. police powers G. speakeasy H. Boh
emian I. mass media J. jazz
J
E
A
H
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display the answers.
90
Chapter Assessment 2
Reviewing Key Terms (cont.)
Define Match the terms on the right with their
definitions on the left.
F
__ 6. a governments power to control people and
property in the interest of public safety,
health, welfare, and morals __ 7. a
pseudo-science that deals with the improvement of
hereditary qualities of a race or breed __ 8. the
scientific theory that humans and other forms of
life have evolved over time
A. anarchist B. eugenics C. flapper D. evolution E
. creationism F. police powers G. speakeasy H. Boh
emian I. mass media J. jazz
B
D
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display the answers.
91
Chapter Assessment 2
Reviewing Key Terms (cont.)
Define Match the terms on the right with their
definitions on the left.
I
__ 9. a medium of communication (as in television
and radio) intended to reach a wide audience __
10. a young woman of the 1920s who showed freedom
from convention, especially in dress
A. anarchist B. eugenics C. flapper D. evolution E
. creationism F. police powers G. speakeasy H. Boh
emian I. mass media J. jazz
C
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display the answers.
92
Chapter Assessment 3
Reviewing Key Facts
Why was there a rise in racism and nativism in
the 1920s?
There was a rise in racism and nativism because
of an influx of immigrants and a recession.
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display the answer.
93
Chapter Assessment 4
Reviewing Key Facts (cont.)
What actions did Congress and the president take
during the first half of the 1920s to restrict
immigration?
They enacted the Emergency Quota Act and the
National Origins Act.
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display the answer.
94
Chapter Assessment 5
Reviewing Key Facts (cont.)
What role did the automobile play in changing the
way that young people in the United States lived
and socialized?
The automobile allowed them to escape parents
control.
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display the answer.
95
Chapter Assessment 6
Reviewing Key Facts (cont.)
What was the Fundamentalist movement?
It was a religious movement to reassert the
Bibles authority in life.
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display the answer.
96
Chapter Assessment 7
Reviewing Key Facts (cont.)
What were two reasons for the rise in African
American political activism?
The Harlem Renaissance and the African American
experience in World War I contributed to the rise
in African American political activism.
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display the answer.
97
Chapter Assessment 8
Critical Thinking
Analyzing Themes Groups and Institutions In
what ways did the new morality change American
family life?
The new morality increased youths independence
and allowed women to develop a personal identity
that was demonstrated in work and fashion.
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display the answer.
98
Chapter Assessment 9
Critical Thinking (cont.)
Interpreting Why was Charles Lindbergh a symbol
of modern America?
His solo flights restored Americans belief in
the courageous, pioneering individual.
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display the answer.
99
Chapter Assessment 10
Geography and History
The circle graphs below show immigration numbers
in the United States in 1921 and 1925. Study the
graphs and answer the questions on the following
slides.
100
Chapter Assessment 11
Geography and History (cont.)
Interpreting Graphs What significant changes in
immigration do the circle graphs show?
They show a dramatic increase in the percentage
of immigrants form Latin America and a dramatic
decrease in the percentage of immigrants from
Eastern and Southern Europe.
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display the answer.
101
Chapter Assessment 12
Geography and History (cont.)
Applying Geography Skills Why did these changes
in immigration occur between 1921 and 1925?
There were changes in immigration laws.
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display the answer.
102
Chapter Assessment 13
Directions Choose the best answer to the
following question.
Which of the following events of the 1920s
contributed to a renewed nativist
movement? A Economic recession B Harlem
Renaissance C Scopes trial D Prohibition
Test-Taking Tip First you must be clear on the
meaning of nativism. Then use the process of
elimination to rule out the answers that do not
seem related to the definition of nativism.
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display the answer.
103
Chapter Assessment 14
Billy Sunday and Aimee Semple McPherson are both
regarded as examples of what religious movement
of the 1920s?
They are regarded as examples of Fundamentalism.
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display the answer.
104
End of Chapter Assessment
105
F/F/F 1-Fact
New Words The youth culture of the twenties
produced a number of new words and phrases that
became a part of their own language. In the
mid-1920s, partygoers urged fellow dancers to
Get hot! Get hot! Young Americans also invented
such terms as beauts, cats pajamas, and cats
whiskers to describe attractive young women. The
terms lounge lizards, jelly beans, and jazzbos
described attractive young men, while the phrase
hard-boiled eggs described tough
guys. Prohibition also expanded American
vocabulary. Bootlegger, speakeasy, and hip flask
became part of common speech. It also gave new
meaning to the words wet and dry.
106
FYI Contents 1
Miss America Aimee Semple McPherson Tennessee
Click on a hyperlink to view the corresponding
slide.
107
FYI 1-1a
The first Miss America was crowned in 1921. It
seems fitting that sixteen-year-old Margaret
Gorman was from the nations capitalWashington,
D.C.
108
FYI 1-2b
Charismatic preacher Aimee Semple McPherson
gained added notoriety for a five-week
disappearance she claimed was a kidnapping and
for the many lawsuits filed against her in the
following years, often for libel or slander.
109
FYI 1-3c
Tennessees law against teaching evolution
remained on the books until 1967.
110
FYI 2
Many of the founders were Deists in religion.
Deists believe in one god. They are inspired by
the design found in the universe. They do not
support the idea of divine revelation, nor do
they have a holy book.
111
Moment in History 1
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again.
112
You Dont Say 3-1
All That Jazz The origin of the term jazz is one
notable dispute in American English. It may have
come from the word Chaz, the nickname of an early
ragtime drummer named Charles Washington, or from
chasse, a kind of dance step. African and Creole
sources are also possibilities.
113
CT Skill Builder 1
Synthesizing Information
The authors of your textbook gathered information
from many sources to present a story of how the
United States came about and how the countrys
people lived. To combine the information into a
logical story, the authors used a process called
synthesis. Being able to synthesize information
can be a useful skill for you as a student when
you need to gather data from several sources for
a report or a presentation.
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again.
114
CT Skill Builder 2
Synthesizing Information
Learning the Skill
The skill of synthesizing involves combining and
analyzing information gathered from separate
sources or at different times to make logical
connections. Follow these steps to synthesize
information

• Select important and relevant information.
• Analyze the information and build connections.
• Reinforce or modify the connections as you
  acquire new information.

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display the information.
115
CT Skill Builder 3
Synthesizing Information
Learning the Skill (cont.)
Suppose you need to write a research paper on the
status of women in the 1920s. You would need to
synthesize what you learn to inform others. You
could begin by detailing the ideas and
information you already have about the status of
women in the1920s. A graphic organizer such as
the one on page 489 of your textbook could help
categorize the facts.
Then you could select an article about women in
the 1920s, such as the one on the following slide.
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display the information.
116
CT Skill Builder 4
Synthesizing Information
Learning the Skill (cont.)
In 1923 the National Womans Party first proposed
an equal rights amendment to the Constitution.
This amendment stated that men and women shall
have equal rights throughout the United States
and every place subject to its jurisdiction. The
National Womans party pointed out that
legislation discriminating against women existed
in every state. . . .
Some progressive women reformers, however,
opposed the goals of the National Womans Party.
These progressives favored protective
legislation, which had brought shorter hours and
better working conditions for many women. The
efforts of the progressives helped defeat the
equal rights amendment.
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display the information.
117
CT Skill Builder 5
Synthesizing Information
Practicing the Skill
Use the graphic organizer below and the passage
on the previous slide to answer the following
questions.
118
CT Skill Builder 6
Synthesizing Information
Practicing the Skill (cont.)
1. What information is presented in the
table? 2. What is the main idea of the
passage? What information does the passage add to
your knowledge of this topic?
The status of women in the 1920s is presented in
the table.
An amendment dedicated to womens rights was
proposed in 1923, but it was defeated with the
help of women who opposed it.
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display the answers.
119
CT Skill Builder 7
Synthesizing Information
Practicing the Skill (cont.)
3. By synthesizing the two sources and using what
you know from reading Section 1 of Chapter 15 in
your textbook, what conclusions can you draw
about the role of women in 1920s society?
Women pursued social freedom, entered the
workforce, and made contributions in medicine,
literature, and science.
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display the answer.
120
M/C 1-1
Click map to view dynamic version.
121
Why It Matters Transparency
122
Daily Focus Skills Transparency 1
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display the answer.
123
Daily Focus Skills Transparency 2
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display the answer.
124
Daily Focus Skills Transparency 3
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display the answer.
125
GO 1
126
GO 2
127
GO 3
128
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